Gwynedd Mercy University-School of Business and Education

Lesson Planning Framework

(Utilize each time you are observed by your University Supervisor )

Subject Area: _Science_________________ Grade Level: _1_______________

GMercyU Student Name: __Nina Schmidt

Domain I: Planning and Preparation

PA Core/Academic Standard(s):

3.2 Physical Sciences

3.2 1. A.6 Participate in simple investigations of matter to answer a question or to test a

prediction

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Big Idea: Overarching Theme
Physical properties help us to understand the world.

Essential Question(s):
Students will consider and reflect on throughout the lesson:

What are physical properties of objects? How are physical properties of objects discovered?
What objects will sink? What objects will float?
What is a hypothesis? What is a result? What did we discover?

Objective/Performance Expectations
What will students know and be able to do as a result of this lesson?

Students will be able to participate in a group experiment and make predictions to answer
questions. They will test their predictions through the experiment to see if they were right
and by recording their results on a lab sheet.
Assessment Evidence/Level of Learning Differentiated Instruction:
Students will show what they know by evidence Modifications in instruction and
of/list names of formative or summative checks, assessment for students with learning
quizzes, tests which indicate evidence of learning: differences, specifically those with 504’s
and IEP’s.
I will be doing questioning and answering, and
students will fill out a lab sheet so I can see how
I will use various techniques to address
well the gaged the lesson. all four learning styles such as audio by
discussing the content, visual by showing
a video and doing examples, kinesthetic
and tactile learners will get to learn
through hands on experience.
Differentiation for instruction can be
through pairing struggling learners with
higher skilled learners. The more
advanced students could have options to
use more objects and more advanced lab
sheets.
Domain II Classroom Environment: Refer to Classroom/Behavior Management Plan

Domain III: Instruction

Motivation/Prior Knowledge:
Preparing students for the lesson: How will you activate prior knowledge, build background,
or review previous lessons?

I will introduce the lesson by explaining we will be doing an experiment and show them the
tub of water and some of the objects. We will watch a short video to introduce the subject.
Then we will discuss the vocabulary and

Materials Needed:

 Small plastic tubs

 Water
 A variety of objects that will both sink and float in water, like pennies, feathers, rocks,
paperclip, ping pong balls, pencil, and spoon.
 Paper towels
 Video to introduce Float or Sink | Why Things Float or Sink in Water | Explain Floating and
Sinking of Objects to Kids - YouTube
 Lab sheet
 pencil

Vocabulary/ New or Review:

Sink: the action of an object when it becomes submerged in a liquid.

Float: is the action of an object when it sits on the surface of a liquid.

Hypothesis: something not proved but assumed to be true for purposes to further study or
investigation

Sequence the Lesson:

What learning activities/strategies will you use to engage the students in the learning? What
will students do to use and apply new concepts or skills (independent practice if relevant)?
How will you monitor and guide their performance? Include relevant vocabulary. (Please use
bullets to sequence your lesson.)

 Start off by having students come to carpet and tell them that they will be learning
about sinking and floating. I will show them a tub filled with water and the objects
that will be tested. I will tell them that sink means the action of an object when it
becomes submerged in a liquid. Explain next that float is the action of an object when
it sits on the surface of a liquid. We will talk about what a hypothesis is, and that
Scientists use them to make a prediction about something then test their ideas to get
the results. We will watch the video and talk about our findings.
 We will go back to our desks, and I will explain the directions and hand out the lab
sheets. I will show them the bucket and I will test two of the objects maybe the
spoon and feather to show an example of each and then together we will fill out two
of the lab sheets. I will show them first we make the prediction then we test the
object one at a time and last, we fill in our sink or float result.
 I will tell them that lighter objects are more likely to stay on top of the surface of the
water and float and heavier objects are more likely to sink to the bottom of the tub.
 Then the students will be broken into five groups of four. We will move our desks
together in pods of four. Then I will explain that each person will get one item to use
but first they must make their hypothesis or prediction if their item will sink, or float
then record the result on their lab sheet. Then the next person takes their turn and so
on. I will be walking around listening and assisting them as needed. This will take
around 5-7 minutes. Then we will clean up and put materials away and turn desks
back.
 To bring closure to the lesson as a class we will go through each item and discuss our
predictions and discuss the results. We will also discuss if anything surprised them
and why.
 I will collect lab sheets to assess later.

Closure: What will you do to bring closure to the lesson? How will you summarize this
lesson and preview the lesson that will follow?

To bring closure to the lesson we will discuss our lab sheet answers about our predictions
and results we found from doing the experiment. We as a whole class will talk about the
lesson and review the terms again and I will call on students to tell me what the meaning of
sink, float and hypothesis is. We will also discuss if anything surprised them like if an object
they thought might float sank or vice versa.
Reflection Guidelines

The student will write lesson plans with an eye to the Danielson Framework and the Four
Domains of Professional Practice. Use this as a resource when writing lesson plans.

Domain I Planning and Preparation

1. How do you know you were knowledgeable of your content?
2. What is the evidence that your objective was clear in the lesson plan?
3. How does the lesson address individual student learning needs?
4. What variety of strategies and methodologies did you consider when planning?
5. What is the evidence that lesson components were logically sequenced?
6. How did your lesson plan include checks for student understanding?
7. What PA Standards did this lesson address?

Domain II Classroom Environment

1. How did students know the behavioral and academic expectations for the lesson?
2. What effective routines and procedures did you implement for lesson efficiency?
3. How did you insure the classroom was physically accessible for all learners?
4. What evidence indicates that respect was shown between and among students and
teacher?
5. What evidence indicates that students placed a high value on quality participation,
process, and product?
6. How do you assess if the lesson was attainable for all students but also had
appropriate rigor?

Domain III Instructional Delivery

1. How did you align your lesson to PA Standards?

2. How did you insure a clearly stated objective, understood by learners?
3. How did you provide clear explanations as to how to proceed through the lesson?
4. What questioning and discussion techniques insured all-learner participation?
5. What strategies did you employ to engage all students?
6. Describe how you made the content meaningful due to sequencing and pacing.
7. Discuss how you checked for understanding, provided feedback, retaught.
8. What is the evidence that you were you flexible and responsive to the needs of the
learners?
9. Describe how you made meaning of the lesson with some form of closure activity.

Overall Assessment

Briefly state any changes you will make the next time you teach this lesson or activity, to
improve any of the Domains of Professional Practice.