USF Elementary Education Lesson Plan Template (S 2014) Name: Kaela Rudolph

Grade Level Being Taught: K Subject/Content: Science Group Size: Date of Lesson: 4/3/2018
20

Lesson Content
What Standards (national or
state) relate to this lesson? SC.K.E.5.5
(You should include ALL applicable Observe that things can be big and things can be small as seen from Earth.
standards. Rarely do teachers use
just one: they’d never get through SC.K.E.5.6
them all.) Observe that some objects are far away and some are nearby as seen from Earth.

Essential Understanding I want the students to come away with the essential understanding that object that are near can change
(What is the big idea or essential positions to be far. As well as objects that are far can change positions to be near.
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 Given an image, students will be able to state whether an object is near or far with little to no errors.
students know and be able to do
after this lesson? Include the Given an image, students will be able to explain why an object looks small with little to no errors.
ABCD’s of objectives: action,
behavior, condition, and degree of Given an image, students will be able to explain why an object looks big with little to no errors.
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.)
USF Elementary Education Lesson Plan Template (S 2014)
Grade Level Being Taught: K
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?
What Content Knowledge is
necessary for a teacher to teach
this material?
Name: Kaela Rudolph
Subject/Content: Science Group Size: Date of Lesson: 4/3/2018
20
I am teaching this lesson to further develop the understanding of objects near and far and the different
ways objects can be moved to change their distance. This fits into the larger plan of students being able to
say whether an object is far or near quickly and on the spot. I am teaching this lesson this way to engage
the students in a fun activity while hitting the standards intensely. It is important for students to learn
this for them to be able to differentiate between what id near and what is far.
Formative:
The formative assessment will be during the image sort where we label the hot air balloons to say which
one is near and far. I will do a vote to give all the students the opportunity say if they think the hot air
balloon is near or far.
Summative:
The summative assessment will be the craft activity. I will be able to see in the students can label near and
far correctly. As well as being able to write why they label the hot air balloons as near or far (Enrichment)
The teacher needs to know why objects appear big when they are close up and why they look smaller
when they are far away. They also need to know that objects can be near or far depending on their
location and if those objects can be moved to a different location. For example, the moon will always be
far away, unless we are astronauts and go up in space. However, a chair can be easily move to be near or
far away.
USF Elementary Education Lesson Plan Template (S 2014) Name: Kaela Rudolph
Grade Level Being Taught: K Subject/Content: Science Group Size: Date of Lesson: 4/3/2018
20

What background knowledge is The kindergarteners have to have that background knowledge of the difference between big and small to
necessary for a student to extend what they know to apply if to distance. I have ensured that they have this knowledge from
successfully meet these previous lesson when we hit on objects that look big and objects that look small. I know that my students
objectives? are ready for this content because they have already started to apply the concept of near and far to
associate them with their sizes.
 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?
A miss conception that students may have are that objects that are near are always near or objects that
are far are always near. One of the objects of this lesson is ensure they gain the understanding of how
distance changes as objects move.

Lesson Implementation
Teaching Methods
(What teaching method(s) will you 5Es
use during this lesson? Examples Direct instructions
include guided release, 5 Es, direct
instruction, lecture, demonstration,
partner word, etc.)
USF Elementary Education Lesson Plan Template (S 2014)
Grade Level Being Taught: K Subject/Content: Science
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.)
Where applicable, be sure to
address the following:
 What Higher Order Thinking
(H.O.T.) questions will you ask?
 How will materials be
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?
Name: Kaela Rudolph
Group Size: Date of Lesson: 4/3/2018
20
Time Who is Engage:
responsible
(Teacher or 1. Call students to the carpet.
Students)? 2. Have them sit on their sit spots.
3. Go over near and far with the students. Tell students that our objective
for the day is to be able to identify if an object is near or far based on its
size.
4. Ask the students when we look at an object far away, does it look big or
small? (Small)
5. Ask students if far objects are small then objects that are near, are what?
(Big or bigger)
6. Tell students that they can change though. An object that is far away and
small gets bigger as it gets near you. Then an object that is near and looks
big get small the farther away it gets.
7. Tell students that now they are going to apply this knowledge to some
images.
8. Have students stay at their sit spots.
9. Tell them that you are going to be showing them some images with hot
air balloons. Some may be near and some may be far. We are going to try
to figure it out.
10. Show first image.
11. Ask, look at this first hot air balloon. What do you notice about it? (It is
smaller)
12. Ask, since it is smaller that means it is what? (Near)
13. Click above the arrow to reveal answer.
14. Do this for the rest of the images.
15. Use attention getter.
16. Tel students now it is their turn to create a image with a hot air balloon.
17. You will get 2 circles for your balloon, a piece of paper for your setting
and two squares for your baskets.
18. Show them an example without the label.
USF Elementary Education Lesson Plan Template (S 2014) Name: Kaela Rudolph
Grade Level Being Taught: K Subject/Content: Science Group Size: Date of Lesson: 4/3/2018
20

19. You are going to glue your baskets on the paper and label each one.
20. I am going to write the words near and far on the board.
21. You can draw a setting around your balloons.
22. Once you have glued the balloons and labeled them, and drew your
setting, you will turn your paper over and write a sentence for each
balloon. 2 sentences total.
23. Once students are done, have them turn it into the purple bin and then
pack and stack.

What will you do if… …a student struggles with the content?

A students struggling with this concept can verbally tell me why they labeled the hot air balloons.

What will you do if… …a student masters the content quickly?

Students who master this concept quickly, will write sentences explaining how they know objects
are near or far. They will give an example.

Meeting your students’ needs as If applicable, how does this lesson connect to the interests and cultural backgrounds of your
people and as learners students?

N/A

If applicable, how does this lesson connect to/reflect the local community?

N/A
USF Elementary Education Lesson Plan Template (S 2014) Name: Kaela Rudolph
Grade Level Being Taught: K Subject/Content: Science Group Size: Date of Lesson: 4/3/2018
20

How will you differentiate instruction for students who need additional challenge during this
lesson (enrichment)?

Students will take their knowledge and elaborate through writing to explain objects near and far
in the classroom.

How will you differentiate instruction for students who need additional language support?

Accommodations (If needed) n/a

(What students need specific
accommodation? List individual
students (initials), and then explain
the accommodation(s) you will
implement for these unique
learners.)

Materials Power point

(What materials will you use? Why Paper cut outs.
did you choose these materials? Example
Include any resources you used.
This can also include people!)