Lesson Plan Template

PLANNING THE LESSON/SUBTASK: Part 1

Date: Monday, November 2nd, 2020 Grade: 1 Timeframe (time available): 40 minutes
Curriculum Area: Science Title of Unit (if appropriate): Understanding Matter and Energy

Context: Where does this lesson fit into your overall unit planning — introductory, middle, culminating? (Prior Knowledge?)

Introductory- What is energy?, Where does it come from?,

Prior Knowledge- energy uses in their lives
Determine their own definitions of types of energy: sound

Curriculum Expectations:
Academic Social

Overall: assess uses of energy at home, at school,

community, and suggest ways to use less energy, investigate
how different types of energy are used in daily life,
demonstrate an understanding that energy is something that
is needed to make things happen, and the sun is the principal
source of energy for the earth
Specific:
Students will learn to work collaboratively and
1-Relating Science and Technology to Society and the
independently
Environment
1.1- Describe their own and family’s uses of energy
Through purposeful talk, students not only learn to
2- Developing investigation and communication skills
communicate information but also explore and come to an
2.1- follow established safety procedures during science and
technology investigations understand ideas and concepts, identify and solve problems,
organize their experience and knowledge, and express their
2.3-design and construct a device that uses energy to
perform a task thoughts, feelings, and opinions
2.7-use appropriate science and technology vocabulary in
oral and written communication
2.8- use a variety of forms to communicate with different
audiences and for a variety of purposes
3-Understanding Basic Concepts
3.1-demonstrate an understanding that energy is what makes
the things they do or see happen

Science and Technology

Big Ideas:

everything that happens is a result of using some form of energy

The sun is the principal source of energy for the earth
Humans need to be responsible for the way in which we use energy

Connections to Equity, Diversity, And Social Justice:

Cross Curricular Connections Connections to Students’ lives: (local/global)

Literacy Curriculum Students will develop an understanding that they have a
Teachers can use science and technology reading material in variety of choices when using energy, and that these choices
their language lessons, incorporate instruction on how to should be made responsibly.
read non-fiction materials The most obvious use of sound energy is hearing. In a
Students use a range of language skills: they build subject- student’s life; sound can be their voice, musical instruments,
specific vocabulary, read instructions relating to or horns. Sounds come from inside their own homes such as
‘Creating the Dynamic Classroom, A Handbook for Teachers, Revised Edition’, Schwartz/Pollishuke, Pearson Publishing, 2011
 investigations and procedures, communicate orally and in vacuum, washing machines, hair dryer, outside environment
writing such as; animals, vehicles, airplanes, boats
Social Studies Curriculum
Impact of energy uses on different people and the
environment
Assessment:
Diagnostic (assessment for learning) √ Formative (assessment for/as learning) √ Summative (assessment of learning) √
Work Samples Other
Observation Peer-assessment Presentation/Performance
Learning Log/Journal Project Published Work
Presentation/Performance Interview/Conference Graphic Organizers
Anecdotal Notes Personal Reflection
Self-assessment Rubric
Audio/Video/Technological Checklist
Presentation Rubric
Oral Reports
Accommodations and/or Modifications / Differentiated Instruction:

Instructional Environmental Assessment

Increase/Decrease time, amount Change space, seating, quiet area Use a tape recorder
Scribe for student Change grouping Draw a picture
Extend Wheelchair access Scribe for student
Use manipulatives Act it out
Peer tutor/Partner Write using spell check
Oral explanation Use the computer
Include visuals, models, organizers

Modifications for: _______________________________________________________________ (name(s) of students).

Materials/Resources:
Teacher Resources Human Resources Student Materials Equipment

Sounds All Around Book by Computer/Laptop

Wendy Pfeffer Journals Projector
Chart Paper
Markers
Glasses
Food Colouring
Rubber Band

BLM 5.12 Lesson Plan Template #1 (Cont’d)

DELIVERING THE LESSON/SUBTASK - Part 2
*Grouping: W = Whole class; S = Small group; I = Independent
Timing Grouping Mental Set (hook): Materials/
W S I Resources
(7 mins) Read a book called “Sounds All Around by Wendy Pfeffer Computer/
Minds-
https://www.youtube.com/watch?v=JoVOWNmwcOI Laptop
On (10 X Projector
Mins)
(3 mins) Ask students what sounds do they hear in their own house Book

Sharing the Purpose/Objectives (in student language)

