USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught:

Subject/Content:

Group Size:

Name: ____________________________________
Date of Lesson:

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?)

SC.4.P.9 A. Matter can undergo a variety of changes.

B. Matter can be changed physically or chemically.

What ways does matter change?

Objectives- What are you

teaching?
(Student-centered: What will
students know and be able to do
after this lesson? Include the
Given a vocabulary word, the student will be able to give the definition with no mistakes.
ABCDs of objectives: action,
Given a question based on chemical and physical changes, students will be able to verbally answer in their
behavior, condition, and degree of
own words. (consideration for ELL's)
mastery, i.e., "C: Given a sentence
written in the past or present tense,
A: the student B: will be able to rewrite 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

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught:
Subject/Content:

Group Size:

Name: ____________________________________
Date of Lesson:

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?

This objective is important for students because it builds a foundation for them to learn the upcoming
concepts and it allows for the teacher to assess what they have learned through a review session.

Evaluation Plan- How will you

know students have mastered
your objectives?

Day One
The formative evidence is a worksheet that students fill out regarding oxidization with the lab that they
completed in the previous lesson. This will allow for the teacher to see if any reteaching is necessary.

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?

The summative evidence will be observations made by the teacher as well as class discussion. The teacher
will take notes while facilitating turn and talk discussions on how many students are correctly
answering the questions.
Day Two
The formative evidence is having students rate themselves on a scale of 1 to ten on how confident they
feel for the upcoming test.
The summative evidence collected during the lesson is a worksheet that students will fill out. The
worksheet will have interactive portions which include physical movement as well as drawing pictures to
accommodate for ELL students. Students will also self asses themselves after the lesson.Future data will
also be collected on test scores.

What Content Knowledge is

necessary for a teacher to teach
this material?

The process of rust and the different ways that matter can change through decaying, burning, and
cooking.

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught:
Subject/Content:

What background knowledge is

necessary for a student to
successfully meet these
objectives?

Group Size:

Name: ____________________________________
Date of Lesson:

The background knowledge students need is knowing the different states of matter and the different
properties of matter.

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 have the misconception that chemical changes are physical changes.
Students may have the misconception that condensation is caused by rust.

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.)

Classroom lecture, discussion, and interactive review.

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught:
Subject/Content:

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?

Time

Who is
responsible
(Teacher or
Students)?

Group Size:

Name: ____________________________________
Date of Lesson:

Day One
Review the previous lesson about rust. If students have misconceptions, address
them.
Read pages 392 and have students complete the vocabulary review interactively.
The students will use total physical response by raising their fingers to answer
what they believe the question is.
Complete the questions on page 393 as a class, allowing students to discuss the
questions using accountable talk.
Ask students if they have any questions they would like to know about rust.
Write down the questions that the students have and revisit the answers the next
class.
Day Two
Have students work collaboratively to answer worksheet questions.
Question One: have students walk around the classroom with their hands in the
air to music playing. When the music stops, have the students high five the
nearest person and share their answers. Repeat the process two more times
stating that students must find a new partner to share answers with and must
come up with a new answer each time as there are 3 different possible answers.
The teacher will make sure to listen to ELL student's answers. The class will then
be brought back together to answer the questions together to clear any
misconceptions about the material.
Question Two: Have students turn and talk about the boiling water and how it
can be changed into a solid. The teacher will walk around facilitating and
listening in on answers to see if there are any issues that need to be brought up
to the class as a whole. The class will then be brought back together and will
discuss the answer as a whole.

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught:
Subject/Content:

Group Size:

Name: ____________________________________
Date of Lesson:

Question Three: Have a student demonstrate the property of water in its liquid
state by having them fill different containers with water. The teacher will then
ask a focusing questions such as: What do you notice with the water and its
container?
Question Four: Have students draw what process they believe is a permanent
change: salt and pepper mixing, balloon filled with air, nail rusting, water turning
into ice. This will help assess ELL's understanding of a chemical change vs a
physical one. While students are drawing, the teacher will walk around
observing the different drawings, taking note of who draws an incorrect process.
The teacher will then choose a student's drawing who was correct to share on
the ELMO.
Question Five: Have students walk around with hand in the air to answer
different observations that were made within the text. The process will be
repeated three different times. The teacher will take note of ELL's answers.
Question Six: The students will answer the question independently and will then
be brought back together to discuss the answers. The teacher will facilitate and
observe ELL students and step in if they are not understanding what the
questions are being asked.
The teacher will then ask the students to self assess themselves with the selfassessment smiley faces on their desks. The teacher will take note of any student
who does not feel confident with the material and will ask them what concepts
they are not comfortable with.

What will you do if

a student struggles with the content?

Use examples to illustrate the concept that they do not understand until they can come up with the
correct answer on their own.

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught:
Subject/Content:

Group Size:

Name: ____________________________________
Date of Lesson:

What will you do if

a student masters the content quickly?

Allow the student to read a book or to help students who are struggling.

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.)

R.W-will need a raised clipboard for his handwriting, as stated in his IEP

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

Z.L and G.R.-ELL students who may need further support from the teacher

Teacher Edition Textbook

Koch, Janice. (2012). Science stories: Science methods for elementary and middle school teachers.
(5th Edition). Wadsworth