Science/STEM Lesson Plan Assignment

Elementary and Early Childhood Education Lesson Plan Template (Modified for 4402)
Without the CT observation/verification form, the assignment cannot be graded. Plan accordingly.
Name (s): Avery Rice Date: November 14, 2019

Course: ECE 4402 Lesson Plan #: 1

Subject Area(s): STEM Lesson Grade Level/Time Frame: Kindergarten/30 minutes

Step 1: Identify Learning Context Our classroom is set up in a student friendly way. The walls are decorated
Learners with posters that remind them of the school rules, classroom expectations,
(Classroom and the procedures they follow throughout the day. The students have the
Context) opportunity to work in a flexible seating environment. Every time they
return to their seats, they are able to move anywhere in the classroom.
There are yoga balls, mats, stools, benches, and clip boards. Students have
access to all of their supplies and are expected to get it when it is
appropriate. My collaborating teacher uses the SMART board for most of
her lessons. The board uses interactive slides and games to present the
content. Though there are no computers stationed in the room, the
students have access to the iPad cart which is used for both math and
phonics each day. We also have access to Letters Alive, a program that
brings letters and animals to life using virtual reality. A document camera is
used to enable the program. Though our classroom is filled with toys and
home living corners, the students are only allowed to use those resources
on Fridays. Fortunately, the students have access to learning centers that
include several educational games and toys, that they use each day.

Learner Description Number of students in class: 22

 Number of males: 11
 Number of females: 11
Learning Needs Number of Supports, Accommodations,
Students Modifications

Students w/ IEPs or 6  Co-teachers come in for

504 plans small group lessons during
reading and math.
 Reading Para support.
 Small groups
 Speech modeling
 Non-verbal ques (stop, sit,
focus)
English learners 9  A ESOL teacher comes into
the class during reading.
 Speech Modeling
 Non-verbal ques.
Gifted 1  Alternative activities
 Gifted resource room time
 Students with gaps in 15  Reduced class model (smaller
academic knowledge class than other K classes ).
 Leveled small groups

Other learning needs N/A N/A

Personal Assets,  Personal: Students will be able to apply their prior knowledge
Cultural, Assets and/or about three dimensional shapes as they construct a structure out
Community Assets (i.e., of tooth picks and gummies.
Funds of Knowledge)  Cultural: The students will have access to the handouts, materials,
and content in their home language. Though many of my students
are ESOL, they are bilingual and can speak both English and their
native countries language equally.
 Community: Students will have access to their peers and anchor
charts that we have created in the classroom to assist and extend
their learning throughout the activity.
Step 2: Identify Georgia Standard (s) of - NGSS Standard Alignment: K-2-ETS1-2: Develop a simple sketch,
Curricular Excellence, WIDA drawing, or physical model to illustrate how the shape of an object
Priorities Standard(s), etc. helps it function as needed to solve a given problem. Identify and
Describe Shapes, Analyze, Compare, Create, and Compose Shapes,
Reason with shapes and their attributes.
- MGSEK.G.5 Model shapes in the world by building shapes from
components (e.g., sticks and clay balls) and drawing shapes.

Prior Academic - This lesson will activate the student’s prior knowledge of three-
Knowledge and dimensional shapes and two-dimensional shapes.
Prerequisite Skills - Students will need to understand the difference between two-
dimensional and three-dimensional shapes.
- Students will need to know several different types of three-
dimensional shapes.
- Students will need to understand what a model is and how to
construct a model.

Central Focus, The central focus of this learning segment is for students to construct a
Overarching Goal, Big model of a three-dimensional shape in order to solve a given problem.
Idea, or Essential
Question(s)

Learning Objective(s) or - I can develop a plan using a sketch or drawing before creating a final
Learning Target(s) product.
- I can name one or more three-dimensional shapes.
- I can identify at least one similarity and one difference between two-
dimensional shapes and three-dimensional shapes.
 - I can construct a three-dimensional shape using at least 8
marshmallows and 12 toothpicks.