Vibrations cause sounds. We can hear when sound waves travel through the air to
‘Creating the Dynamic Classroom, A Handbook for Teachers, Revised Edition’, Schwartz/Pollishuke, Pearson Publishing, 2011
 our ears and cause our eardrums to vibrate. Sound can travel through other forms
of matter, such as liquids and solids
Action Body: Input, Modeling, Check for Understanding, Guided Practice, Independent
(20 Practice
mins) X X X Bloom's
(5 mins) Together, brainstorm a list of sounds in our worlds. Teacher can draw Taxonomy:
some pictures with captions or have some pictures that students can come up to √ Remembering
√ Understanding
circle or point at on chart paper using markers.
√ Applying
Eg. Bells ring, birds chirp, dogs bark √ Analyzing
√ Evaluating
(2 mins) Modeling: Teacher shows a demonstration with a rubber band to make a √ Creating
vibration. A vibration is a quick motion back and forth. Asking questions to
students such as; “What did you hear?”, “Where did it come from?”, “How did Learning Styles:
was this vibration happen?” √ Visual
√ Auditory
√ Kinesthetic
(10 mins) Check for Understanding/Guided Practice: Filled glasses with different
amounts of water of different food colouring and had metal spoons
Multiple
Each student took a turn playing with the glasses, making songs, and moving the Intelligences:
√ Verbal/Linguistic
glasses √ Logical/
Teacher circulated around and ask questions, such as; “What happened when the Mathematical
different glasses were played?”, “Which glasses sounded higher?”, “Which √ Musical/
sounded lower?”, “Why do you think it is?” Rhythmic
√ Body/
Kinesthetic
Independent Practice: Students made observations and documented their thoughts √ Visual/Spatial
and ideas onto their journals √ Interpersonal
√ Intrapersonal
√ Naturalist
__Existential

Consoli X X Closure (sharing the learning in some way):

date (10 (5 mins) Come together and came up with focused vocabulary words such as
mins) sound waves, vibrations, volume, pitch, echo
(5 mins) Students took time to write their reflections about their learning,
vocabulary, and thinking of what they liked or disliked based on the learning
activity
Share something, they learned about sound and a real-life example of sound
Homework/ Reminders:
Not Applicable to Grade 1s

Reflections: Include Successes, Challenges, Changes, Next steps.

Next steps: unit of study (Energy)- light energy
What is light?
Where does light come from?

The lesson relates to my positionality in regards to the big ideas that I have chosen which are “everything that happens is a result of
using some form of energy” and “how humans need to be responsible for the way in which we use energy” (OME, 2007, p.51) by
doing an learning activity based on a unit of study that might happen for a week. There are three types of energy such as light, heat,
and sound. I chose to do sound energy as a first lesson because I felt that students hear sounds everywhere constantly in their lives.
The lesson was designed in this specific way to demonstrate an inquiry-based learning along with hands-on learning. The students
are involved in a process where they have “open-ended investigations into a question or problem” (Inquiry-Based Learning, 2013, p.
‘Creating the Dynamic Classroom, A Handbook for Teachers, Revised Edition’, Schwartz/Pollishuke, Pearson Publishing, 2011
 2). For example, the teacher demonstrated a vibration using the rubber band or when the students used the metal spoon against the
glasses and hear the various vibrations. The students would determine and engage in “evidence-based reasoning or creative problem
solving” (Inquiry-Based Learning, 2013, p. 2) on how the vibrations occurred with the rubber band and with the glasses of water.
According to the types of assessment used in this lesson, in the assessment for learning “resulting information not only to determine
what students know, but to also gain insight into how, when, and whether students apply what they know” (Learning for All, 2013,
p. 29) students were asked what type of sounds they hear in their own household and how they would define sounds in their own
words. The assessment as learning, “it occurs when students monitor their own learning and use the feedback from monitoring to
make adjustments, adaptations, and even major changes in what they understand” (Learning for All, 2013, p. 29) the students would
provide work samples of their observations, thoughts, and opinions on what they see with the glasses of water and the sound of a
metal spoon. They tend to distinguish by using what they know about sounds. The assessment of learning “is used to confirm what
students know and can do, to demonstrate whether they have achieved the curriculum outcomes” (Learning for All, 2013, p. 29) the
students would summarize and self-reflect on what new vocabulary they learned and their thoughts on sounds in general.

‘Creating the Dynamic Classroom, A Handbook for Teachers, Revised Edition’, Schwartz/Pollishuke, Pearson Publishing, 2011
 References

Inquiry-Based Learning. (2013). Capacity Building Series. [Program of studies].

http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/CBS_InquiryBased.pdf

Learning for All: A Guide to Effective Assessment and Instruction for All Students, Kindergarten to Grade
12. (2013). Ontario. [Program of studies].
http://www.edu.gov.on.ca/eng/general/elemsec/speced/LearningforAll2013.pdf

Understanding Matter and Energy-Energy in our Lives. (2007). Ontario Ministry of Education: Grades 1-8
[Program of studies]. http://www.edu.gov.on.ca/eng/curriculum/elementary/scientec18currb.pdf

‘Creating the Dynamic Classroom, A Handbook for Teachers, Revised Edition’, Schwartz/Pollishuke, Pearson Publishing, 2011
‘Creating the Dynamic Classroom, A Handbook for Teachers, Revised Edition’, Schwartz/Pollishuke, Pearson Publishing, 2011