Elementary and Early Childhood Education Lesson Plan Template

Name: Daija Norwood Date: 1/21/2020

Course: ECE 4660 Lesson Plan #: 1
Subject Area(s): Science Grade Level/Time Frame: 2nd / 40 minutes

Step 1: Identify Learning Context Learning Environment:

Learners
(Classroom
Context)
The learning environment where the learning experience takes place is
very positive and inviting. The walls are filled with colors, decors, and
resources that the students utilize every day. There is a projector at the
front of the room which can have the touch sensor turned on and off.
Beneath the whiteboard are 10 characteristics that each student tries
to demonstrate since this is an IB school. There is also a “Buddy-Up”
chart located at the back of the classroom on a cabinet; this is a way for
students to know who their “turn and talk” partners are for the week.
On the wall behind the door are bookbag hooks as well as a dismissal
chart so students know where to go at the end of the day. On the desk
next to the door there is a bucket with one girl and one boy bathroom
pass along with hand sanitizer. On the back wall, there is a chart that
describes the writing process for the students. There are also various
students’ works hanging up around the room for different subject
areas.

There are desks in the classroom as well as a kidney table and three
other tables. The students sit in cooperative learning groups mainly, but
recently there was a change to the seating, so the desks are arranged in
a formation in which all students can see the board without having to
turn their back. The students are allowed to sit at the kidney table to
work as well as sit at the small table with two stools.

In front of the whiteboard there is a carpeted area with the continents

displayed on it. There is also carpet in front of the bookshelves that
display a leveled library. There is also a “Cool Down” corner where
students can go if they are feeling frustrated or overwhelmed. There is
also a director’s chair near the sink that students can sit in and read or
take a look in the mirror to remind themselves who is responsible for
their actions, goals, dreams, etc.

There is technology located in the classroom; there are 10 laptops, 3

desktops and 6 iPads inside the classroom. There are also 2 teacher

Learner Description
Personal Assets, Cultural,
Assets, Community Assets
(also referred to as Funds of
Knowledge)
laptops; this is almost a one-to-one ratio which is phenomenal. There is
also a computer lab for the students to utilize in the school.
Number of students in class: 19
● Number of males: 12
● Number of females: 7
Learning Needs Number of Supports, Accommodations,
Students Modifications
Students w/ IEPs or 1 Slant board for writing
504 plans
Students w/ EIPs 0 N/A
English learners 7 Pull out support during reading block,
sentence frames to explain their thinking
and anchor charts to show the processes
we are exploring
Gifted 3 Extension with choice in finding another
surface to see how friction affects the
speed of the cars
Students with gaps in 2 Modeling to show how the experiment
academic knowledge should be conducted and sentence
frames to aid the writing process
Other learning needs 0 N/A
Personal
My interactions and previous lessons with the students informed me
that the students enjoy being scientists and conducting experiments.
Accordingly, I decided to incorporate a science hat craft prior to doing
the experiment because the students wanted to look like “scientists”
before conducting the experiments. In addition, I will inquire about the
students’ knowledge during the Friday lesson in which we will prep for
the experiment by writing the procedure, materials and hypothesis for.
Cultural
Some of my students are English language learners, so I used that
information to provide appropriate differentiation strategies during the
lesson such as sentence frames and a visual for how the experiment
should be conducted.
Community
I will discuss how friction can be applied to their everyday life; I will
encourage the students to find things that they have on and have them
make connections about how the material they are wearing would
affect them doing certain things such as sliding down the slide on the

Step 2: Identify Georgia Standard (s) of
Curricular Excellence, WIDA Standard(s),
Priorities etc.
Prior Academic Knowledge
and Prerequisite Skills
Central Focus, Overarching
Goal, Big Idea, or Essential
Question(s)
Learning Objective(s) or
Learning Target(s)
Potential Misconceptions
and/or Developmental
Approximations
playground. I want them to not only think about how the different
surfaces can increase or decrease the amount of friction, but I want
them to think about the objects in the world around them that have a
relationship with friction.
S2P2: Obtain, evaluate, and communicate information to explain the
effect of a force (a push or a pull) in the movement of an object
(changes in speed and direction).
ELAGSE2W2: Write informative/explanatory texts in which they
introduce a topic, use facts and definitions to develop points, and
provide a concluding statement or section.
The students had a pre-assessment that required them to think about
how pushes and pulls (force) work together and how friction may have
a relationship with motion, so this lesson will activate that prior
knowledge and provide students with a means to apply that
information in order to conduct an experiment and draw conclusions
about how friction affects motion.
The students will also need to have some prerequisite skills of
understanding the difference between push and pull. They will also
need to understand what motion is.
How does friction affect the motion of an object?
The students will investigate how friction affects the way objects move.
The students will inform their audience about an experiment they
conduct by writing a lab report.
● The students may say the difference in their cars is why their
car did not travel as far.
If the students state this as their reasoning for their difference, I
will provide students with a video about friction and how it can
effect the distance traveled due to the change in speed.
● The students may use different amounts of force for each trial .
If the students use different amounts of force, I will remind

Academic Language
Vocabulary
● Words and phrases
with subject specific
meanings that differ
from meanings used
in everyday life (e.g.,
table, ruler, force)
● General academic
vocabulary used
across disciplines
(e.g., compare,
analyze, evaluate)
● Subject-specific
words defined for
use in the discipline
Language Function: the
content and language focus of
the learning task (e.g.,
activities, discussions)
represented by the active verb
in the learning objective(s) or
learning target(s) (e.g., apply,
evaluate, cause and effect,
sequence, hypothesize, infer,
summarize, describe, explain)
Language Supports:
instructional supports that
help students understand and
successfully use the language
function (e.g., sentence
starters, graphic organizers)
Syntax: set of conventions for
them that we are not focused on the amount of force, but we
are trying to investigate how friction affects the way objects
move.
Academic Language Whole Class Supports Differentiated Supports
Language function: Mentor Text Lab Report The teacher will have the
students read the “I Can”
Investigate/Inform statement. The teacher
will then review the
scientific process with the
students, and then ask the
students to turn and talk
about what scientists do.
Scientific Process Anchor
Chart
Turn and Talk
Multiple meaning words: Model The teacher will provide
examples of each word
● Model digitally or realia. Then,
● Record the teacher will describe
which word is being
referred to during the
lesson.
Record
organizing information (e.g.,
sentences, graphs, tables);
organizes language to convey
meaning

Discourse: how members of VS

the discipline talk, write, and
participate in knowledge
construction using the
structures of written and oral
language; discipline specific Academic vocabulary: Model The teacher will model
discourse has distinctive ● Investigate how the students will carry
features or ways of structuring ● Inform out investigations and
oral or written language, or inform the audience of
representing knowledge their results.
visually. Subject-specific Video The teacher will refer to
vocabulary: https://jr.brainpop.com/sc the BrainPop Jr. video
● Force ience/forces/pushesandpu about pushes and pulls
● Motion lls/ that the students
● Friction previously watched. It
● Data Anchor Chart discussed how force is a
● Hypothesis push or a pull and how
● Conclusion friction is a force that
● Results changes the speed of an
object.

Syntax: Sentence stems The students will be

provided with sentence
● Today I used Anchor Chart stems to use in their Lab
______ Report. They will also have
(materials) to an anchor chart that will
learn about have the appropriate
friction. vocabulary.
● First, I
_________.
● Next, I
________.
● Then, I _______.
● My hypothesis
was _______.
● I was
(correct/incorrec
t).
● My data showed
_________.
 Discourse:
The students will engage
in inquiry in which they
conduct an experiment
exploring friction using toy
cars, books as ramps,
meter sticks and different
surfaces. They will have to
inform their audience of
which surface created the
greatest amount of
friction.
Mentor Lab Report The students will be
provided a Lab Report
packet to record their
hypothesis, materials,
procedure, data and
conclusion. They will also
be given an anchor chart
and mentor Lab Report to
see how they should fill
out their Lab Report
appropriately.
Anchor Chart

Summative with Lab

Report including
problem/question,
hypothesis, materials
used, procedure,
data/results and
conclusion to inform the
audience about what they
learned about friction as a
result of their experiment.

Writing: The students will write the data they collect during their
experiment. The students will also write the information needed for
their lab report.

Speaking: The students will engage in discussions with their peers

about the meanings of the language function. They will also engage in
discussion when they are sharing what scientists do.

Listening: The students will listen to the teacher model how to

conduct the experiment. The students will also listen to the teacher
model how to fill out their lab reports.

Reading: The students will read the sentences and questions from
their science workbooks that coincide with the experiment.

Step 3: Design Assessment Plan

Assessment
Framework Georgia Performance Corresponding Learning Format of Assessment(s)
Standard(s) Objective(s) or Learning
Target(s)
S2P2: Obtain, evaluate, The students will Pre-Assessment:
and communicate investigate how friction Video Inquiry: The teacher will have the
information to explain affects the way objects students watch a video to see if the
the effect of a force (a move. students know how force works in terms of
push or a pull) in the pushes and pulls.
movement of an object The students will inform
(changes in speed and their audience about an Wonder Wall: The teacher will ask the
direction). experiment they students to write down any questions they
conduct by writing a lab have about force, motion, friction, etc. The
ELAGSE2W2: Write report. teacher will listen to their responses and
informative/explanatory record potential misconceptions on paper.
texts in which they This will help the teacher gauge the
introduce a topic, use academic gaps that need to be addressed
facts and definitions to during the lesson. The questions will also
develop points, and stayed posted under the end of the unit,
provide a concluding and the teacher will reference them again
statement or section. to see if any of their questions can be
answered.

Formative Assessment:
Experiment: The teacher will walk around
during the experiment and record students’
comments and questions. The teacher will
also write down any misconceptions
students are still having within the
experiment. This will help the teacher
determine what needs to be addressed
during the conclusion writing process..

Summative Assessment:
Self Assessment: The teacher will ask the
students to rate their ability to perform the
task stated in the learning target using a
chart. The scale the teacher will use will be
thumbs up, thumbs to the side and thumbs
down. The teacher will take notes on which
students were thumbs down in order to
provide one-on-one conferencing in order
to strengthen the areas they feel they may
be weak in.

Lab Report: This will be the students’ final

work. The students will write a lab report
with the following parts: question,
 materials, procedure, hypothesis, results
and a conclusion. The students will have a
packet to guide their thinking. The teacher
will review their lab reports and grade
them based on the evaluative criteria.

Type of Assessment Format of Assessment (e.g., Supports, Evaluation Criteria

quiz, test, checklist, KWL
chart, performance task)
Pre-assessment Video and Questioning
Accommodations, How will you know or
Modifications measure if the students
(Differentiated have met the learning
Assessments, Culturally objective(s) or learning
Relevant Assessment) target(s)?
Students can use the Wonder Wall
video to see what force
and motion are about and
use the questioning to
formulate an answer.

Formative assessment(s) Experiment Students can work in Anecdotal notes

groups to conduct the
experiment.

Summative assessment(s) Self Assessment
Lab Report
Students can use sentence Self Evaluation Sheet
stems to write the Rubric
information needed for Has a question,
their lab report. hypothesis, materials
with sketches,
procedure, data, results
and a conclusion

Pre-Assessment Data Summary

The pre-assessment I gave the students was to watch a video of a pinball machine. Then, at the
end the students were to answer my questions about the forces and motion occurring in the
video. The students were also required to wonder and ask a question about the video and write it
on a sticky note. Based on the assessment given, a lot of the students had an idea about force and
motion. However, they were having a hard time understanding the concept of friction. This tells
me that the students need to work on being able to describe how friction affects an objects’
motion. This data did not come as a surprise to me because the students have not been exposed
to these types of scientific terms explicitly. However, this information is what drove my instruction.
I decided to have the students conduct an experiment in which they observe friction in action, and
then they will write a lab report about what they learned from the experiment.

Step 4: Create Materials Needed Teacher Resources:

Learning
Lab Report Packet Example
Activities
Rubric
Anecdotal Record
Anchor Charts
 Student Resources:
Pencils
Self Assessment
4 Journies Common Core Books
Sand Paper
Carpet Slab
Shelving Board
Toy Car
Meter Stick
Lab Report Packet

Optional: Bubble Wrap and Netting

Technology Connection I, the teacher, will use the DocCam to model how to fill out their lab
report procedures to drive instruction in order to deliver the lesson
with a visual support for my different learners.

