USF Elementary Education Lesson Plan Template (S 2014)

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Grade Level Being Taught: Subject/Content:

Name:
Group
Size:

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?)

Objectives- What are you

teaching?
(Student-centered: What will
students know and be able to
do after this lesson? Include
the ABCDs of objectives:
action, behavior, condition,
and degree of mastery, i.e.,
"C: Given a sentence written
in the past or present tense,
A: the student B: will be able
to re-write the sentence in

SC.2.P.8.2
Identify objects and materials as solid, liquid, or gas.

Students will be able to understand the different phases of matter.

Students will be able to identify objects and classify them into solids, liquids, or gases.

USF Elementary Education Lesson Plan Template (S 2014)

____________________________________
Grade Level Being Taught: Subject/Content:

Name:
Group
Size:

Date of Lesson:

future tense D: with no errors

in tense or tense contradiction
(i.e., I will see her
yesterday.)."
Note: Degree of mastery does
not 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?
Evaluation Plan- How will
you know students have
mastered your objectives?
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?

I am teaching it this way to prevent misconceptions from occurring later on in the unit. I
want students to know that if I have a balloon that the balloon is a solid but the oxygen
within the balloon is a gas.

Students will complete a T-chart to sort the items into the three phases of matter. I will
know my students have master this concept when they have completed the chart and
have added their own words to the list. This is a concept they will be working on for the
next two weeks so this is not something I expect them to master immediately.

USF Elementary Education Lesson Plan Template (S 2014)

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Grade Level Being Taught: Subject/Content:

What Content Knowledge

is necessary for a teacher
to teach this material?

What background
knowledge is necessary for
a student to successfully
meet these objectives?
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?

Name:
Group
Size:

Date of Lesson:

I need to know the outlier items that could arguably fall under two possible categories. I
would also need to be able to explain why that item would fit into the proper category
and why that misconception exists.

The day prior students complete a four square vocabulary activity. The words they
worked on were Matter, Solid, Liquid, Gases. Before the lesson starts, I want to do a quick
review of those vocabulary words so the definitions stay fresh in their memory. Hearing
the definitions a second time will also help make those definitions concrete.

1. Solids can NEVER change their shape

2. Liquids are only something you can drink, like water or milk
3. All gases are invisible

USF Elementary Education Lesson Plan Template (S 2014)

____________________________________
Grade Level Being Taught: Subject/Content:

Name:
Group
Size:

Date of Lesson:

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.)

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.)

I will be using the guided release teaching method. I want first model how to complete
the assignment by working through the first few items together. After students gain an
understanding how to complete this activity they will be released to work in their groups.

Time

Who is
responsibl
e (Teacher
or
Students)?

6 min

Each content area may require a different step-by-step format. Use

whichever plan is appropriate for the content taught in this lesson.
For example, in science, you would detail the 5 Es here
(Engage/Encountering the Idea; Exploring the Idea;
Explanation/Organizing the Idea; Extend/Applying the Idea;
Evaluation).

Teacher
Where applicable, be sure to
address the following:
What Higher Order
Thinking (H.O.T.) questions
will you ask?
How will materials be

Teacher

I will have three hula hoops ( one for each state of matter) and bring
objects such a balloon full of air, a magnet, water etc. for students
to sort as a whole group

Teacher

I will model a double T-chart in my science notebook for students to

copy in their notebooks. I will write the objects under its proper sort.

2 min
2 min

USF Elementary Education Lesson Plan Template (S 2014)

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Grade Level Being Taught: Subject/Content:
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?
What will you do if

What will you do if

15
min

5 min

Name:
Group
Size:

Date of Lesson:

Explain CHAMPS and rubric

Student

Student

Groups will have bags at their table that either have words, pictures,
or objects that they have to write down in their notebook ( a few
students may have cut outs that they need to just paste in their
book)
Once students complete their sorts they may take a photo provided
and write down everything they see in the proper column
Once students complete their sorts they may add their own words to
the sort

a student struggles with the content?

I will have turn and talks so they will be able to think out loud and share their
ideas.

a student masters the content quickly?

I will have them add on to the columns that they have started on. I would want
to challenge my students to think of other materials that would break the
typical definition of solids, liquids, or gas.

USF Elementary Education Lesson Plan Template (S 2014)

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Grade Level Being Taught: Subject/Content:
Meeting your students
needs as people and as
learners

Name:
Group
Size:

Date of Lesson:

If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
This lesson connects to my students needs as people because they need to
know the difference between solid, liquid, and gas. I selected some items that
the students may know and some items they may not know the name of. This
will help my students unintentionally learn more things than the states of
matter.
If applicable, how does this lesson connect to/reflect the local community?
This lesson reflects the local community because I brought in house hold items
that they sorted. I brought part of the community to the class.
How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
I will have them add on to the columns that they have started on. I would want
to challenge my students to think of other materials that would break the
typical definition of solids, liquids, or gas.
How will you differentiate instruction for students who need additional
language support?
In the sorts, I have added a few photos of them items. This would help my
students who struggle with the language. This modification also helps my
students who are still learning how to read cite words.

Accommodations (If
needed)

A few students (JB and KH) struggle with holding a pencil and their penmanship so they

USF Elementary Education Lesson Plan Template (S 2014)

____________________________________
Grade Level Being Taught: Subject/Content:
(What students need specific
accommodation? List
individual students (initials),
and then explain the
accommodation(s) you will
implement for these unique
learners.)
Materials
(What materials will you use?
Why did you choose these
materials? Include any
resources you used. This can
also include people!)

Name:
Group
Size:

Date of Lesson:

will have the opportunity to just cut and paste the words/ pictures in their notebooks
rather than write it in.
OS My ESOL student In my sorts, I provided a few words with pictures to help them
determine meaning. However, I did not do this for every word because this student is
almost out of the program.

-candle
-sand
-Play-doh
-balloon

- Vaseline
- toothpaste
- four bags of additional items to sort
- two bags of words for students to glue into notebooks.