Stetson University Department of Education Daily Lesson Plan

Name: Madison Meeks Date: 10/24 Time: Lesson # 10

Big Idea/Topic Unit Review Grade/ Subject. 3rd/ Science

CPALMS/ Resource link Benchmark
Lesson Structure: EL: X Integrated & ESOL Strategy: Modeling, repeat
Culminating Activity directions
☐ Individualized/Grouped Modification
Standards: (CCSS/NGSSS/NGSS)
SC.3.P.8.3 Compare materials and objects according to properties such as size, shape, color, texture, and hardness.
SC.3.P.8.2 Measure and compare the mass and volume of solids and liquids.

ESE Access Points. Access points serve students with severe cognitive difficulties. Access points are used only if specified on
IEP. http://www.cpalms.org/Standards/AccesspointSearch.aspx

https://www.cpalms.org/PreviewAccessPoint/Preview/7672
https://www.cpalms.org/PreviewAccessPoint/Preview/7669

Instructional outcomes/objectives(s): (Clear objectives written in the form of student learning)

By the end of the lesson students will be able to compare materials and objects according to properties.
By the end of the lesson students will be able to compare the mass and volume of solids and liquids.

Language Objective(s): (ELA only: Oral language, listening, reading, writing-must include both productive and receptive)

N/A

Vocabulary : (academic-procedural & content-defined in kid Instructional Materials/Resources/Technology

friendly terms). Pre-teach!! (include hyperlinks to videos & websites)

Computers
Review kahoot ( I will insert link once the kahoot is
complete)

High Order Thinking Skills. Bloom’s Taxonomy:http://www.edpsycinteractive.org/topics/cognition/bloom.html

Analyze: The second box has a drawing of a blue circle on the outside. Which objects would most likely be found in the second
box?
Analyze: Sarah is comparing and contrasting objects. She describes some objects as smooth and others as bumpy.. What
property of the objects is he describing?
Analyze: What property could you use to compare a bowling ball and a tennis ball?

Graphic Organizer/Thinking Map: http://www.enchantedlearning.com/graphicorganizers/

N/A

Diagnostic Data: (ELA only-WIDA, Lexile, Readability, I-Ready)

N/A
ESOL Accommodations
☐ Flexible environment ☐ Flexible Scheduling ☐ Bilingual assistance ☐Approved dictionary/glossary
☐Flexible seating X Reading text out-loud
Lesson Portions: Pacing
⮚ How will you introduce the lesson, assess or activate prior knowledge, motivate students to learn?
⮚ How will the lesson develop or proceed? What steps will you follow? What are the students expected to do?
⮚ Highlight & label differentiated strategies (content, process, product)
⮚ Underline higher order/high quality questions in lesson.
⮚ Write ‘F.A’. to denote where & how you will monitor progress toward learning objective/student understanding.

Rev. Spring 2021

Stetson University Department of Education Daily Lesson Plan

Use the assessment’s name and explain if needed.

Vocabulary Speedy Pre-teach (as needed). Use examples and non-examples.
No vocabulary speedy pre-teach needed.
Introduction/Building Background: (Link to Prior Knowledge)
For the past two weeks we have been learning about matter and its properties and how to find mass and
volume. This morning for science we are going to play a game called kahoot to help review for science test you 1 minute
are going to have tomorrow.

Instructional Steps:
1. Bring up kahoot and code
2. Have students get out computers and log into kahoot 25 minutes
3. Start kahoot (F.A)
4. (Process) Read questions aloud for students who can not read well.
5. HOTS (Analyze): The second box has a drawing of a blue circle on the outside. Which objects would
most likely be found in the second box?
6. HOTS (Analyze): Sarah is comparing and contrasting objects. She describes some objects as smooth
and others as bumpy.. What property of the objects is he describing?
7. HOTS (Analyze): What property could you use to compare a bowling ball and a tennis ball?

Closures Pacing
Content: (teacher talk-restate the main take-aways from the lesson)
Awesome job today! Remember we reviewed today because tomorrow we have a test on matter and its
properties and how to find mass and volume.
1 minute
Procedural:
Close your computers. We need to get ready for special area.

Assessment of Student Learning: (congruent with instructional objectives- do not restate objectives)

Objective 1: Formative. Students will answer kahoot questions accurately to show proficiency in standards that have been
taught in the past 2 weeks.

Objective 2:

Post Lesson Analysis

Lesson Adjustment: (How are you re-teaching objectives for mastery based on formative assessment? Include evidence.)

Based on the formative assessment, I will continue to go over the 3 states of matter with the students moving forward because
those were the most confusing questions for the students.

Reflection on Teaching: (Analyze and evaluate your lesson and class management.)

● Students loved kahoot, they were extremely engaged throughout the whole time
● We didn't get to finish all the questions before special area so we finished when we got back
● We had a lot of talks about the words comparing and contrasting because the students kept confusing those problems

Addressing Pre-PGP: INTEGRATED BLOCK ONLY

(Using the three Pre-PGP goals completed in EDUC 393, describe how you progressed, or not, toward improving your practice
within those Domains. Include a statement on how your efforts impacted, or not, students’ learning experiences.) Complete this
box after the 2nd social studies lesson, the 2nd math lesson, the 2nd reading lesson, and one lesson within the science unit.

Rev. Spring 2021

Stetson University Department of Education Daily Lesson Plan

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Response to Feedback: INTEGRATED BLOCK ONLY

To be completed after post-observation meeting: Review and consider provided feedback. Describe how you will implement
next steps going forward. Explain how these next steps will impact students’ learning experiences.

Learning trajectory: Review the state or national standards to learn what similar or related content students have worked with
prior to the lesson. Preview what standard will compliment this lesson’s standards as students’ progress in their schooling.
(Think, what did they learn about last year & what will they learn about next year?)

Previous Standard: Write code and full text:

SC.2.P.8.3 Recognize that solids have a definite shape and that liquids and gases take the shape of their container.
SC.2.P.8.2 Identify objects and materials as solid, liquid, or gas.

Current Standard: Write code and full text:

SC.3.P.8.3 Compare materials and objects according to properties such as size, shape, color, texture, and hardness.
SC.3.P.8.2 Measure and compare the mass and volume of solids and liquids.

Next Standard: Write code and full text:

SC.4.P.8.3 Explore the Law of Conservation of Mass by demonstrating that the mass of a whole object is always the same
as the sum of the masses of its parts.
SC.4.P.8.2 Identify properties and common uses of water in each of its states.

Include each standard for grade levels below & one above from CPALMS, the VCS curriculum maps, Next Generation Science
Standards, or another standard- based resource.

Rev. Spring 2021