Potential - If a student names a two-dimensional shape instead of a three-

Misconceptions and/or dimensional shape, I will explain that 2D shapes are “flat” while 3D
Developmental shapes are “fat” (terms we have been using to describe shapes in our
Approximations kindergarten class).

Academic Language Academic Language Whole Class Supports Differentiated Supports

Vocabulary Language function: Students will construct Students with a math

a model of a three- IEP will be supported by
 Words and dimensional shape in a co teacher who
phrases with
order to solve a given pushes in during math.
subject specific
meanings that problem. The students will also
differ from have access to
meanings used in definition cards and
everyday life anchor charts.
(e.g., table, ruler,
force) Multiple meaning N/A N/A
 General academic words:
vocabulary used
across disciplines
(e.g., compare,
analyze, evaluate) Academic vocabulary: - Model The students will see
 Subject-specific - Illustrate these words in their
words defined for
- Component standards and I can
use in the
statements. Both of
discipline
these will be posted on
Language Function: the the board for students
content and language to read and refer to
focus of the learning task when necessary.
(e.g., activities,
Subject-specific - Architect The students are
discussions) represented
vocabulary: - Joint provided with
by the active verb in the
- Two-dimensional vocabulary cards that
learning objective(s) or
- Three-dimensional incorporate both
learning target(s) (e.g.,
images and a definition.
apply, evaluate, cause and
Students can use these
effect, sequence,
cards as a resource at
hypothesize, infer,
any point during the
lesson.
 summarize, describe, Syntax: - Brain Storming The students will be
explain) Graphic Organizer given a graphic
- Post construction organizer where they
Language Supports: questionnaire sketch their model.
instructional supports that After building their
help students understand model students will
and successfully use the respond to a series of
language function (e.g., questions.
sentence starters, graphic
organizers) Discourse: The students will see an Students who are in
example of what need of additional
Syntax: set of conventions planning and building supports will have
for organizing information looks like during the access to three teachers
(e.g., sentences, graphs, story and when the and a paraprofessional
tables) teacher models what to assist them and
the students will be facilitate their learning
Discourse (structures of
doing during work time. as need be.
written and oral language;
how members of the
Students will demonstrate their understanding of the academic language as
discipline talk) they engage in discussions with the teacher and their peers. In addition, the
students will demonstrate their knowledge by completing a graphic organizer
prior to building their model as well as reacting to the questionnaire after
completing their structure.

Step 3: Type of Assessment Format of Assessment Supports, Evaluation Criteria

Design (e.g., quiz, test, checklist, Accommodations,
Assessment KWL chart, performance Modifications How will you know or
Framework task) measure if the
students have met
the learning
objective(s) or
learning target(s)?

Pre-assessment Beginning of the Year The students take the Because the test is
Inventory Test: School test on a computer taken on a computer,
mandated test with headphones. Each the teacher receives
question is read aloud instant feedback on
to students, this the knowledge that
supports students who
 ELL and those who are the students do and
struggling readers. do not know.

Formative assessment(s) Thumbs Up: Following a The teacher will A checklist will sit by
mini lesson, the teacher provide sentence the teacher as they
prompted several structures and speech ask questions. The
questions where students modeling to the teacher will check off
were asked to compare students who struggle the students as they
and identify three- and to communicate. respond to the
two-dimensional shapes. questions.
Students had the
opportunity to raise their
hand to respond to the
question. Those who did
not get called on had the
choice of giving a thumbs
up if they agree with their
peer and a thumbs down if
they disagreed.

Summative assessment(s) January Inventory Test: The students take the Because the test is
School mandated test on a computer taken on a computer,
assessment. with headphones. Each the teacher receives
question is read aloud instant feedback on
to students, this the knowledge that
supports students who the students do and
ELL and those who are do not know.
struggling readers.

