T&L Instructional Plan Template

(Updated 4/17/15)
(edTPA Aligned)

Overview
The information included in this document is to support faculty in teaching about and supporting students with
the T&L (and edTPA) Instructional Plan. While there are many variations of lesson plans, this format meets
departmental requirements and is aligned with the 2014 edTPA as well.

Background Information (When doing the actual edTPA, leave out identifiers)

Teacher Candidate: Brianna Upper and Jamierin Walters Date: April 18, 2018
Cooperating Teacher: Andy Grade: 2nd
School District: Pullman School District School: Franklin Elementary School
University Supervisor: Lori White
Unit/Subject: Science
Instructional Plan Title/Focus: Matter Non-Newtonian Fluids (Oobleck)

Section 1: Planning for Instruction and Assessment

a. Instructional Plan Purpose: Teacher candidates explain how this instructional plan develops students’
conceptual understanding of overall content goals. This is sometimes also called a “rationale” and
includes a “what, why, how” general statement (see also Central Focus in edTPA)
Additionally, explain where in a unit this lesson would be taught. What lesson topic came prior to this
one (yesterday) and what related lesson will come after this one (tomorrow)

This lesson focuses on the states of matter. Solids and liquids, it's the start of a unit that will lead into more
depth of solid, liquids and eventually gasses as well. We want students to learn about the state of matter in a
way that they will understand. So letting them look in books finding their own definitions will help them
understand the states of matter in their own way.

b. State/National Learning Standards: Teacher candidates identify relevant grade level concepts/content
and align them to Content Standards—Common Core Standards or Washington State EALRs, or
National.

PS1.A: Structure and Properties of Matter

Different kinds of matter exist and many of them can be either solid or liquid, depending on temperature. Matter
can be described and classified by its observable properties.

c. Content Objectives (to be copied in Assessment Chart below) and alignment to State Learning
Standards:

1. SWBAT…
● Given the unknown state that Oobleck is in, students will make observations to draw a
conclusion of which state of matter it is.
● Explore a substance that behaves both like a solid and a liquid
Aligned standard: PS1.A: Structure and Properties of Matter
Different kinds of matter exist and many of them can be either solid or liquid, depending on temperature. Matter
can be described and classified by its observable properties.

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 Language Objectives:
1. SWBAT…Write their own opinion on if oobleck is either solid or a liquid.

Aligned standard:
● CCSS.ELA-Literacy.W.2.1
Write opinion pieces in which they introduce the topic or book they are writing about, state an
opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to
connect opinion and reasons, and provide a concluding statement or section
● CCSS.ELA-Literacy.L.2.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing.

d. Previous Learning Experiences: Teacher candidates should explain what students know and have
learned that is relevant to the current lesson topic and process.
● This lesson will serve as an introduction to the unit on states of matter. The students know how
the stages of the SWH. So as the introduction the students will have no formal instruction during
this unit topic prior to this lesson.

e. Planning for Student Learning Needs (accommodations, student experiences, prior learning and
experiences): work on these so you know what students would already know, and you know what you
would have to do incase a student needs accommodations.
● This lesson is design to let the students have their own opinion. It gives them a chance to think
about it themselves. If needed students will be granted extra time, writing and finding evidence.
Students will be provided audio recording of the readings as well if needed.

f. Assessment Strategies (Informal or formal) (Formative or Summative)

Teacher candidates should attach questions, worksheets, tests or any additional documentation related to
their assessment strategies, including accommodations or modifications for students with disabilities as
stated in their IEPs. They may also attach appropriate marking rubrics, criteria lists, expectations, answer
keys, etc. Consideration for multiple means of expression should occur here. That is, how will teacher
candidates allow for K-12 students to express their learning in different ways? Will K-12 students be
given some choice?

Content/Language Objectives Assessment Strategies

SWBAT…Write their own opinion on if Formative: Students will write in their notebooks their
oobleck is either solid or a liquid. OWN opinion on oobleck, if they think its a solid or a
liquid.

SWBAT...Given the unknown state that Formative: Students will discuss and share their ideas of
Oobleck is in, students will make what they think oobleck is, either a solid or liquid, then
observations to draw a conclusion of which write their science journals their final claim/conclusion.
state of matter it is.

