Created by Jennifer Iacucci

June 6th, 2016

DAILY LESSON PLAN TEMPLATE (CORE)

Preliminary Information
LESSON IFC Lesson

Date of Lesson: June 1st, 2017

Grade: 5th

Course/Subject: Science

Number of Students: 16
Unit/Theme: Food Chemistry

Period/Time: 40 minutes
Estimated Duration: 1 class period

Where in the unit does this lesson occur?

Beginning of the unit

Structure(s) or grouping for the lesson (underline any

that apply):

Middle of the unit

End of the unit

Whole class
Small group
One-to-one
Other (specify)

1. GOALS: What are your goals for student learning, and why are
they appropriate for these students at this time?
Big Idea or Concept Being Taught

When investigating previous concepts previously learned students can identify questions
that will help them further develop their knowledge on a specific topic.

Student Learning Goal(s)/Objective(s):

(Identify 1 or 2 goals for students; below your goals state how you will communicate the goals to
students.)

*Together as a class recall previous facts and things we have learned in our food chemistry unit.
Can anyone identify a question they still have about this topic even after the unit was finished.
Something that you wondered, but it never got answered?

*Today you are going to formulate these wonders into questions to investigate. And for those
topics you didnt have questions about, you are going to have the opportunity to dive deeper into

the concept and discover more which will hopefully help you find something that sparks your
interest into which you can then formulate into a question.

Standards
(List the Common Core Learning Standards or other discipline-specific standards addressed in this
Common lesson.)

Uses sources to acquire background information and brainstorms ideas for further inquiry.

2. ASSESSMENT: How will you know and document the extent to

which students make progress towards or meet your goals?
Evidence and Assessment of Student Learning
(How will you know whether students are making progress toward your learning goal[s], and/or
how will you assess the extent to which they have met your goal[s]?)

At the end of class students will hand in their assessment and I will review those. The students
will be asked to circle the question they want to research over the next couple of weeks. On
the back of their assessment they will write two ideas on what types of sources they can use
to help answer these questions. (Specifically because in 5th grade they need to start using a
variety of sources, print, electronic, etc.)

3. THE LESSON: How will you support students to meet your goals?
Launch/Hook/Anticipatory Set
(How will you get the lesson started? What questions, texts, inquiry, modeling, and/or other
techniques will you use to engage students?)

Have you ever heard about something but wanted to know more. It happens everyday all the time
with you guys- when I am talking about something and you say what? You want to know more
about what I am talking about, or you only heard a certain part of it and need to know more.

Explore/Instructional Strategies
(How will students engage with ideas/texts to develop understandings; what questions will you
ask; how will you promote question generation/discussion; how will you address the academic
language demands? Detail your plan. Note: For math lesson plans, please write or attach every
task/problem students will solve during the lesson.)
Have you ever thoughts about asking questions about what you learn?

In our unit we have learned how to test for starch, protein, sugar, and fats. We have tested
different foods and learned the basic facts about how each of these nutrients affect your body.
There is SO much more we can study when it comes to food chemistry.

I am going to give you three minutes to write down as much information as you can remember
from our food chemistry unit. You may use your notes.

After the students have had three minutes review the ideas they wrote down. Open the room up
for discussion of these ideas. Ask prompting questions such as, Was there more you wanted to
learn about that topic before we moved on?

Some of the Ideas I remember not being answered include:

-How healthy is my favorite meal? How do you know?
-What would be a healthy meal? Why?
-How much protein, starch, glucose, and fat does (this specific food) have?
-we studied the sugar glucose but never studied fructose, what more is there to know about
fructose?

You ultimately have control of your learning- I will teach you the basic building blocks of the unit,
but now it's your turn. You know the basic foundation of food chemistry. Now you explore...you find
out things you want to know!

I am going to pass out two sheets of paper. One has a list of sources on it that you will need to sort
through and decide if it will be helpful to you when researching and trying to identify a question.

As we continue through this project we have a few lessons on how to decipher between reliable
sources and non-reliable sources, but we are going to start off small. Today, I will give you a list of
reliable sources but you will need to decipher whether it is beneficial for the specific information

you are wanting to research.

The other paper is a graphic organizer that will help to keep your ideas and sources organized.
Write neatly.

So in the middle circle will go the topic of food chemistry, then start exploring. Today you are
learning through discovery. On the list of sources are both books and websites and some articles.
Research, learn, discover and most importantly wonder...allow yourself to wonder while you are
are looking through the sources and write those questions down.

Closure
(How will you bring closure to the lesson?)
Okay! So, Today you identified new things you want to explore and learn. You are going to take
three minutes right now and choose which question (choose 1 out of the 2 you wrote down) that
you want to spend the next 2 weeks researching. Circle the one you choose.

Over the next couple weeks you will be researching and using all types of research materials in
order to adequately answer your new questions.

So pass up your papers. I will review your questions and your ideas on how you will find out more
information and tomorrow we will start discussing our next step!
Good Work Today!

Differentiation/Extension
(How will you address the needs of all learners in this lesson, i.e., how will you respond to diversity
among students in such areas as prior knowledge, ability level, learning needs, cultural
background, and English language proficiency?)

I will be walking around checking on students progress so I can monitor and identify the students
who may be struggling

For my ELL learners I will meet with them after the students start researching and re explain the
directions to make sure they understand what they are doing

I have a few students in my class who are going to need some prompts. Not having guidelines will
be too broad for them and they will end up doing nothing, for those 4 or 5 students I will print out
a sheet that has some prompts that will get them started. For example, Research your favorite
food? What do you wonder about it?What about your favorite meal? Did you like testing
substances for protein or starch? Is this something you might want to do more of?

I believe the graphic organizer will be a large support for a lot of my students. I also think giving
them a list of sources where they can start will be guidance that they need because this is their
first real investigation project. Students arent encouraged to wonder in school, instead they
are asked to learn, study and be tested on the material. This will be new for all of them.

Resources and Materials