Lesson Plan Template ED 3501 (Version C)

Lesson
Title/Focus

Introduction to Topic C: Building Things

Date

November 17th 2015

Subject/Gra
de Level

Science
Grade 1

Time
Duratio
n

35-40 Minutes

Unit

Building Things

Teacher

Miss Benson

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcomes:
Specific
Learning
Outcomes:

1.7- Construct Objects and models of objects using a variety of different

materials
Students will select appropriate materials, such as papers, plastics, woods;
and design and build objects based on the following kinds of construction
tasks

LEARNING OBJECTIVES
1. Students will be able to identify different materials or structures throughout the book.
2. Students will be able to describe different structures or materials they see in everyday life.
3. Students will be able to create a visual representation of the topic (building things)
This is an introduction lesson to our new unit building things. During this lesson we will read a
story, introduce our new topic in science and discuss what we already know and what we can/want to
build or do within this new unit. We will also touch on different materials that we would need to build
the different structures. This discussion will scaffold into tomorrows lesson as we are focusing on
looking at materials and classifying them while looking at properties of materials. This will then lead
to them creating a title page on what we have briefly talked about and what they already know that
deals with building things

ASSESSMENTS
Observations:

Key Questions:

Products/Performan
ces:

Students should be able to identify different materials and structures they

may see in everyday life.
Students should be able to identify appropriate materials are used when
building different structures.
Students should be able to create a drawing for their title page, based on
what we have discussed within this class and what they already know
about building things.
Can students make the connection between what we have been
discussing and what they draw on their title page?
Do students understand the definition of materials?
Do students understand that objects we see, buildings we see,
are all made up of materials?
Are students being creative when drawing and coloring their title
page?
This lesson is an introductory lesson, which allows for me, the teacher, to
get a sense where all students are and what they already know about
materials and building things just from our introduction and discussion.
The product that they will have to have completed by the end of class is a
title page. This title page will have to be drawn with the best of their
abilities and relate to what we have learned about building things so far.
Students will not be assessed on their creativity, however they will be
aware that they need to make their title page related to building things
Students know to stay well behaved and show respect during the lesson.
Students will be on task and engaged when discussing different structures
and materials. Students will also be engaged when creating the title
pages.

LEARNING RESOURCES CONSULTED

Adapted from a template created by Dr. K. Roscoe

MATERIALS AND EQUIPMENT

Lesson Plan Template ED 3501 (Version C)

Alberta Program of Study- Science Grade 1
Edmonton Public Schools Building Things Unit
Plan
Science Alberta- Lets do Science

The Most Magnificent Thing by Ashley

Spires
Title Page skeleton for students to draw
on
Whiteboard
Whiteboard Markers

PROCEDURE
Prior to lesson
Attention Grabber

Assessment of
Prior Knowledge

Expectations for
Learning and
Behavior
Advance
Organizer/Agenda
Transition to Body

Learning Activity
#1

Have title page printed off and book ready to go for class time.
Introduction
Time
The students will be coming back from music and may not need
an attention grabber directly such as (5-4-3-2-1 Ready Set- You
bet!) but in order to get their attention coming into the
30
classroom, ask them to sit quietly at their desks and wait
seconds
quietly for all of the students to sit down. When all students
are back in the classroom and sitting down in their desks ask
them to move over to my chair so that we can read a story.
Since this is a brand new unit with the grade ones, students
may be a variety of different levels depending on how much
they are exposed to buildings and materials outside of the
classroom or even in kindergarten. The assessment of prior
knowledge will be done throughout the entire lesson, but
especially when students are asked what different types of
materials make up a structure.
This activity is an introduction to a new unit for students, so this
lesson is very basic. This lesson allows students to open up
their imagination and begin to think about different things we
can build. Students are expected to be listening whenever Miss.
Benson or someone else is talking and to show respect.
Daily agenda is on the board at the beginning of the day. This
allows for students to have prior knowledge on what is
expected which allows them to get into the science zone.
When all students are in classroom and seated in the chair on
their bottoms we can move over to my reading chair where we
will read the most magnificent thing and begin to discuss our
new unit
Body
Time
Reading of a story: The Most Magnificent Thing by:
12-15
Ashley Spires
minutes
This story will get students minds into creating and
building different things.
Before reading: Ask students if they know what the word
magnificent means and if they can tell me what it
means?
Ask students what they think this story is going to be
about.
During reading, ask students to pay attention to what
the main character uses to build her magnificent thing.
After reading the story, ask students if they have ever
built a magnificent thing before? What was it? What did
you use to build it?
Inform students that in science we are going to be
learning about building things and we are going to have
the opportunity to build many magnificent things.
What were some objects that the main character used to
build her magnificent thing?
What were those objects made out of do you think?
Students should be able to list different things that

