EDUC 230 Blank Lesson Plan Template

(adopted from Centenary University EDU2003 Lesson Plan Using the edTPA Framework)
Your Name: Emily Weigand
Grade level this plan is for: Materials you’ll use: Multiple plastic tubs of water, small rocks, feathers, plastic easter eggs, coins, dry
erase board or chalk board, sink or float worksheets.
Kindergarten

Central Learning Focus and Planned Learning Outcomes

Central Focus Do the objects sink or float? What properties do they have in common that allow them to sink or float?
(Content)

ELA Anchor Standard NJSLSA.SL4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the
organization, development, and style are appropriate to task, purpose, and audience.
Standards for
Mathematical Practice

Learning Standard(s) for SL.K.1.A. Follow agreed-upon norms for discussions (e.g., listening to others with care and taking turns speaking about the
the Central Focus topics and texts under discussion).

Objectives based on the Students will be able to identify the definitions of “Prediction” and “outcome”.
Learning Standards listed Students will be able to analyze the experiment and explain which objects float and which sink.
above Students will be able to recall the outcome of their experiment when speaking to the class.
Students will be able to explain why they believe some objects floated and others did not.
Prior Academic Students will need to know what it means for something to sink or float and be able to identify the difference. They will also
Knowledge need to know what a “prediction” is, what an “outcome” is.

Anticipated Issues Some students might have a difficult time understanding what a prediction is and how to make one.
 Academic Language Demands
Language Used Prediction- What someone thinks will happen in the future
(Vocabulary, Syntax, Outcome- Something that happens as a result or consequence
Discourse)

Meeting the Language The vocabulary words along with their definitions will be clearly displayed on the board in the classroom for all
Demands students to see, and they will be explained at the beginning of the lesson.

Assessment
Assessment Type Evaluation Criteria and Feedback for Students
Assessment Task Planned Modifications to
(Informal or (Teacher Tasks - What evidence of student learning related to the
Description Assessment Tasks
Formal) learning objectives and central focus does the assessment task
(Student Tasks)
provide? What feedback will you provide the students?)
Students will join on the rug to be For the students that are visual The teacher will explain the lesson and then ask if anyone has any
introduced to the lesson. First, the learners, the teacher will draw out an questions or wants to add onto what was just said at the end. Students can
teacher will introduce the lesson by image showing the difference use this time to ask questions about the experiment or ask for something to
relating it to a personal experience. between an object floating on the be explained again if they did not understand it.
The teacher will mention how an surface and an object sinking to the
object was floating while another bottom of water.
was sinking, whether it be through
an example of a tube floating in the
Informal pool or a dish floating in the sink
when doing dishes. The teacher will
(During Instruction)
then ask the class what makes things
sink or float. This question will go
on the board for everyone to see,
and will get the class thinking what
they will be experimenting with.
The teacher will then write the
definitions for “prediction” and
“outcome” on the board and explain
them to the class.
Informal
(During Instruction)
Formal After the introduction to the lesson, If a student is still not understanding A teacher or assistant teacher will be circling the classroom overlooking
 the class will be split up into groups the difference between sinking and the groups as they experiment in case there are any questions or someone
of 4, and sent to their “station” floating at this point, they would be needs help. Students will be encouraged to turn to their group partners for
where there will be a plastic tub told to ask the students in their help if they need it before going to a teacher. They will be expected to
filled with water. There will also be group for help. They can also make individual predictions before the experiment, but they will be able to
one empty plastic easter egg, a reference back to the board to see talk about it with a partner if they need to. They will discuss the outcomes
feather, a small rock, and a coin. the diagram and definitions. as a group before joining the whole class. Once the class joins together
The teacher will pass out the “Did it again on the carpet, there will be a discussion about what the students saw
Sink or Float” worksheets, and the and they will be able to discuss their outcomes and ask the teacher more
students will be asked to either write questions.
or draw each object they will be
testing in the object’s column. They
will then have to make a prediction
in the next column and put a check
mark in the box depending on if
they think the object will sink or
float. Once every student has made
a prediction, they will start to test
their objects one by one, making
sure each student gets to put an
(After Instruction)
object into the water. After all four
objects are in the water, students
will talk about the outcome as a
group and record the outcome on
the worksheet. After every group is
done, the class will meet back up on
the carpet to share their outcomes
with each other and discuss what
they saw. The teacher will construct
a sink or float chart on the board
and make notes of what the students
saw as they share. The teacher will
ask the class what these objects that
sink or float have in common, as
well as the differences. After letting
everyone have a turn to share, the
teacher will use the notes from the
class to explain why some objects
float and others sink.

Launch / Motivation /
Anticipatory Set
(Engage)
Instructional Core
Sequence
(Explore, Explain, Elaborate)
Structured Practice &
Application
(Formal Assessment or Evaluate)
Closure
How does your lesson plan This lesson incorporates language arts by having students review or learn new vocabulary terms and read definitions.
include language arts,
math, or social studies
content?
Extension Activity
Differentiation/Planned
Additional Support
(Special Needs, ELL,
Gifted, Apathetic)
Instructional Strategies and Learning Tasks
 Engage- The class will gather on the rug, where the teacher will engage the students by relating the lesson to a
personal experience such as objects floating and sinking in their pool or dishes floating and sinking in the sink. The
teacher will then ask what they think makes things sink or float. This question will go at the top of the board in big
letters for the whole class to see.
 Explore- The teacher will explain what a prediction is and what an outcome is, showing how the experiment will be
done. Then, the students will go about the experiment by testing to see what objects sink or float in the water.
 Explain- The teacher will explain the experiment beforehand, and also walk around during the experiment to help
further explain to anyone who needs it.
 Elaborate- After students finish their experiment and record their data on the worksheet, the class will meet again on
the carpet. The teacher will ask students to share their results and what they observed.
 Closure- Once all groups share their results, the teacher will use the observations the groups made to explain the
outcomes and close the lesson.
Students who finish before everyone else will be encouraged to experiment with other objects that are available to
them, and discuss as a group what other objects they think might float or sink.
Materials- If there are gifted students that finish before others, there are additional objects that can be tested in the
water while the rest of the class finishes up. For students that need more time or extra help, a teacher or assistant
teacher can get an extra tub of water and objects in order to work with the student one-on-one.
Instruction- Students will be working in small groups, so if a student needs help it will be advised that they ask
someone in their group before going to the teacher. However, if it is necessary, a teacher will be walking around to
assist.
 Teaching Analysis
(You do not need to complete this section.)
Which lesson aspects
worked?

Which did not work as

well as you planned?

What would you need to

say/do tomorrow, based
on how well this lesson
worked today?

Specific Changes

Resources
Sink or float worksheet- https://i.pinimg.com/originals/a8/8c/8f/a88c8f66669f2ab09eff8c9e62631171.jpg