USF Elementary Education Lesson Plan Template (S 2014)

Name: Nicole Liu____________________________________

Grade Level Being
Subject/Content:
Taught: 1st
Science/Conclusion

Group Size:
Whole

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?)

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
(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

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.

What is a conclusion and why is it important?

What is a procedure? I added this because from the
data I collected the previous day, my students didnt
quite grasp the concept that procedures were
directions.

Students will be able to describe what a conclusion is

and explain why it is important in an investigation.
Students will be able to explain what a procedure is
and be able to write it out.

I am teaching this objective so that students

understand the importance of a conclusion during a
science experiment.
This lesson fits within the larger plan because they

Date of L

USF Elementary Education Lesson Plan Template (S 2014)

Name: Nicole Liu____________________________________
Grade Level Being
Subject/Content:
Taught: 1st
Science/Conclusion
within a larger plan?
Why are you teaching it
this way?
Why is it important for
students to learn this
concept?
Evaluation Plan- How will
you know students have
mastered your objectives?
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?

Group Size:
Whole

Date of L

students are learning about all the parts of a scientific

investigation.
I am teaching one portion of the science process at a
time to be able to explain it in its entirety so that
students are able to actually see the point I am trying
to make. They will complete the activity all the way
through but more emphasis will be placed
The formative assessment I will be collecting to
document student learning would be having students
fill out the conclusion portion of the worksheet they
started the day before.
I asked students if they thought something was a
material and if they did, they would give me a thumbs
up.
The summative assessment will be the pre-assessment
I gave them before teaching the lesson. It has pictures
of materials and procedures and they will have to cut
out the materials and procedures and glue them under
the column in which they belong.

What Content Knowledge

is necessary for a teacher
to teach this material?

The content knowledge that would be necessary for a

teacher to teach this material would be knowing the
scientific method and knowing the definition of a
conclusion. The scientific method is a method of
procedure that has characterized natural science since
the 17th century, consisting in systematic observation,
measurement, and experiment, and the formulation,
testing, and modification of hypotheses.
The teacher would also need to know that a conclusion
is one statement, backed up by data analysis, that
supports or refutes the hypothesis.

What background
knowledge is necessary for
a student to successfully
meet these objectives?

The background knowledge students will need to know

is the first four steps of the scientific method that they
have previously learned.

How will you ensure

students have this

I will ensure students will have this previous knowledge

by asking them questions about forming a question,
hypothesis, materials and procedures.

USF Elementary Education Lesson Plan Template (S 2014)

Name: Nicole Liu____________________________________
Grade Level Being
Subject/Content:
Taught: 1st
Science/Conclusion
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?

Group Size:
Whole

My learners are my first grade students.

I know they enjoy science and doing hands on activities
where they get to test out their ideas.
They have learned the first steps of the scientific
process and have completed science experiments
before, but havent learned the steps in an experiment.
Misconceptions that students might have about this
content would be the vocabulary. Conclusion is a
bigger word that some may never have heard before.
They may know what it is after I explain it, but that is
not a word that is used every day so they may struggle
with that at first.
The students had a misconception about procedure.
They didnt understand that they were step by step
directions to a science experiment.
Lesson Implementation

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.)

The teaching method that I will be using during this

lesson would be the 5 es. (Engage, Explore, Explain,
Extend, and Evaluate)

Time

Who is
responsibl
e (Teacher
or
Students)?

5 min
Where applicable, be sure to
address the following:
What Higher Order
Thinking (H.O.T.) questions
will you ask?

Date of L

Teacher

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).

USF Elementary Education Lesson Plan Template (S 2014)

Name: Nicole Liu____________________________________
Grade Level Being
Subject/Content:
Taught: 1st
Science/Conclusion
How will materials be
distributed?
Who will work together in
groups and how will you
determine the grouping?
How will students
transition between
activities?
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?