Adapted from a template created by Dr. K. Roscoe

Lesson Plan Template ED 3501 (Version C)

objects can be made out of.
All of those things we listed are called materials.
Give definition of materials: Material is what the object
is made out of.
Assessments: At this point in the lesson, I will not be
assessing the students, as this is an introduction to what we will
be looking at for the next couple weeks. This activity acts
almost assessment of prior knowledge because it allows for me
to see what the students already know about buildings things
and different materials without being explicitly taught in a
classroom lesson before.
Differentiation: In order to differentiate this lesson, students
may require guided questions when talking about materials
that the main character used or when discussing materials.
Creating a word wall of different types of structures or
buildings we can create in science
Ask students to raise their hand and think of different
things we can build or different buildings/ structures we
see in everyday life.
Creating a word wall of different types of materials we
need to build these structures
On the whiteboard, I am going to ask students different
materials that they already know of. *Assessment of
prior knowledge*
Ask students what different objects and structures can
be made out of?
This activity may need some guided questions such as:
What material is your shirt made of?
What material is your house made of?
What material is our desk made out of?
Etc. etc.
This discussion is about brainstorming and discussing new
ideas. This allows for the students to become familiar with what
they are learning and familiarized with the new topic.
Assessment: At this point in the lesson, I will not be assessing
them at all because it is still part of an introduction to what we
will be learning. As previously stated, this activity is also a way
for me to assess prior knowledge and see what students
already know about different materials. The depth of answers
given when discussing doesnt have to be very deep as we will
be discussing in greater detail tomorrow, but hopefully they will
still have a common ground of what materials or different
buildings or objects we see in everyday life.
Differentiation: Through the discussion and the word wall, the
guided questions may need to be used if students do not
understand the concepts of what is expected of them.
Title Page
Ask students to get their crayons out and get ready to
work on their title page.
On their title page I would like them to build their most
magnificent thing. You can draw things you would like to
build in class or maybe your favorite buildings. Tell
them they can write different words from our word walls
on the white board or draw or write different materials
they may need to make their buildings
Tell the students to make their title page magnificent.
Ensure that students dont rush and they take their time

Teacher Notes:
Assessments/
Differentiation

Learning Activity
#2

Teacher Notes:
Assessments/
Differentiation

Learning Activity
#3

Adapted from a template created by Dr. K. Roscoe

5-7
minutes

15-20
minutes

Teacher Notes:
Assessments/
Differentiation

Consolidation of
Learning:

Feedback From
Students:
Feedback To
Students

Transition To Next
Lesson

Lesson Plan Template ED 3501 (Version C)

to complete their title page. Draw and color as best you
can. If you would like to add words to your title page,
you are more than welcome to and if you need help with
words, Miss Benson can help you.
Leave 3-5 minutes at the end of class to ensure that
students have time to share their magnificent creations.
Assessment: This title page can be formatively assessed to see
if students were creative when drawing their magnificent thing
or building/ structure. The students will not be assessed on
their artistic abilities, but students will be aware that they need
to make their title page beautiful and it must relate to the
discussion of our new unit we just had. If students are
misguided with what is expected of them to do, I may need to
discuss building things and structures and the introduction to
the new word materials independently.
Differentiation: Some students may need extra guidance when
creating their magnificent thing but instead of spoon-feeding
them, ask them guiding questions of different things they see in
everyday life? .
Closure
Time
This lesson allows for students to open their imagination and
begin looking at different ideas on buildings. Since this is an
introduction to the unit, will have not directly learned a direct
30
concept. A question that can be asked is What is one thing
seconds
you learned about buildings or structures or even materials
today?
This question asked will allow students to show me that they
1-2
were engaged in the lesson and have learned something new
minutes
from our lesson.
Boys and girls, your title pages are magnificent! They are all so
unique and well done; Im very excited to start our new unit
and building things with you. Since we have briefly talked
30
about different structures and what we can build with and what
seconds
materials we may need, we are going to be going into greater
detail.
If time is left: If there are two minutes left and there is no
point in moving on to another topic, have students buddle up
for recess as it takes them a few extra minutes to get their
snow gear on and ready for this short recess.
Transition to next lesson: Now that students have an idea of
different structures and materials, we are going to classify
them. They will be given a bag full of materials and will go
around the classroom and put the correct material at the
correct station.

Sponge
Activity/Activities

Reflections from the

lesson

A sponge activity shouldnt be needed but if so, we will read the The Three
Little Pigs. This activity can be done at the end of class when everyone is
finishing or if most students are done their lesson plan and are waiting for
the last few to finish up.
This was a great introductory lesson to the Building Things unit! Students
were able to discuss different things/objects that we could build. If
discussion became off task students were redirected into the right range of
thinking. We then moved onto creating title pages, after reading The Most
Magnificent Thing. I really enjoyed using this story as an introduction as it
allowed for students to get into the science mind zone. Students loved the
story and were really engaged. This also led the students to so many

Adapted from a template created by Dr. K. Roscoe

Lesson Plan Template ED 3501 (Version C)

possibilities and it was so great to see the students imagination run wild.
Again, if their ideas were a little off base, I tried to redirect them. This is
where I would stop the class and use guiding/directing questions to get
students in the right direction. One thing that I really need to work one is
the saying a few more minutes. I tend to say It often and never follow
through with my intentions, as I tend to just wait for all to finish. This needs
to change. When I say that I have to mean it and move on, as it is not fair to
the other students waiting. Looking forward to improving this, as it will help
diminish the range of learners.

Adapted from a template created by Dr. K. Roscoe