USF Elementary Education Lesson Plan Template (S 2014)

Sena________
Grade Level Being Taught: Subject/Content: Science
K

Name: ______Selena
Group
Size: 13

Date of Lesson: 11/03/2016

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.)
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

SC.K.P.9.1 Recognize that the shape of materials such as paper and clay can be
changed by cutting, tearing, crumpling, smashing, or rolling.
SC.K.N.1.5 Recognize that learning can come from careful observation.
SC.K.N.1.2 Make observations of the natural world and know that they are descriptors
collected using the five senses.
Essential Questions:
What can you observe about objects?
What can we do to paper and clay to change the way it looks?

SWBAT
Change the shape of paper and clay by cutting, tearing, crumpling, smashing, or rolling
and describe how they changed the object.
Observes a variety of objects, discuss these observations, state what was learned from
these observations

USF Elementary Education Lesson Plan Template (S 2014)

Sena________
Grade Level Being Taught: Subject/Content: Science
K

Name: ______Selena
Group
Size: 13

Date of Lesson: 11/03/2016

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
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?

Students are learning this because this is an introduction for the students for the topic of
matter. Students need to know that matter is able to be physically change, but it is still
the same object. For example, Paper is still paper when it id crumpled, cut, teared. This is
knowledge they will need to know later on in their science education.

Formative- the students response in their science journal and observational notes.
They will be drawing the paper how it was before and then how it was after they changed
it.
I will also be walking around to each student and asking how did you change your
paper? and recording what words the students used (crumple, tear, cut), etc and now
that you changed your paper, is it still paper? I record these responses on my data
collection paper. ***I will use this to reform my instruction on day two***

USF Elementary Education Lesson Plan Template (S 2014)

Sena________
Grade Level Being Taught: Subject/Content: Science
K

What Content Knowledge

is necessary for a teacher
to teach this material?

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

Name: ______Selena
Group
Size: 13

Date of Lesson: 11/03/2016

Teacher must know what a physical change is : the properties of the object stay the same
but it looks different. Cutting, tearing, rolling, crumpling, and smashing are only a few
ways to create physical changes in an object. The teacher also must know what matter
is: anything that takes up space. Air, water, rocks, and even people are examples of
matter.

Students must already know what properties they can observe about an object: size,
shape, color. They will need this to be able to connect it with their observations on the
paper before versus the paper after. For example, they will first observe the paper
without any change and then what they observe about paper after it was changed.

How will you ensure

students have this
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?

Students might think they can only change paper/clay one way or might not know ways
to change paper/clay.
Students might also think after they change the paper/clay, it is no longer paper/clay.

USF Elementary Education Lesson Plan Template (S 2014)

Sena________
Grade Level Being Taught: Subject/Content: Science
K

Name: ______Selena
Group
Size: 13

Date of Lesson: 11/03/2016

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.)

5Es: engage, explore, explain, extend and apply

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:
What Higher Order
Thinking (H.O.T.) questions
will you ask?
How will materials be

12
min

Who is
responsibl
e (Teacher
or
Students)?

Teacher/St
udent

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).

DAY 1
Engage
The students will be gathered on the rug. I will begin the lesson by
going over the essential question: what can you observe about
objects? I will go over what properties they can use to observe an

USF Elementary Education Lesson Plan Template (S 2014)

Sena________
Grade Level Being Taught: Subject/Content: Science
K
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?

15
min

Student

Teacher

Name: ______Selena
Group
Size: 13

Date of Lesson: 11/03/2016

object (shape, color, size). I will then tell the students that today
they will be CHANGING an object. Based on my pre assessment
the morning of this lesson, 7 students understood how they can
change a paper and explain how, 2 students could change the paper
but were not able to explain how they changed it, and 3 students
were not able to change or explain how to change a paper. Because
of this, I will have a student who understood the concept of change
come up to the anchor chart and draw what change means. After
this I will ask the students one of the key questions: What do you
observe about this object (paper)? I will record these responses on
one side of the anchor chart. Some responses might be: it is white, a
rectangle, light in weight.
I will then ask the students the other key question: What can we do
to this paper to change the way it looks?
I will try the suggestions the students tell me and mention other
suggestions they did not share out. For example, if a student says to
crumple it, I will crumple the paper. I will then ask the students what
they observe about the paper now. I will draw and write these
observations on the other side of the anchor chart. After this, I will
send students to their desks.