10
min

15
min

10
min

Teacher

Students

Teacher/
Students

Students
5 min
5 min

5 min

Teacher

Group Size:
Whole

Date of L

Introduce the science lesson and

explain that over the past week
we have been talking about the
Scientific Method. Yesterday we
talked about Materials and
Procedures and how important
they are in an experiment, today
we are going to be talking about
conclusion. If you would meet me
on the carpet facing the rocking
chair we can get started with our
science lesson. Bodies up, chairs
in, 1,2,3 break
Review Procedures based on
assessment from yesterday. My
students mastered the materials
portion but had some trouble on
procedures. I will start by asking
students for thumbs up if the step
was a procedure and thumbs
down if it wasnt. Explain that a
procedures a step by step process
of directions.
Engage: Read students Monsters
under Bridge picture book, but
dont finish the book. Stop when it
gets to the climax. Close the book
and start to move on. When
someone asks why arent you
going to finish the book, act
confused and ask well why do we
need to know the ending? Why is
it important? Have them turn and
talk to their partner about why it
is important to finish the ending of
the book. Discuss their
explanations and finish the book.
While students are on the carpet
tell students they are going to be
building a structure and show
them examples of different
shaped structures. Group students
in groups of 3-4.
Emphasize the procedure of

USF Elementary Education Lesson Plan Template (S 2014)

Name: Nicole Liu____________________________________
Grade Level Being
Subject/Content:
Taught: 1st
Science/Conclusion

Group Size:
Whole

Date of L

todays experiment to explain to

them that they are directions on
what to do for our experiment.
Step 1: Set up the three paper
structures
Step 2: Pick one structure to start
stacking books one by one until it
is smashed. Explain that if the
paper is smashed then the book
before it is all it held. For example
if the towers is smashed on the 7th
book, it only held 6.
Step 3: Repeat until all three
towers have been tested.
Explore: Have students build the
different structures and test out
each tower one at a time to see
which tower holds the most
books. I will have them record
their findings on a paper.
Explain: Bring the group back
together and discuss all of their
results. I will then make a chart of
their data and we will come up
with a conclusion together. We will
talk about how the conclusion is
the answer to their question. The
question would have been which
structure will hold the most
books? They would have made
their hypothesis and then we will
talk about if their hypothesis was
correct or not. We will talk about
how we look at all of our data we
collected in order to make our
conclusion and how they are
important to share with other
scientists. Turn and talk: why do
you think it would be important to
share our conclusions with other
scientists?
Extend: Where else do we see
conclusions? Is it only in science?

USF Elementary Education Lesson Plan Template (S 2014)

Name: Nicole Liu____________________________________
Grade Level Being
Subject/Content:
Taught: 1st
Science/Conclusion

Group Size:
Whole

Date of L

Evaluate: I will have students fill

out the bottom portion of the
worksheet that says conclusion.
The question states, I found that
and they will write their
conclusion of the experiment in
that space.
Have them fill out the procedure
portion of the worksheet also.
Bring the class back together and
ask them what a conclusion is and
why its important. Have them
clean off their desks and get
ready for RTI.

What will you do if

a student struggles with the content?

If a student struggles with the content I would
pull them into a small group and have them
answer questions. I would then explain that
these questions are conclusions or the answer to
the question being asked.

What will you do if

a student masters the content quickly?

If a student masters the content quickly, I would
have students write their conclusion from the
day before and write whether theyre hypothesis
matched their conclusion or if it was different.

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 and cultural
backgrounds of my students because having the
answer to problems are important, especially
when they are using research to figure it out.
This will help them by allowing them to draw
conclusions about their interests and family.

USF Elementary Education Lesson Plan Template (S 2014)

Name: Nicole Liu____________________________________
Grade Level Being
Subject/Content:
Taught: 1st
Science/Conclusion

Group Size:
Whole

Date of L

If applicable, how does this lesson connect

to/reflect the local community?
This lesson connects and reflects to the local
community by giving students the knowledge
about drawing conclusions about problems in the
community. They can problem solve and help
people.
How will you differentiate instruction for
students who need additional challenge during
this lesson (enrichment)?
I will differentiate instruction for students that
need additional challenge during the lesson by
having students write out the materials,
procedures and conclusion being used in the
experiment.
How will you differentiate instruction for
students who need additional language support?
I will differentiate instruction for students who
need additional language support by grouping
them with a student that can help her with the
material.
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.)
Materials
(What materials will you use?
Why did you choose these
materials? Include any
resources you used. This can

LD: Group her with a student that can help her with the
experiment.
LB: Make sure she is in a group with a student that can
guide her.

Monsters Under Bridge reading book

Paper
Tape
Many many books per group

USF Elementary Education Lesson Plan Template (S 2014)

Name: Nicole Liu____________________________________
Grade Level Being
Subject/Content:
Taught: 1st
Science/Conclusion
also include people!)

Group Size:
Whole

Date of L