Ede4944 Connectedlessonus2

USF Elementary Education Lesson Plan Template (S 2014)
Name: Amanda Silebi

Grade Level Being Taught: Subject/Content:
Group Size: Whole class Date of Lesson: 11-2-16
1st
Science
(17)
Lesson Content
What Standards (national
or state) relate to this
lesson?
(You should include ALL
applicable standards. Rarely
do teachers use just one:
theyd never get through
them all.)
Essential Understanding
(What is the big idea or
essential question that you
want students to come away
with? In other words, what,
aside from the standard and
our objective, will students
understand when they finish
this lesson?)
SC.1.N.1.3
Keep records as appropriate such as pictorial and written records of investigations
conducted.
SC.1.N.1.1
Raise questions about the natural world, investigate them in teams through free
exploration, and generate appropriate explanations based on those explorations.
Objectives- What are you

teaching?
(Student-centered: What will
students know and be able to
do after this lesson? Include
the ABCDs of objectives:
action, behavior, condition,
and degree of mastery, i.e.,
"C: Given a sentence written
in the past or present tense,
A: the student B: will be able
to re-write the sentence in
future tense D: with no errors
in tense or tense contradiction
Given the data collected and observations made during the investigation, students will
be able to discuss how shadows move throughout the day.
Students will understand what a shadow is, what causes a shadow, and how it relates to
the natural world.
How does the shadow change throughout the day?

Name: Amanda Silebi
1st
Science
(17)
(i.e., I will see her
yesterday.)."
Note: Degree of mastery does
not need to be a percentage.)
Rationale
Address the following
questions:
Why are you teaching this
objective?
Where does this lesson fit
within a larger plan?
Why are you teaching it
this way?
Why is it important for
students to learn this
concept?
I am teaching this lesson so that the students are able to gain background knowledge so
that they may investigate and explore the natural world around them. The lesson fits into
the larger plan because students will be learning about the sun (which causes shadows)
and stars in an upcoming unit. It also provides them with experience related to the
scientific method/process.
Evaluation Plan- How will

you know students have
mastered your objectives?
Formative evidence:
Teacher made observations of student participation during turn and talk, class discussion,
or answering questions.
Shadow investigation worksheets
Address the following:

What formative evidence
will you use to document
student learning during
this lesson?
What summative evidence
will you collect, either
during this lesson or in
upcoming lessons?
Summative evidence:
Exit ticket: How did the shadow move throughout the day?

Name: Amanda Silebi
1st
Science
(17)
What Content Knowledge
is necessary for a teacher
to teach this material?
The teacher must have an understanding of what a shadow is, and what causes a
shadow in order to teach this material. The teacher must also know that the sun moves
throughout the day, which causes the shadow to change position and length.
What background
knowledge is necessary for
a student to successfully
meet these objectives?
The students must know sources of light (the sun, lamp, phones, etc.). I will ensure that
they have this knowledge through engaging their past experiences with light sources. I
know that they are ready for this content because it is reflected through the standards
and developmentally appropriate. The students will also need the knowledge that was
taught in the previous lesson. In the previous lesson, students learned what a shadow is
and what causes a shadow.
How will you ensure

students have this
previous knowledge?
Who are your learners?
What do you know about
them?
What do you know about
their readiness for this
content?
What misconceptions
might students have about
this content?
Students may have the misconception that the shadow moves regardless of the position
of the source of light. Students may also believe that shadows are only visible outside
(only caused by sunlight).

Name: Amanda Silebi
1st
Science
(17)
Teaching Methods
(What teaching method(s) will
you use during this lesson?
Examples include guided
release, 5 Es, direct
instruction, lecture,
demonstration, partner word,
etc.)
Step-by-Step Plan
(What exactly do you plan to
do in teaching this lesson? Be
thorough. Act as if you needed
a substitute to carry out the
lesson for you.)
Where applicable, be sure to
address the following:
What Higher Order
Thinking (H.O.T.) questions
will you ask?
How will materials be
distributed?
Who will work together in
groups and how will you
determine the grouping?
How will students
transition between
activities?
Lesson Implementation
In order to meet the needs of my learners, I am implementing various teaching methods
so that all students are able to comprehend the content.
I am implementing the Kagan style of seating (and intern, grouping for the investigation).
This seating style has groups of four; in each group there is a student that is considered
high, middle high, middle low, and low. This classification relates partly to their academic
skills and to their collaboration/communicative skills. Through grouping students in this
manner, students are able to collaborate with peers of varying abilities.
I am also incorporating table talk and pair discussion so that students may communicate
their observations/opinion to various peers.
This lesson also incorporates an investigation so that students are able to conceptualize
the concept being discussed.
Time
5
minute
s
Who is
responsi
ble
(Teacher
or
Students
)?
Teacher
Teacher
Students
15
Each content area may require a different step-by-step format. Use

whichever plan is appropriate for the content taught in this lesson.
For example, in science, you would detail the 5 Es here
(Engage/Encountering the Idea; Exploring the Idea;
Explanation/Organizing the Idea; Extend/Applying the Idea;
Evaluation).
Introduce:
o Today we are going to do an investigation on shadows.
o Can anybody remind me what a shadow is/what makes
a shadow?
o The sun is a giant source of light!
Introduce Investigation:
o We are going to track the shadow of this ruler outside
throughout the day!
o We are going to split the class into two groups; each
group will investigate a different ruler.
Investigation:
8:30

Name: Amanda Silebi
1st
Science
(17)
What will you as the
teacher do?
What will the students do?
What student data will be
collected during each
phase?
What are other adults in
the room doing? How are
they supporting students
learning?
What model of co-teaching
are you using?
minute
s
15
minute
s
15
minute
s
15
minute
s
10
minute
s
5
minute
s
We are going to go outside and set up our investigation

Pass out handouts (later glue into science journal)students write name and date, get clipboard.
o Once outside, set up experiment, have the students
record data (remember snap cubes).
o Inside, make prediction for what will happen when we
check it later
10:00
o Go outside, check, record
o Inside, color chart, discuss with table what
happened/what changed.
o Have a few students share what they discovered.
11:30
o Later, go outside, check, record
o Inside, color chart, discuss with table what
happened/what changed.
o Have a few students share what they discovered.
1:00
o Go outside, check, record
o Inside, color chart
o Modified stand up, hand up, pair up
Students will partner with a student from the
other group to discuss and compare their data
o Have a few groups share what they found.
Wrap up lesson; we did this investigation so that we could
learn more about shadows and how they work!
Shadows are all around us, and as we just learned, they move
throughout the day (because the sun moves). Lets remember
this next time you see your shadow!
Pass out exit ticket: How did the shadow move throughout
the day?
o
o
Teacher

Name: Amanda Silebi
1st
Science
(17)
What will you do if
a student struggles with the content?

In the student struggles with the content they will have the opportunity to collaborate
with peers and the educator to further their comprehension of the content. They will also
be provided with a copy of the chart to fill out so that they are not required to do so
individually.
What will you do if
a student masters the content quickly?

If the student masters the content quickly, they will be having the opportunity to lead
discussions with their peers and contribute to enriching the discussion.
Meeting your students

needs as people and as
learners
If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
This lesson connects to the interests of my students because it provides them the
opportunity to investigate/be a scientist, which is an interest throughout the classroom.
If applicable, how does this lesson connect to/reflect the local community?
This lesson connects to the local community because the community resides in the state
of Florida, the sunshine state. Since the community is in the sunshine state, the source
of light that causes many shadows (the sun) is prominent and the students community
has various shadows.
How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
In order to provide students with enrichment activities, they will have the opportunity to
lead the classroom in a brief discussion.
How will you differentiate instruction for students who need additional
language support?
If the students need additional language support, they will have the sheet pre-written so
that they only have to fill it in. They will also have the opportunity to answer written
questions through visual forms.

Name: Amanda Silebi
1st
Science
(17)
Accommodations (If
needed)
(What students need specific
accommodation? List
individual students (initials),
and then explain the
accommodation(s) you will
implement for these unique
learners.)
J: (D/HH) use of a RFM and an interpreter

A: (muscular problem) will use a wheelchair to travel outside, we will not travel onto the
grass so that he is able to participate.
ELL students: provide a vocabulary sheet that includes photographs of important words
related to shadows (vocabulary words should include: shadow, cloud, sun, and light). The
students are able to answer fill out the shadow investigation worksheets in either written
or drawn form.
Materials
(What materials will you use?
Why did you choose these
materials? Include any
resources you used. This can
also include people!)
Chart worksheet
Prediction worksheet
Ruler
Clay
Exit ticket

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USF Elementary Education Lesson Plan Template (S 2014)

Name: Amanda Silebi

Objectives- What are you

USF Elementary Education Lesson Plan Template (S 2014)

Evaluation Plan- How will

Address the following:

USF Elementary Education Lesson Plan Template (S 2014)

How will you ensure

USF Elementary Education Lesson Plan Template (S 2014)

Each content area may require a different step-by-step format. Use

USF Elementary Education Lesson Plan Template (S 2014)

We are going to go outside and set up our investigation

USF Elementary Education Lesson Plan Template (S 2014)

a student struggles with the content?

What will you do if

a student masters the content quickly?

Meeting your students

USF Elementary Education Lesson Plan Template (S 2014)

J: (D/HH) use of a RFM and an interpreter

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