Assessment Plan Alignment

Standard(s) Corresponding Learning Format of Assessment(s)

Objective(s) or Learning
Target(s)

- NGSS Standard - I can develop a - Students will complete a graphic

Alignment: K-2- plan using a organizer to help them plan before
ETS1-2: Develop a sketch or drawing constructing their model.
simple sketch, before creating a - Students will engage in a discussion
drawing, or final product. with the teacher as he/she completes
physical model to an anchor chart comparing 2D and 3D
illustrate how the - I can name one or shapes.
shape of an more three- - Students will build a model using
object helps it dimensional marshmallows and toothpicks.
function as shapes. I can
needed to solve a identify at least
given problem. one similarity and
 Identify and one difference
Describe Shapes, between two-
Analyze, dimensional
Compare, Create, shapes and three-
and Compose dimensional
Shapes, Reason shapes. I can
with shapes and construct a three-
their attributes. dimensional
- MGSEK.G.5 shape using at
Model shapes in least 8
the world by marshmallows
building shapes
and 12
from components
(e.g., sticks and toothpicks.
clay balls) and
drawing shapes.

Pre-Assessment Data Summary

The Inventory test results suggest that many of the students are functioning on a lower level than
kindergartens should. I used the results of the pre-assessment to group students by their ability level.
There were two outliers that scored well below the rest of the class. For these students I will provide
them with small group support where they will have access to an anchor chart and a teacher to help
facilitate their learning during the lesson.

Step 4: Materials Needed Teacher Resources: (Must include podcasts)

Create
Learning - Beaty, A. (2018). Iggy Peck, Architect. Dreamscape Media.
Activities - Three-dimensional shapes
- Anchor chart paper
- Markers

Student Resources:

- Pencils
- Graphic Organizer
- Questionnaire
- Marshmallows
- Toothpicks

Technology How will the teacher use technology?

The teacher will not be integrating technology into this lesson.

How will the students use technology?

The students will not be using technology in this lesson.

Supporting Diverse - I will support my student who operates on a higher level by
Learners differentiating the task; I will ask the student to construct a bridge or
tower out of three-dimensional shapes
- I will support my students with Individualized Education Plans by
providing them with small group support where they can look
through the story, have access to the class anchor chart made during
the discussion, and vocabulary cards.
- I will support my students with an EIP by modeling what should be
done during the task before sending them to work in their group.
- I will support my English Language Learning students by modeling
what is expected during the task, providing sentence frames,
vocabulary cards, and access to the class anchor chart.
Culturally Responsive This lesson is activating the students’ prior knowledge about shapes and
Teaching allowing students to work in small groups as work as a team to solve a
problem.

Learning Theories, Cognitivism is a learning theory developed by Jean Piaget in which a child
Research, Best Practices, develops cognitive pathways in understanding and physical response to
and/or Principles of Child experiences. In this activity, students are having a hands-on experience with
Development three-dimensional objects. When students have an experience with the
content, they are more likely to remember the information.

Instructional Strategies Opening: To begin the lesson, the teacher will present the word “architect”
and Learning Tasks (6E by prompting questions: (). Students will have the opportunity to share what
Model) (include activities, they know about the vocabulary word. The teacher will then define architect,
discussions, or other “An architect is a person who designs and builds buildings.” How would you
modes of participation compare a construction worker and an architect?
that engage students to
develop, practice, and I Do: The teacher will then read the story Iggy Peck, Architect. During the
apply skills and knowledge story, the teacher will prompt many questions: () Following the story the
related to a specific teacher will present the task, “Today we will be architects too. We are going
learning objective(s) or to create blueprints and build a three-dimensional shape.”
learning target(s). What
We Do: As a whole group, the teacher and students will create an anchor
will you be saying and
chart comparing three- and two- dimensional shapes. The teacher will then
doing. This shows the
model what the students will be doing as they work with a small group. The
sequence of the lesson.
material will be presented to the students (graphic organizer, marshmallows,
Learning tasks may be
toothpicks, vocabulary cards, and a brief questionnaire). The teacher and
scaffolded to connect to
students will define the academic vocabulary on the vocabulary cards.
prior knowledge and often
Students will help the teacher construct a building by helping her create
include formative
blueprints on the graphic organizer before putting together the model. Can
assessments)
you design a three-dimensional shape using toothpicks and marshmallows?