The students will use technology to enhance their learning by using

SeeSaw to post and discuss their scientific findings from the
experiment they conduct. They will also use technology to enhance
their learning by watching a video to explore or be introduced to some
of the subject-specific vocabulary.

Supporting Diverse Learners

● I will support my student with a 504 by differentiating the
process by providing my student with a slant board so that
they can see the words they are writing.
● I will support my students who are English learners by
differentiating the process by providing an example lab report
for them to see how they are expected to complete their
assignment along with sentence stems.
● I will support my students who are gifted by differentiating the
product through the use of voice and choice where they will
be able to choose an additional surface to explore in relation
to friction and the experiment.
● I will support my students who have gaps in academic
knowledge by differentiating the process by providing
sentence stems and modeling how to conduct the experiment
so that they are not falling behind or lost during the lesson.
Culturally Responsive
Teaching
Research and Theory, or
Principles of Child
Development
Instructional Strategies and
Learning Tasks (include
activities, discussions, or other
modes of participation that
engage students to develop,
practice, and apply skills and
knowledge related to a specific
learning objective(s) or
learning target(s). Learning
tasks may be scaffolded to
connect to prior knowledge
and often include formative
assessments)
My interactions with the students throughout the week told me that
the students enjoy being scientists and conducting experiments.
Accordingly, I decided to incorporate a science craft to make the
students feel like scientists and experiment with friction. In addition, I
will inquire about the students’ knowledge during the experiment, so I
can connect what they are learning to their wonders and hypotheses
they made. I also provided appropriate differentiation strategies
during the lesson such as sentence stems and a modeled lab report; I
also tied in a video for visual and auditory learners at the beginning of
the lesson.
According to Berger (1991), when working with gifted students, it is
beneficial to modify the process, content or environment to give them
something challenging to do in order to meet the learning target.
According to Masten (2012), when working with English Learners, it is
also important to make lessons visuals so that they can organize their
work and better understand the content.
According to Subban (2006), when working with all students, it is
important to differentiate learning for all students so that they are
able to receive the information in a way that is appropriate to them.
According to Krashen, if you do not administer instruction at a level
that is one step above or on level to each individual, it will not be
comprehensible to the students.
According to Nieves (2018), when working with all students, it is
important to embed voice and choice as well as plan small groups in
order for students to receive differentiated instruction.
Before:
I will open up the lesson by asking the students to think back to their
writing time on Friday. If they need a refresher, they can pull out their
lab report. Then, I would have the students turn and talk about their
hypothesis with their Buddy Up Partner. I will then remind the
students that we have been learning about force and motion, so now
we are going to investigate how force and motion are related to
friction as well.
Q: Can you distinguish between the pushes and pulls in the video?
Webb’s Depth of Knowledge (Skill/Concept, Level 2)
Q: What is the effect friction has on motion? Webb’s Depth of
Knowledge (Skill/Concept, Level 2)

During:

I will explain the learning target in the form of an essential question:

How does friction affect the motion of an object? I will then have the
students look at the “I Can” statement, so I can ensure they
understand that by the end of the experiment, they will be able to
write a lab report analyzing their results to formulate a conclusion
about the essential question. I will explain to them that we are going
to conduct an experiment using toy cars, ramps and different surfaces.
After that, I will explain to them that they are going to work in groups
to complete the experiment, but they may choose to do their own trial
or use the data from one of their group members trials.

I Do:

I will read the procedures again so that students are aware of what
they are expected to do during the experiment. I will model how
students should set up the experiment. I will then place students into
their appropriate groups. If my car falls off the ramp, should I use that
as my data? Should I push my car with different amounts of force? I
should use the same amount of force for each trial so that I can
compare my data results and write a conclusion.

We Do:

I will have each student go to their group, and we will set up the
experiment together. I will ask student 1 to stack the books as I model
how to stack the books for the experiment. Then, I will ask student 2
to place the ramp on the stack of books as I model it. Next, I will ask
student 3 to place one of the surfaces on the ramp. Finally, student 4
will model how to push the car down the ramp following my example.

