USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Science

3rd

Group
Size:
Whole
Group

Name: Abigail Calderon

Date of Lesson: 11/01/16

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.)
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
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.)
Evaluation Plan- How will
you know students have
mastered your objectives?
Address the following:
What formative evidence

SC.3.P.8.2 Measure and compare the mass and volume of solids and liquids.

A: The students B: will be able to correctly measure the volumes of both solids and liquids C: when
given the opportunity to measure different solids and liquids on their own D: with ninety percent
accuracy.
A: The students B: will be able to compare the mass and volumes of solids and liquids C: when given
different types of solids and liquids D: with ninety percent accuracy.

Formative evidence:
Participating during the lesson.
Answering questions asked about their findings.
Conversations had during the table group activity.

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Science
3rd

will you use to document

student learning during
this lesson?
What summative evidence
will you collect, either
during this lesson or in
upcoming lessons?
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:
How will materials be
distributed?
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

Group
Size:
Whole
Group

Name: Abigail Calderon

Date of Lesson: 11/01/16

Summative evidence:
Writing in their notebooks about their findings.
Writing in their notebooks the process they took to get to their findings.

Time

30
minutes

Lesson
Who is
responsibl
e
(Teacher
or
Students)
?

Teacher

Teacher/
Student

Implementation

1. The intern will begin the lesson by addressing the objective for the
lesson and the essential question for th whole unit.
2. The intern will then ask how do the students think the volume of solids
and liquids are measured.
3. After a small discussion the intern will then ask the students to take out
their science textbooks and turn to p. 202.
4. As a whole group the intern will then read p. 202-205 to the class.
5. The intern will make sure to stop at the end of each paragraph to ask
the students what was an important concept that was talked about in
each paragraph.
6. After reading the designated pages the intern will then transition into
modeling an example of measuring the volume of a liquid.
7. Before measuring the volume of a liquid the intern will have the
students create a table.
8. The intern will then show the students two different size translucent
cylinders.
9. The intern will then ask the student which cylinder do they think will
hold the most liquid. The students will write down in their notebooks
their hypothesis.
10. After a couple of students discuss their hypothesis with the class the
intern will pour some water into one cylinder and tell the students what
the amount is. The students will then write the amount down on the
table they created in their notebook.

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Science
3rd

are you using?

Teacher

Teacher/
Student

Group
Size:
Whole
Group

Name: Abigail Calderon

Date of Lesson: 11/01/16

11. Then the intern will pour the same amount of water into the other
container and tell the students what that amount is. The students will
then write down the amount in their notebook.
12. The intern will then tell the students that liquids usually take the shape
of their container but that does not mean one container can hold more
of a liquid then another.
13. The intern will then transition into modeling how to measure the
volume of a solid.
14. To model how to measure a solid the intern will use a square item.
15. Before measuring anything the intern will ask the students to write in
their notebook their hypothesis about how much volume does the
square item have.
16. After having a couple of students share their hypothesis with the class
the intern will then have the students create another table where the
students will create a column for the length, width, and height of the
square item.
17. The intern will then measure the length, width, and height of the box
and have the students write down the amount into the table they made
in their notebook.
18. The intern will then go on to measure the length, width, and height of
square item and have the students write down the amount into the table
they made in their notebook.
19. The intern will then help the students find the volume of the square
item using the volume formula (LxWxH).
20. Once the students have solved the problem the intern will have one
student go up the Elmo and show his or her classmates what he or she
did.
21. After the student finishes solving the answer of the volume of the
square item the intern will then tell the students that it is their turn to
find the volume of a solid with an odd shape.
22. The intern will tell the students they will be working on finding the

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Science
3rd

Student

Teacher
Student

Group
Size:
Whole
Group

Name: Abigail Calderon

Date of Lesson: 11/01/16

volume of a solid in their table groups.

23. The intern will then pass out a beaker with water and shell to every
table group.
24. Before the students begin the finding the volume the intern will remind
the students that they cannot find the volume of the shell like they
found the volume of the square item because it has an odd shape so
they will have to first measure the amount of water in the beaker and
then drop the shell into the beaker and measure the amount. Once they
have done this they will then have to subtract the initial amount from
the amount they got when they dropped the shell.
25. The students will then begin to try to measure the volume of the shell.
26. The intern will also make sure that the students write down their
findings in their notebook.
27. The intern will then walk around making sure every table group is
working.
28. Once the students have found the volume of shell the intern will ask
each table group what their findings were.
29. The lesson will then end by the intern asking the students:
How can you measure the volume of liquids and solids?

Teacher

Meeting your students

needs as people and as
learners

If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?

The students in the class enjoy being able to do hands on activities. This lesson lets them measure the
volume of solids and liquids for themselves. The students have also been practicing on their
multiplication skills and two-step math problems during math and this lesson lets them continue to
practice these skills. This lesson can ultimately help strengthen the skills and concepts they have

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Science
3rd

Group
Size:
Whole
Group

Name: Abigail Calderon

Date of Lesson: 11/01/16

learned so far. Volume can help one determine the amount of space an object occupies in any everyday
situation so this lesson can help reiterate this idea.
Differentiationbased on
the needs of your students
how will you take
individual and group
learning differences into
account.
Relevant Psychological
Theories and research
taken in consideration
when planning this lesson

In order to accommodate to all the students needs, I will first begin the lesson by reading with them. I
will then transition into modeling how to measure the volume of liquids and solids, Finally, the
students will be able to measure the volume of a solid on their own based on the help I gave them in
the beginning of the lesson.
When planning this lesson one psychological theory I took into consideration was Vygotskys theory.
Vygotsky believes that in order to help students successful learn a concept the teacher can use different
strategies such as scaffolding. Scaffolding suggests that the teacher start out a lesson or activity by
assisting the students and then slowly start backing away from the role of the teacher and become a
facilitator so that the students can ultimately learn for themselves.