You Do: Students will then be sent to work in a small group with all of their
materials. As a team, the group will create blueprints of their model before
 constructing it. Each student is required to have their own graphic organizer
and questionnaire.

Closing:

The students return to the carpet with their graphic organizer, questionnaire,
and model. As a class we will discuss the problems that we encountered
during construction. Students will have the opportunity to share what they
believe went well and what did not. Each group will present their model to
the class and identify the shape they constructed by name.

How would you test your three-dimensional shape?

How could you change your three-dimensional shape to make it better?

Can you invent another three-dimensional shape?

Connection to the Arts This lesson incorporates visual arts as the students build and construct a
three-dimensional shape out of marshmallows and toothpicks.

Higher Order Thinking 1. How would you test your three-dimensional shape? (Level 5)
Questions (HOTQs) 2. How would you compare a construction worker and an architect?
(Level 5)
3. Can you design a three-dimensional shape using toothpicks and
marshmallows? (Level 6)
4. How could you change your three-dimensional shape to make it
better? (Level 6)
5. Can you invent another three-dimensional shape? (Level 6)

Re-teaching, Re- To re-engage students in developing the skill of identifying 2D and 3D shapes
Engagement, Practice and constructing models, I will begin by having students identify examples of
both types of shapes in the classroom. Students will select one of the objects
and construct a model using a shape construction manipulative.

Extensions As an extension activity, I will provide students with “Maker Task Cards.” The
students will be asked to construct the listed models rather than just a three-
dimensional shape.
 Lesson Closure To close this lesson, I will have students return to the carpet with their
graphic organizer, questionnaire, and model. As a class we will discuss the
problems that we encountered during construction. Students will have the
opportunity to share what they believe went well and what did not. Each
group will present their model to the class and identify the shape they
constructed by name.

Step 5: Post- Lesson Implementation (Be sure to address both whole class and small group or individual
Instruction learners)
Reflection
 What went well and why?
All of the students were able to achieve all of the lesson objectives. If this were an actual
kindergarten classroom, I think there would have been students who struggled and
needed more support.
 What did not work well and why?
I know the class was antsy and it had been a long day, I had a hard time getting their
attention. It seemed like everyone was more interested in their own side conversations.
 How did the learning environment and materials work together to support student
learning?
I think that the materials I provided were a great way to create a hands-on learning
experience. In reality I would have worked with kindergarteners who would need these
math manipulatives to understand the concept of being an architect.
 What improvements and changes would you make if you were to teach the lesson again
and why?
I believe that this would have gone better if the lesson was taught to children. If I were to
teach this again, I would have made directions clearer and maybe provided students with
written instructions.
 What did you learn about yourself as a teacher?
 I learned that creating hands on experiences is a better way to engrave content into my
students’ minds.
Learning Theories/Research Base

To what degree did the implementation of your lesson utilize the learning theories that
framed your instructional plan? Provide examples from your experiences teaching the
lesson.
Because we were only given about 15 minutes to teach an hour-long lesson, I did not
follow the instructional plan completely. Normally I would have worked with children who
are still learning this concept, allowing me to implement my theory of scaffolding. I was
not able to provide supports because everyone in the room was an adult and understood
the concept completely.
Assessment Analysis

 What information about student understanding did you learn from your assessment(s)?
How did the student or student(s) do on the assessment? What patterns of learning do
you see?
I did not collect the blueprints from the class, but I used their models to judge their
understanding. All of the students in the class met all of the learning goals.
 How will you act upon, or will students be able to act upon, the feedback provided form
each assessment strategy used?
Because everyone was successful, I would follow up this lesson by moving to the next
concept. In the future, I would create more challenging engineering goals for the class.

Anchor Chart:
 Vocabulary Cards

Graphic Organizer:

Post Construction Questionnaire:

Post Construction Questionnaire: