Grade Level:

Name of Teacher Candidate: Pre-Kindergarten LESSON PLAN TEMPLATE FOR

MATHEMATICS AND SCIENCE
Curriculum Area: Curriculum Area: TEACHER CANDIDATES
Hope Warren Science Disciplinary Core Content
- LS1: From molecules to organisms: Structure and
processes In this section below, identify which are
Lesson Title or Topic: Time Required applicable in this lesson.
 Science and Engineering Practices
The Small Rotten Pumpkin 20 Minutes  Standards of Mathematical
Practice and
Instructional Groupings:  Cross Cutting Concepts
Small Group

Standards: List the GSE that are the target of student learning and are key to this lesson. Include the number and the text of each of the GPS/GSE
that is being addressed. If only a portion of a standard is addressed, include only the part or parts that are relevant.

CD-SC3.4A Science and Engineering Practices

- Observes, explores and describes a variety of animals and plants. Describes their basic needs and life 1. Obtaining, evaluating and
cycles. communicating information
2. Analyzing and interpreting data
Cross Cutting Concepts
1. Cause and Effect
2. Stability and change

Learning Objectives:

Students will be able to describe the basic needs of a pumpkin

Students will be able to determine the life cycle of a pumpkin
Students will be able to describe what decomposition is and why it occurs.
Students will use Tier 2 words to describe the pumpkin (decomposition, mold)

Essential Question(s) As a result of this lesson, students will build understanding that leads to developing an answer for this question.

I can determine the life cycle of a pumpkin and describe the different steps of the cycle.
Support for Academic Language Demands and Vocabulary: What Academic Language will be taught or developed? Identify the key
vocabulary and/or symbols specific to the content area. These may be derived from the standards) How will you provide support for using this
academic language and vocabulary?

Decomposition – The state or process of rotting; decay

Life Cycles – The series of changed in the life of an organism
Needs – Something of necessity

These vocabulary words will be seen in the story that is read, along with the discussion about the pumpkin.

Assessment Identify the assessment strategy/strategies to be used for assessment of the learning objectives listed above. Each learning objective
should be assessed. (DO NOT restate the learning objective.) How will students demonstrate the targeted skill and/or understanding of the lesson’s
objective es? What type of assessment will be used? Think in terms of balanced assessment-.
Pre-assessment, formative and summative, employing multiple means of assessment. How will you provide feedback for the students?
Assessment Strategy/Strategies:

Pre-assessment to see what they already know about life cycles and the basic needs of the pumpkin:
- This pre-assessment will be a “T-chart” to compare the before and after the decomposition of the pumpkin.
The students will tell me what the pumpkin looked lack in Halloween.
Assessment review – part 1:
- For the first part of my assessment to see if the learning objective was met, the students will be putting the
order in which the life cycle of a pumpkin occurs.
Assessment review to see what they learned – part 2:
- For the second part to assess to see if the learning objective was met, I will be doing a coloring sheet for
the students to draw what they observed. After drawing their pictures, I will ask them questions about
what we talked about and tell them to describe their pumpkins to me, so I can write it next to their
pictures.

Steps in the Lesson Complete the following sections to Include the activating strategy or the hook for the lesson; the introduction; the lesson Identify the inquiry components: Not all
procedures including strategies/planned supports for whole‐class, small group, and individual instructions; and differentiated activities. of the Es will be in every lesson, but
engage, explore, and explain form the
backbone of the science lesson. These can
also apply to mathematics lessons. Only
enter the components applicable to this
lesson.
Introduction: (State how the lesson will be introduced. This should communicate the purpose of the lesson, be directly related to the goals and
objectives of the lesson, tap into prior knowledge/experiences, and develop student interest Attention should be given to students’ academic, social,
and cultural characteristics to promote connections and engagement.)
Activate learning (Hook): (State how you will begin the lesson to engage the students.
I will introduce the lesson by going over what we will be discussing, and the different aspects of the lesson that are Engagement - The start of the lesson
going to take place (an overview). This will allow the students to know what is coming next after each activity and engages the students to know what to
allow them to stay on track. I will also show the students the book, the “T-chart”, and go over the coloring handout expect throughout the lesson.
to have them start thinking of what they need to pay attention to. To start off the lesson, I will be asking the
students to remember what the pumpkin looked like a few weeks ago. (We are using small pumpkins so that they
can hold it better)

Work Session (Body of Lesson) Instructional Strategies: (Use a bulleted or numbered format to communicate the procedures for the
lesson – what the teacher will do as well as what the student will do. Describe the strategies that will be used to support students’ learning.
Knowledge of students’ cognitive, social, emotional, and physical development along with their cultural backgrounds should be evident.)

- I will let the students know that we are about to read a story about a pumpkin and its life cycle. Engagement – The use of the story to
- During the story, I will ask questions to keep the students engaged. engage the students in the lesson.
- Once I finish the book, I will ask the students what happened to the pumpkin in the story and why it
happened. Elaboration – I will be elaborating using
- Next, I will be starting the first side of the “T-chart” which is: The pumpkins on Halloween. I will also have a the story, to help students connect the
small pumpkin that has not started its decomposition phase yet, to help the students remember what the story to something that may occur at their
small pumpkins looked like a couple of weeks ago. homes.
- I will then ask the students what they think happened to the pumpkin after a couple of weeks in a
container in the classroom. Exploration – The students will be looking
- I will pull out the container that the two pumpkins are in and ask the students what they see, and I will at the pumpkin and using their senses to
open the container so the students can take a closer look and smell the odor coming from the pumpkins tell me what occurred and why. They are
- As a whole group, we will come back together to talk about why the pumpkin looks the way that it does exploring the phenomenon.
and what are the causes of it looking that way.
- We will complete the other side of the “T-chart” which is: The pumpkins now. Evaluation - I will be evaluating what they
- The students will complete a craft to put the different phases of the pumpkin’s life cycle into the correct learned through the “ T-chart” and the
order. craft/worksheet they will be putting
- I will be asking questions while they are working on it for them to tell me what is occurring in each picture. together.
Closure/Summarizing/Wrap up: (Describe how the students will process and show what they know and /or can to as a result of the
standards addressed in the lesson. What process or strategy will be used?

For the closure of the lesson, I will have the students work on their coloring handout. This handout is intended for
the students to pull together all of the information that they had learned in the lesson and put that onto the paper.
After the students are finished drawing, I will be asking them to describe what they drew. This is a way for me to
also assess what they learned.
Modifications/Differentiation: Describe how the lesson is modified or differentiated to meet the needs of individual students.

The lesson is modified to meet the needs of each student by different ways learning and interactive activities. For
the students who are more hands-on learners, they will also be completing the worksheet where they put the cycle
in order before having to draw a picture. Also, I want the students to be engaged in the lesson and I will not be
calling on students to speak unless they raise their hand. I will be able to assess what the students learned that did
not want to raise their hand by the handout and what they told me about their pumpkin individually. Since the
students are young and cannot write yet, I will be asking them about their pumpkin comparison pictures and writing
what they said next to their picture.

Instructional Supports
Resources and Materials Used to Engage Students in Learning (Provide citations for all resources that you did not create. Attach key
instructional material needed to understand what you and the students will be doing. Examples: class handouts, assignments, slides, and interactive
white board images.)

Additional Resources and Materials Used to Increase Teacher’s Background Knowledge of the Content: (List any
websites and sources of materials and background information that you will need or use as the teacher to engage the students.)

Other Relevant Information

Clear Links to Learning Theories, Educational Research, and Principles of Development:

Connections to Technology and/or the Arts: The use of a coloring sheet