Explore
I will instruct students to take out their science notebooks and
create a t chart. I will give each child 1 piece of paper at a time (3
total) and I will ask the students to draw what they observe about
the paper on the left side of their t chart. After this, I will then
instruct them to do something to make the matter (papers) look
different just like we did on the rug as a class and draw how their
paper changed.
As the students are working on this, I will be walking around to ask
students What did you do to make the matter (paper) look

USF Elementary Education Lesson Plan Template (S 2014)

Sena________
Grade Level Being Taught: Subject/Content: Science
K
5 min

Teacher/St
udent

Name: ______Selena
Group
Size: 13

Date of Lesson: 11/03/2016

different? I will be looking for specific verbs like cutting, crumpling,

tearing. Is this still paper even after you changed it? I will be looking
for students to realize paper is still paper even if it is physically
changed. I will record all of these responses on my data collection
paper. I will repeat this 2 other times by giving students 2 more
paper and they will record these changes in their science notebook.
EXPLAIN
I will wrap up the lesson by having a student come up and share
how they changed their paper. I will have the student discuss what
strategies they used and after this I will ask the class: How can we
change an object? The is an open-ended question designed to
generate student thinking demonstrated through conversation
about the topic. Answers may vary. What did we do to change the
way our matter (paper) looked? (crumpling, tearing, rolling, cutting)
Are there are things we could do to make our matter (paper) look
different? (various answers such as coloring) Is there other matter
that we could crumple, roll, tear, or cut?
EXTEND AND APPLY
I will then have students to crumple, tear, roll, or cut something
other than paper, which will be clay. We will do this the next day

DAY 2
Teacher

***Before I introduce the clay, I will go over any misconceptions that

happened day one. Based on my data I gathered on day one: 9

USF Elementary Education Lesson Plan Template (S 2014)

Sena________
Grade Level Being Taught: Subject/Content: Science
K
12
min

Name: ______Selena
Group
Size: 13

Date of Lesson: 11/03/2016

students were able to change their paper and explain how, 1

student was able to change their paper but struggled explain how, 1
student struggled finding different way to change paper but was
able to explain their one way, and 1 student struggled being able to
change their paper as well as explain how. Because of this, I will
have a visual to show different ways to change paper (folding,
cutting, crumple, tearing, color, etc) and explain how***
Engage
The students will be gathered on the rug. I will ask the students one
of the key questions: What do observe about this object (clay)? I will
record these responses on one side of the anchor chart. Some
responses might be: it is purple, a ball, sticky.
I will then ask the students the other key question: What can we do
to this clay to change the way it looks? What did we do yesterday to
change the way the paper looked? I will try the suggestions the
students tell me and mention what they did the day before to get
more ideas. For example, if a student says to flatten it, I will flatten
the clay. I will then ask the students what they observe about the
clay now. I will draw and write these observations on the other side
of the anchor chart. After this, I will send students to their desks.
Explore
I will instruct students to take out their science notebooks and
create a t chart, just like the day before. I will give each child a bag
of clay and I will ask the students to draw what they first observe
about the clay on the left side of their t chart: Draw what you
observe about the clay on the left side of your paper. After this, I will
then instruct the students to change their object in one or more
ways to make it look different, and to record how they changed their
object (clay) on the right side of their t chart.
As the students are working on this, I will be walking around to ask
students the same questions I asked the day before What did you

USF Elementary Education Lesson Plan Template (S 2014)