SWBAT...Explore a substance that behaves Formative: Students will discuss and share their ideas of
both like a solid and a liquid what they think oobleck is while using book that are
provide about the states of matter, either a solid or liquid
(Add rows as needed)
*In the right column, describe whether the assessment you’ll collect is formative or summative. Note: most
assessment is considered formative when thinking about day-to-day lessons. Summative is related to
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 mastery. An exception might be having a “formal” quiz mid-way in a unit to assure that students are on
track with a certain degree of proficiency. Should the quiz indicate students are not progressing, and
adjustment of timing in the instructional “unit” will be required.

g. Student Voice: Student voice is a term used to describe students expressing their understanding of their
own learning process. For your lesson, respond to the three required components of student voice and
identify how students will reflect and/or communicate on their learning or progress toward meeting the
goals. (Use the following table.)
Student-based evidence to be Description of how students
K-12 students will be able to: collected (things produced by will reflect on their learning.
students: journals, exit slips, self-
assessments, work samples,
projects, papers, etc.)
1. Explain student learning Science Journals Students will play with the
targets and what is required to slime and individually write
meet them (including why down any claims that they
they are important to learn). can make about the slime
and why they are thinking
that way.
2. Monitor their own learning Poster paper Students as table groups will
progress toward the learning write down a claim and
targets using the tools evidence to either they think
provided (checklists, rubrics, the oobleck is a slime or a
etc.). liquid. Then the student will
share the poster with the
class so they can see their
peers claims and evidence.
The students then will be
able to see the similarities
that you all may see with all
the claims made
3. Explain how to access Science Journals The students will write down
resources and additional their final claims
support when needed (and individually slime and why
how/why those resources will they are thinking that way
help them). now that they have discussed
and looked for evidence in
the books.

h. Grouping of Students for Instruction: Describe why, how, and where in the lesson students will be
divided into groups, if applicable (e.g., "why" could be to support language learners, for reciprocal
teaching, and/or to use jigsaw, and "how" might include random, ability-based, interest, social purposes,
etc.). Recognize that some lessons or parts of a lesson may call for grouped work or individualized work
or both.
● Students will be grouped by table and where they are sitting. The students will share what they
found and discuss it. This gives students a chance to hear what others think about slime either
being a solid or a liquid. By sharing it they can hear and understand the evidence their peers
think. Then as a entire table group they will work together and reach a consensus.
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Section 2: Instruction and Engaging Students in Learning

a. Introduction: Teacher candidates identify how they are going to introduce the concept, skill or task in a
way that gains students’ attention and gets them involved (the lesson “hook”).

Teacher: “The craziest thing happened to me this morning! I was taking a nice little stroll outside during lunch
when all of a sudden I felt something fall right onto my shoulder! I looked over and there was this green object
that I had no information on. I had to end my stroll right at that moment because I rushed right back into the
classroom so I can put it in a container. You would not be able to guess how many weird looks I got from
teaches and students. But we will be passing out small containers that holds some of this weird stuff and you
can touch it and take it out of the container. As you play with it, write down any thoughts or questions you may
have.”

*gives them time to write down any thoughts*

“Having this happen to me is perfect, because we are starting a new unit on the different states of matter. Now, I
want you to share what you wrote down with an elbow partner”

*gives them to share with partners*

“What do you think is a solid?”

*Calls on students*
“What do you think is a liquid?*
*Calls on students*

“So, is this mysterious object a solid or a liquid? We will have an opportunity to figure this out tomorrow!”

b. Questions: Questions teacher candidate will ask during the lesson that drive thinking and learning and
engagement (5 or more questions) and in parentheses, indicate Bloom level and/or question type to
ensure that you are posing questions that push critical thinking and engagement (e.g.
Analysis/Divergent)

● What is a solid?
● What is a liquid?
● Can you think of other examples of solids and liquid?
● How many think oobleck is a solid?
● How many think oobleck is a liquid?
● Is Oobleck a solid or liquid?

c. Learning Activities: Describe what the teacher will do and say and students will do during the lesson.
Write it as a procedural set of steps in the left column of table below. On the right, refer to a supporting
learning theory or principle driving that activity and/or your rationale for doing what you are doing.

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 Prompts for right hand column—supporting theories/principles. In the right column, use references from
texts, research/peer reviewed journals, or other learning theories to support your choice of activities.
You might draw from your 301 and/or your methods courses here.
o Connections between students’ own lives, experiences, cultures, interests and the content.
o Active learning over passive learning (e.g. SCI Learning Experiences ladder—simulation over
verbal)
o Theoretical support for learning activities (e.g. Culturally responsive strategy, or processing)
o Multiple means of representation for the K-12 students (UDL principle)
o Multiple means of engagement for the K-12 students (UDL principle)
o Multiple means of expression of learning by the K-12 students (UDL principle)
o Accommodations and modifications for students with diverse needs, including those with disabilities
(as stated in their IEPs)
o How the teacher candidate will assess the learning of the students (from table above)
Learning Steps and Activities Supporting Theories/Principles
(Why are you doing what you are doing?)
Example: Transition from introduction by asking Supports multiple means of engagement, and
students to look at “inputs” and in pairs, create a allowing students to generate their own inputs
list of additional community assets/contributions from experience; is more culturally responsive
(inputs) for social change diagram. Circulate than teacher generated ideas only.
around groups to observe students’ progress.
1. Students will play with the slime and Constructivism ( Learners Knowledge):
individually write down any claims that
they can make about the slime and why By writing down their own claim individually,
they are thinking that way. the students are able to construct their own
understanding.
2. Students as table groups will write down a Paivio (Dual Coding):
claim and evidence to either they think the
oobleck is a slime or a liquid from reading Students will be givin books on the states of
books that are provided. matter, so they are able to find evidence on
solids and liquids.

