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University of Kansas Department of Special Education

SPED 775 Lesson Plan Template


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Lesson Plan Template

PLANNING
Unit Title Inquiry Science
Subject Area Science
Lesson Title Water Works
Length of Lesson 40 minutes
Audience Description Number of students: 21
Race: Caucasian (16) African American (1) Asian (0) Dominican Republic (1) Hispanic (3)
English Language Proficiency: 1
Gender: Male (11) Female (10)
Exceptionalities: Autism, ADHD/ADD, ED, Behavior, Speech/Language, Gifted, ELL
Cultural Considerations: Spanish, socioeconomic
Other information: Title 1
IEP Goals (where
available)
Student A will demonstrate improved receptive and expressive vocabulary skills during
structured activities (80%).
Student A will demonstrate listening skills in the classroom setting (80%).
Student A will demonstrate critical thinking skills when a situation is presented orally or
graphically with 80% accuracy.
Student A will improve visual motor integration skills to age appropriate levels with 90%
accuracy.
Student A will participate 90% of the time during class activities.
Objectives
(S) will enhance cooperative efforts.
(S) will enhance communication skills.
(S) will enhance problem solving skills.
(S) will learn the importance of reading the directions.
(S) will enhance observation skills.
(S) will learn to work through a specific task together.

Standards
We are currently in a transition period regarding science standards. Our district is currently
asking teachers to design and teach one science unit, throughout this year, from the Next
Generation Science Standards (located at http://www.nextgenscience.org/). This particular
lesson plan is not specifically aligned with the NGSS, but it is being utilized to teach my
students the beginning phases of scientific thinking. It is my belief that learners have to first
understand the investigative process, to include solid collaborative efforts, and the ability to
follow directions if they are to successfully master newly adopted standards. Therefore, this
lesson supports the Science and Engineering Practices; specifically, Planning and Carrying Out
Investigations.

Assessment (formative
and/or summative)
Students will be informally assessed based upon their ability to work collaboratively, in
order to follow the outline procedures, for the targeted investigation. The ultimate goal
will be to get students involved in lessons that I will eventually design myself, that are
specifically aligned to support the new standards. With limited resources, I am doing
the best I can, regarding science, in order to instill a passion for the sciences with my
students.
Resources (texts,
technology, materials,
etc.)
This lesson requires the projector for visual support, the whiteboard to display the class-wide
data prediction chart, wax paper, toothpicks, tape, water, pp. 16-17, pencils, and space to
place small groups throughout the room.
Incorporation of other
subject areas
Students are expected to use reading skills as they carry out the investigation step by step.
They are also expected to use mathematical skills when analyzing the class created
prediction graph. They are also expected to use logical reasoning when determining how
much water is in a water droplet. As well, they are expected to use their writing skills to not
only answer the questions, but to draw and label a diagram of the investigation.
LESSON DELIVERY
Introduction
(anticipatory set,
thinking device, advance
organizer, lesson
hook)
10 minutes

In order to hook students, students will be asked to predict, on their raindrop paper, what they
think will happen to a drop of water if they try to pull it along a sheet of wax paper with a
toothpick.
Description Rationale
UDL Engagement:

A copy of the raindrop sheet will be placed
on the projector.



The visual will allow students to not only hear
the directions, but to also see what we are
doing as a class.
University of Kansas Department of Special Education
SPED 775 Lesson Plan Template
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Students will be placed in small groups.


Peer support helps students bounce ideas
back and forth. This in turn strengthens the
learning process because students can
expand upon their own knowledge when they
hear the thoughts and ideas of others.
Lesson activities
(content, methods,
procedures, formative
assessment)
20 minutes

Students will be asked to bring their predictions to the (t). The teacher in turn will place the
predictions within the proper columns, in the graph, on the whiteboard. (S) will be asked to
analyze the graph.

Students will then be asked to conduct the experiment in their teams. The expectation is that
they will take concepts learned in other content areas and transfer them to their science
experiment (i.e., reading the directions and following the expectations step by step). Since the
transfer of concepts can be difficult, it is assumed that teams will fail to follow the sequential
directions, and thus, the majority of their findings will not be accurate. At which point, the
importance of reading and following directions will once again be reiterated to the learners and
the experiment reattempted with clarity.
Description: Rationale:

UDL representation:

Allowing students the opportunity to work in
small groups


Allowing a struggling group to walk around
and view the work of other teams


provides the option for a variety of ways to
approach the same investigation. Drawings
and labels will be different as a result.

provides insight into how they, too, can
approach the process in their own unique
way.


UDL engagement:

Calling on different students to gather
materials

Placing students in balanced teams


affords nearly everyone the opportunity to
be responsible for the process of learning.

allows learners to listen to the background
knowledge of other learners in order to
enhance their limited knowledge over
scientific concepts.


UDL action & expression:

Allowing students to work in teams



allows students to take on roles that they
are most comfortable with. For instance, one
of my students is a very slow and
challenged writer; therefore, she has
another team member write while she
shares her ideas aloud.

also, those who are comfortable speaking
in front of the group can share out, while
other members can take on roles such as
writing what will be shared.
Closure 10 of minutes

At the conclusion of the lesson, students will discuss their findings out loud, turn in their
papers, and clean up their areas.
UDL principle & description:

Expression - Allowing the teams, a choice of which student will share their findings, provides a bit
of comfort for those who are too shy to share out. It also allows those who enjoy leadership roles
in speaking, to step up and share out.

University of Kansas Department of Special Education
SPED 775 Lesson Plan Template
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Engagement Again, allowing student choice, when it comes to taking responsibility for sharing,
turning in the work, and cleaning up the workspace, allows for a varied, but invested/interested
level of engagement.