Sena________
Grade Level Being Taught: Subject/Content: Science
K

Name: ______Selena
Group
Size: 13

Date of Lesson: 11/03/2016

do to make the matter (clay) look different? I will be looking for

specific verbs like cutting, smash, build, roll. Is this still clay even
after you changed it? I will be looking for students to realize an
object is still the same object even if it is physically changed. I will
record all of these responses on my data collection paper.
***Based on the information I gathered the day. I will pull these
students to the guided table to give them small group instruction
and assist in the areas they struggled in on day one. The students
will be: K, J, M ***
EXPLAIN
I will wrap up the lesson by having a student come up and share
how they changed their clay. I will have the student discuss what
strategies they did and after this I will ask the class: What are some
ways we can change objects? The is an open-ended question
designed to generate student thinking demonstrated through
conversation about the topic.

What will you do if

a student struggles with the content?

Day one: My CT and I will be walking around to see if students understand the material, if
they struggle coming up with ways to change the paper we will help guide them to think
of different actions they can do to the paper. We will also have an anchor chart for
students who are struggling to refer back to when they are changing the paper on their
own
Day two. My CT and I will be walking around to see if students understand the material, if
they struggle coming up with ways to change the clay we will help guide them to think of
different actions they can do to the clay. We will also have an anchor chart for students
who are struggling to refer back to when they are changing the clay on their own. There

USF Elementary Education Lesson Plan Template (S 2014)

Sena________
Grade Level Being Taught: Subject/Content: Science
K

Name: ______Selena
Group
Size: 13

Date of Lesson: 11/03/2016

will also be a visual on how they can change paper that they can connect it to how they
can change clay.
***I will also be creating a guided group of students who struggled on day one to better
clarify their certain misconceptions and assist them***

What will you do if

a student masters the content quickly?

If the students master the content quickly they will be instructed to think of various other
ways (more than 1) they can change their materials. They can even think of different
objects they can crumple, cut, tear, flatten.

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 students interests because they enjoy doing hands-on
experiences and this lesson has them work hands on with paper and clay. They will also
have an opportunity to think of ways they can change clay or paper and this might be
something they do at home for leisure. For example, cutting for arts and crafts or playing
PlayDoh at home.

If applicable, how does this lesson connect to/reflect the local community?
This lesson reflects their local community because they will be able to connect what they
do with their other teacher in art/social studies. In this class, they are constantly making
crafts and working with paper and clay. Because of this experience, this will help them
think of different actions they could do to change how paper and clay look.

USF Elementary Education Lesson Plan Template (S 2014)

Sena________
Grade Level Being Taught: Subject/Content: Science
K

Name: ______Selena
Group
Size: 13

Date of Lesson: 11/03/2016

How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
If the students master the content quickly they will be instructed to think of various ways
(more than 1) they can change their materials. They can even think of different objects
they can crumple, cut, tear, flatten. They will also be able to help their table partner if
they are struggling.

How will you differentiate instruction for students who need additional
language support?
For my ELL student, I will make sure there are visuals throughout the lesson and I will use
visual cues. For example, modeling the actions I am doing to my paper. I will also try to
communicate to him in his native language to assess his understanding. I will also have
an app available if I need it that is able to translate what I am trying to say in English into
Spanish.

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.)

Students with accommodations will have a para sitting with them throughout the whole
lesson to help guide them and help the learning process. One para will be E and J, and
another para will be L and E. I will also be walking around to check for students
individual understanding when they are working in their science notebook.

USF Elementary Education Lesson Plan Template (S 2014)

Sena________
Grade Level Being Taught: Subject/Content: Science
K
Materials
(What materials will you use?
Why did you choose these
materials? Include any
resources you used. This can
also include people!)

Science notebook
Paper
Clay
Scissors
Color materials
How you can change paper visual

Name: ______Selena
Group
Size: 13

Date of Lesson: 11/03/2016