3. Then the student will share the poster with
the class so they can see their peers claims
and evidence.
4. The students will write down their final
claims individually slime and why they are
thinking that way now that they have
discussed and looked for evidence in the
books.
Constructivism (Social Interactions):
Students will get the chance to discuss with their
table groups and also their classmates.
Constructivism ( Learners Knowledge)
By writing down their final claim in their
science journals, after listening to what each
of the groups thought and after the class
discussion.

(Add rows as needed)

b. Closure: Closure is the signal to students that the lesson is now coming to an end. In closure, teachers
review the learning targets (what was taught) for the day and refocus on what is important.

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The slime can be either solid or liquid depending on how it is handled. Oobleck is sometimes a solid and
sometimes a liquid. Tomorrow we will be exploring the 3rd state of matter: Gas.
c. Independent Practice: Describe how students will extend their experiences with the content and
demonstrate understanding in a new and different context (perhaps even outside of the classroom).
Include possible family interaction (identify at least one way in which you might involve students’
families in this instructional plan.)

Students will be able to use the information from this lesson about the state of matter solids and liquids to be
able to recognize solids and liquids in their everyday life. Students can explore a substance that behaves both
like a solid and a liquid.

d. Instructional Materials, Resources, and Technology: Attach a copy of ALL materials the teacher and
students will use during the lesson; e.g., handouts, worksheets, multimedia tools, and any assessment
materials utilized.
● CornStarch
● Water
● Food coloring
● Medium to large bowls
● Paper
● Pencils
● Bartholomew & the Oobleck by Dr.Seuss (book)

e. Acknowledgements: Acknowledge your sources

● https://www.youtube.com/watch?v=r9bo5N2N5zI
● http://www.instructables.com/id/Oobleck/
● https://www.scientificamerican.com/article/oobleck-bring-science-home/
● https://betterlesson.com/community/lesson/3044/oobleck-what-s-the-matter
● https://www.youtube.com/watch?v=-wiYtoG9kZE&feature=related
● https://www.youtube.com/watch?v=Fnd-2jetT1w
● https://www.youtube.com/watch?v=pbIQk_mAoL8 (Dr.Seuss Book part 1)
● https://www.youtube.com/watch?v=D7YVynyLecY (Dr.Seuss Book part 2)

(Lesson Script)
“Good afternoon class, who remembers what we did last time?” *gives them time to answer* “We are going to
pass out the slime that you all got to interact with again. As you play with the slime write down any claims that
you can make about it and why you think that way. Please make sure to do this individually.”

Have them play with the slime and have the question posted for them to refer to.
And have them write down their initial claims in their notebooks

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*Have a t-chart ready for solids and liquids*
“From you claims…”
“How many of y’all think that the slime is a liquid?” *counts and makes tallies*
“How many of y’all think that the slime is a solid?” *counts and makes tallies*
*Ask them why they think that way*

“Now we are going to pass out some books that is on solids and liquids and I want you to individually write
down at least 3 facts on solids and liquids.” *passes out books* “Just a side note, some of these books are above
the 2nd grade level and we are well aware of this.”

*gives them time* *goes around asking questions to students individually*

Ex questions: “What kind of information are you writing down?” “Why do you think that the slime is ____?”
“Are you unsure about what form the slime is now?”

“After giving you some time to read about solids and liquids, I want you to individually write down a claim
regarding whether the slime is solid or liquid and why you think that.”

*Give them some time to write down their claim*

“Now I want you to share your claims and evidence to your table groups. Once you are done sharing, I want
each table group to come up with a claim that you all agree on and evidence supporting it.”

*Gives them time*

“Let’s have all of the groups post up their papers on the whiteboard.” *They stick it up*

*Going down the line of the posters we have each group say their claim and evidence and we would question
them*

“What are some similarities that you all may see with all the claims made?” *Call on students*

“Now that we have pointed out similarities, what is one overall claim we can make as an entire class?”

*Have students answer that*

(Back-up overall claim) “The slime can be either solid or liquid depending on how it is handled.”