College of Education Lesson Plan Template

Chelsea Schmieding March 31, 2014 12!4"PM #oodfields Elementar$ School 3rd grade Science %&3' (escription of Lesson! The students will become familiar with positional terms and
phrases. They will participate in an egg hunt and record the location of the eggs they find in a data chart for their notes.

Lesson Title or Essential )uestion that guides the lesson! How can I describe the position of an object? Curriculum Standards *ddressed!
+ational Standard%s'! List the number and write the standard; i.e., IRA/NCTE, NCSS, NCTM, MENC, NAFME (Optional depending on major/course)

SC Curriculum Standard%s'! ! cience tandard "#$% The student will demonstrate an understanding of how motion and sound are affected by a push or pull on an object and the &ibration of an object. ('hysical cience)

SC *cademic ,ndicator%s'! ! cience tandard "#$.(% Identify the position of an object relati&e to a reference point by using position terms such as )abo&e*+ )below*+ )inside of*+ )underneath*+ or )on top of+ and a distance scale or measurement. -ther!

!,# tudents will participate in a discussion with a partner using the )Thin-# 'air# hare+ strategy. This will allow social interaction among students as well as opportunity for the teacher to ensure they understand the material presented. tudents will be reminded to respect their peers and to use the proper &olume when spea-ing.

Lesson -./ecti0e%s'!
What shou d students !now or be ab e to do b" the end o# the esson$ %b&e'ti(es shou d be obser(ab e and measurab e Ante'edent) When *i(en a ist o# +osition terms or +hrases, Beha(ior) students wi demonstrate their understandin* .e&ised (./0.(1

*ssessment%s' of the -./ecti0es!

A#ter *i(in* students a ist o# +osition terms and +hrases, students wi be e,+e'ted to *i(e e,am+ es o# di##erent ob&e'ts throu*hout the ' assroom. %n'e I ha(e seen them do this 'orre't ", we wi mo(e on to

Content) o# the o'ation o# an ob&e't De*ree) b" 'orre't " des'ribin* its +osition with -../ a''ura'".

the e** hunt a'ti(it". Students wi 'om+ ete the 'hart to show the o'ation o# where the" #ound ea'h o# the three e**s. I wi ha(e them write 'om+ ete senten'es o# ea'h e** that the" #ound. I wi 'he'! their noteboo!s to ma!e sure the" wrote in 'om+ ete senten'es.

Materials12esources!

plastic 2aster eggs (" per student34()* chart paper* mar-ers* handout on position terms* )5here 5as It?+ chart handout* pencils* science noteboo-s Prere3uisites %Prior 4no5ledge'!
In first grade* students identified the location of an object relati&e to another object. tudents ha&e not been introduced to the concepts of identifying positions and motions of objects with terms and measurements in pre&ious grades. The acti&ity I planned for this lesson is both cogniti&ely and de&elopmentally appropriate for these students.

Procedures!
(. Teacher will hide the eggs throughout the classroom for students to find. /. tudents will recei&e handout on positional terms. The teacher will read the first definition (position# location of an object) to the students and e6plain. (7se e6ample#I am standing on the carpet.) ". Teacher will select a student to read the second definition out loud (relati&e position#an object and its position compared with the position of another object). The teacher will e6plain using e6ample. (I am standing on the carpet ne6t to the mart 8oard.) 1. ,nother student will be selected to read the final definition (reference point# the object used to describe a position.) The e6ample used pre&iously will be referenced again# I am standing on the carpet ne6t to the mart 8oard. 9y reference point is the mart 8oard. $. The teacher will display words to describe position on chart paper for the students to copy onto their handouts. The teacher will ha&e students gi&e /#" e6amples of these positional words. :. The teacher will focus on management s-ills. 26plain to the students that they will find " eggs (rule of "). .emind students of appropriate beha&iors and &olume. 26plain limits (no eggs behind the table or in the cabinets) to the students. ;. 'ass out )5here 5as It?+ chart. <i&e e6ample. )I found this orange egg. I am going to write =orange> in this bo6. I found it on top of my purple chair and ne6t to my blac- cart.+ .emind students that it is o-ay for them to ha&e blan- spots in their charts if the category does not fit the location of their egg. 4. tudents will hunt their eggs* collect their data and record where they found each egg and return to their seats. The teacher will wal- around and assist any student needing assistance. ?. Once they ha&e found their " eggs* they will return to their seats and wait @uietly for their classmates to finish. (0. tudents will open ( egg and read the object inside. They will discuss with a partner where their assigned object is located in the classroom. ((. .epeat step (0 for the / remaining eggs. (/. tudents will open their science journals and title their page )9y Obser&ations%+. (". tudents will use their data chart and create three complete sentences describing the position of their eggs. .e&ised (./0.(1

(1. tudents will return their eggs to the designated area. ($. tudents will fold their data chart and place along with the position handout inside their noteboo-s. (:. The teacher will chec- their wor- for completeness as well as for understanding of the material presented.

*cti0it$ *nal$sis! (should show use of T5 ( data)

Identi#" at east two a'ti(ities "ou + an to use in this esson and e,+ ain wh" "ou are + annin* these s+e'i#i' a'ti(ities. In "our e,+ anation in' ude the #o owin* +rom+ts) Aisual Bearners will benefit from the chart on positional terms. They will be able to see the terms and write them onto their note sheet that will go in their noteboo-s. Cinesthetic learners will benefit from the egg hunt itself. They will be able to touch the eggs as well as the surrounding objects to describe the egg>s location where they found them. ,uditory learners will benefit from the discussion on positional terms and phrases. ,ll students will benefit from the discussion as well as the egg hunt acti&ity. I did not use any technology for this lesson. I felt as though the -inesthetic acti&ity was great for students to understand positions of objects. The chart was incorporated to show the correct spelling of the position words.

(ifferentiation1*ccommodations1Modifications1,ncreases in 2igor (should show use

of T5 ( data) 2 OB tudents will ha&e oral con&ersation opportunities throughout the lesson to become familiar with the material and terminology presented. ,ny student with &ision difficulties will ha&e the opportunity to mo&e closer to the board during note#ta-ing. I will spea- loud and clear for all students to hear the material presented.

2eferences! Cite a re#eren'es #or materia s/resour'es used in +re+arin* the esson.
Citations shou d be in A0A, 1th edition #ormat.

.e&ised (./0.(1