Q: Can you hypothesize how friction is related to force and motion?

Webb’s Depth of Knowledge (Strategic Thinking, Level 3)

After the students answer that question, I will have them start the
experiment and record their results for each trial.
 You Do:

I will walk around while the students conduct their experiment. They
will take the toy car and push it down the ramp, and they will measure
the distance the car traveled. Each trial in their lab report should be
filled in. As they finish the experiment and their lab report results, I will
ask each group to share what happened during their experiment.

Q: Can you assess your data and draw conclusions? Webb’s Depth of
Knowledge (Strategic Thinking, Level 3)
Q: Can you connect your data to the relationship friction has with
motion? (Extended Thinking, Level 4)

After the students answer these questions, I will ask students to finish
writing their lab report. I will ask them to make sure they have written
their materials along with sketching the pictures for each, the
procedure, their hypothesis, their trial results, and a conclusion
following the format that was modeled for them (What did you do?
Hypothesis, Right/Wrong, Results and What did you learn?). They will
reference their mentor lab report to make sure they have included all
the necessary information needed for this experiment’s lab report.

After:

To close the lesson, I will have the students self-assess themselves on

how well they feel they know the learning target using the thumbs
up/thumbs sideways/thumbs down sheet. Then, I will have them
rejoin me on the carpet. I will pose the following question: “How does
friction affect motion?” I will ask them to turn and talk to their
neighbor and explain one way friction affects motion.

Q: Can you apply what you have learned today in order to explain how
friction affects motion? Webb’s Depth of Knowledge (Extended
Thinking, Level 4)
Q: How did you investigate and cite evidence to support your
conclusion? Webb’s Depth of Knowledge (Strategic Thinking, Level 3)

Connection to the Arts I would incorporate visual art by allowing the students to draw
pictures and color their lab report packets and their materials in order
to show more attention to detail.

Higher Order Thinking

Questions (HOTQs) 1. Q: Can you distinguish between the pushes and pulls in the
video? Webb’s Depth of Knowledge (Skill/Concept, Level 2)
2. Q: What is the effect friction has on motion? Webb’s Depth of
Knowledge (Skill/Concept, Level 2)
3. Q: Can you hypothesize how friction is related to force and
motion? Webb’s Depth of Knowledge (Strategic Thinking,
Level 3)
4. Q: Can you assess your data and draw conclusions? Webb’s
Depth of Knowledge (Strategic Thinking, Level 3)
5. Q: Can you connect your data to the relationship friction has
with motion? (Extended Thinking, Level 4)
6. Q: Can you apply what you have learned today in order to
explain how friction affects motion? Webb’s Depth of
Knowledge (Extended Thinking, Level 4)
7. Q: How did you investigate and cite evidence to support your
conclusion? Webb’s Depth of Knowledge (Strategic Thinking,
Level 3)

Re-teaching, Re-Engagement,
Practice
If the students are unsuccessful in meeting the learning target by the
end of the lesson, another strategy I could implement for reteaching
would be to create a more realistic experience with friction that they
could relate to. I would have students go to the playground and slide
down the slide. I would select students with various textured clothing,
and show the connection between the surfaces we used during the
experiment and the distance traveled by the student. Then, which
clothing would allow the students to travel further and/or faster would
be how friction affects motion. Then, I will explain that this is how
friction affects motion--it slows down the motion of an object. Another
strategy I could use would be to use have the students only compare
two of the surfaces instead of three. For example, I could have the
students use the board by itself and then the carpet.

Extensions For students who successfully meet the learning target, I will further
extend and engage them in learning by having them select another
surface to see if they have the same results surrounding friction, and
then see if they can determine how friction can also affect the speed
of an object or timing it takes to travel the same distance.

Lesson Closure To close the lesson, I will ask the students to come back together as a
small group; I will ask them the following questions:
Q: Can you apply what you have learned today in order to explain how
friction affects motion? Webb’s Depth of Knowledge (Extended
Thinking, Level 4)
Q: How did you investigate and cite evidence to support your
conclusion? Webb’s Depth of Knowledge (Strategic Thinking, Level 3)