USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being

Subject/Content: Science
Taught: K

Group
Size: 15

Name: Mekayla Cook

Date of Lesson: 2/4/2016

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.)
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.)
Evaluation Plan- How will
you know students have
mastered your objectives?
Address the following:
What formative evidence
will you use to document

SC.K.N.1.2: Make observations of the natural world and know that they are descriptors
using the five senses
SC.K.E.5.3: Recognize that the sun can only be seen during the day

When considering Earths natural components, students will be able to identify clouds
with accuracy and knowledge of their position in the daytime sky.

Formative: Students responses, identification capabilities (noted by teacher observation)

and cloud construction on worksheet.
Summative: Students will pass their end of unit test on the natural world/Earth science.

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being
Subject/Content: Science
Taught: K

Group
Size: 15

Name: Mekayla Cook

Date of Lesson: 2/4/2016

student learning during

this lesson?
What summative evidence
will you collect, either
during this lesson or in
upcoming lessons?
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.)

Time

Where applicable, be sure to

address the following:
How will materials be
distributed?
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?

~5 m

~8 m

~6 m

Lesson Implementation
Who is
Each content area may require a different step-by-step format. Use
responsibl whichever plan is appropriate for the content taught in this lesson.
e (Teacher For example, in science, you would detail the 5 Es here
or
(Engage/Encountering the Idea; Exploring the Idea;
Students)? Explanation/Organizing the Idea; Extend/Applying the Idea;
Evaluation).
Teacher
1. Read It Looked Like Spilt Milk by Charles G. Shaw on carpet.
Students/
Whole
2. Ask class if they have seen any cloud shapes. Pick 3 to share.
group
Discuss that clouds are in the daytime sky with the sun and
they are different sizes, shapes and colors.
Both/
Whole
group

3. Introduce/model terms Stratus, Nimbus, Cumulus and

Cirrus. Allow students to practice saying words. Model
singing cloud type song (Stratus clouds fill the air, Nimbus
clouds mean rain is there, Cumulus clouds are bumpy and
tall, Cirrus clouds are thin. Thats all!) with corresponding
gestures and pointing to lyrics sheets with cloud examples.
Have students sing along on 2nd round. (Extending idea of
clouds)

Teacher

4. Students return to desks. Paper passers hand out cloud

worksheets. Worksheet is read aloud on Elmo. Teacher models
use of glue and cotton balls to create a cloud and relate it to
an object or cloud type. Paper passers hand out cotton ball
baggies (12 cotton balls per bag). Students begin their own
worksheets. Teacher circles room to encourage, check for

~15
m

Independe
nt

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being
Subject/Content: Science
Taught: K
~10
m

Work
Whole
group

~10
m
Whole
group

Group
Size: 15

Name: Mekayla Cook

Date of Lesson: 2/4/2016

comprehension (ask cloud type/location questions) and keep

students on task.
5. Allow students to come up front and share their work on the
Elmo, compare/contrast clouds and relate to cloud types
(stratus, nimbus, cumulus or cirrus)
6. Bring students outdoors to observe clouds. Encourage
identification of day sky features, cloud shapes and cloud
types. Bring students indoors to complete investigative
worksheet.

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?
Students are interested in the world around them. The sky is something they witness
every day, but may not notice the details of. They will be enlightened to cloud types
which will promote weather forecasting, a useful skill with Floridas unpredictable
weather patterns.

Differentiationbased on
the needs of your students
how will you take
individual and group
learning differences into
account.

A picture book with a repetitive style promotes the acquisition of reading skills. Involving
a song encourages language development and sound identification through rhyme and
pattern. One-to-one correspondence will be developed as students sing along to pointed
lyrics. Cloud types are mentioned as extension, some of the higher level students will be
able to create them and identify the types in others creations. Sharing their work will
encourage individual reflective thought and peer collaboration/sharing of ideas.

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being
Subject/Content: Science
Taught: K
Relevant Psychological
Theories and research
taken in consideration
when planning this lesson

Group
Size: 15

Name: Mekayla Cook

Date of Lesson: 2/4/2016

Meeting the needs of various intelligences (visual [pictures, creating art, textured cotton
balls], auditory and kinesthetic [through song/movement]) Howard Gardner
The use of music in the classroom is consistent with theories of multisensory learning.
Cognitive psychologists have confirmed what educators have long known -- that we have
a variety of different, but mutually enhancing, avenues to learning. Music is one such
avenue.
Research suggests that the more senses we use, the deeper and broader the degree
of learning. Teachers are encouraged to use auditory, visual, kinesthetic and tactile
modes to supplement the learning experience. While music is obviously an auditory
activity, the kinesthetic, visual, and tactile modalities can be activated via clapping,
dancing, and instrument playing.
Music can help focus a learner's attention Music can function as a mnemonic device
to aid recall of information. Song as a Tool for Content Area Learning, S. Ruth Harris, O.D.