USF Elementary Education Lesson Plan Template (S 2014)

Schwarz__________________________________
Grade Level Being Taught: Subject/Content: Science
3rd

Name: __Gabrielle
Group
Size:
Whole
Class

Date of Lesson: February

25, 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?

SC.3.L.14.1: Describe structures in plants and their roles in food production, support,
water and nutrient transport, and reproduction (CPALMS.org) .

Students will understand plants, the different parts of plants, and how those different
parts of the plants function together to create the end result.
Students will be able to work collaboratively with other classmates and conduct and
experiment.

Formative:
Walking around the classroom and noticing how students are working in their groups.
Taking notice of how the students are doing on their experiment. Are they conducting the

USF Elementary Education Lesson Plan Template (S 2014)

Schwarz__________________________________
Grade Level Being Taught: Subject/Content: Science
3rd

Name: __Gabrielle
Group
Size:
Whole
Class

Date of Lesson: February

25, 2016

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?

experiment correctly? Are they connecting it to what they have previously learned?
Summative:
Students observations and results they record in their science notebook.

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

5-10
min

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
Engage/Encountering the Idea: Introduction to the experiment; what
students will be doing; what their job is/ meeting up in groups/
distributing the material needed to conduct the experiment.
Exploring the Idea: Students will conduct the Science in a Snap:
Where does the Water go? experiment, will participate in their
groups how the colored water affects the flower, and how water
moves through a flower.
Explanation/Organizing the Idea: Students will be expected to write
down their ideas and results in their science notebook, as to be able
to reference their ideas and results again.
Applying the idea: Students will connect this experiment to what

USF Elementary Education Lesson Plan Template (S 2014)

Schwarz__________________________________
Grade Level Being Taught: Subject/Content: Science
3rd

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?

Name: __Gabrielle
Group
Size:
Whole
Class

Date of Lesson: February

25, 2016

they are learning in class and to the main idea of how different parts
of a plant work.
Evaluation: I will be walking around the classroom while students
are doing the experiment, observing if everyone is participating and
how they are doing their experiment. I will look at the students
science notebooks after they complete the experiment in order to
get an idea of what they got or they learned from the experiment.

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 is allowing students a hands-on learning experience where they are
actively learning and physically conducting an experiment.

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

I will provide groups extra help in necessary, if students are unable to figure
out what they are supposed to be doing, I will try to lead students to a general
idea of what they are supposed to be doing.

Relevant Psychological
Theories and research
taken in consideration
when planning this lesson

I am connecting the idea of Critical thinking, which is something I learned about in my

learn and development class, to this lesson, students will not be able to simply
memorize information, they have to think about what they are doing, and why it is having
the effect it is on the flower. Why is the flower changing color? What does this mean is
happening?