Timothy Eichorst

Indiana Wesleyan University

Elementary Education Lesson Plan Template
Science
2007 ACEI Standards
READINESS
I.
Goals/Objectives/Standard(s)
A. Goal(s)Students will learn about the five senses and how they can be used to learn about
the world around us.
B. Objective(s)By the end of the lesson, students will be able to complete a simple diagram
that shows how sound travels through the ear canal and produces the sense of hearing.
C. Standard(s): 1.PS.3 Plan and conduct investigations to provide evidence that vibrating
materials can make sound and that sound can make materials vibrate.
II.
Materials

Tin Can Telephones (5)

Glass cups (8) filled with different amounts of water

Shhhh...: A Book about Hearing by Dana Meachen Rau and Rick Peterson
III.
Anticipatory Set (5 minutes)
(I will have the students gather by the reading chair in the living room on the
other side of the room, I will have my phone or some small electronic device with
a speaker playing a cricket chirping sound effect quietly, but loudly enough to be
heard)
Good morning, class! Im so glad you all could be here today! For todays science lesson,
were going to be learning about another one of our senses. Who can tell me about the
sense we learned about the other day? Right! We learned about our sense of touch. We felt
all kinds of things, didnt we? Well, today were going to learn about the sense we use our
ears for: hearing! Wait do you hear that? Everyone, shh shh shh shh! Do you hear that?
Who can help me find out what that sound is? Oh, I remember now! Its a cricket, right? Now,
think about it: crickets are teeny tiny, right? Well, if theyre so small, how do they make such
a big, loud noise? Today, were going to learn the answer to that question and more!
IV.

Purpose: We hear so many different sounds every single day! We are going to learn about
our sense of hearing because understanding how we hear things is an important step to
understanding the world we live in. Sound is everywhere, so why not learn all about it?

PLAN FOR INSTRUCTION

Use major concepts, principles, theories, and research to construct learning opportunities that support
students development, acquisition of knowledge, and motivation.
(ACEI 1.0)
Adaptation to Diverse Students

Cole is easily distracted in general and will give up easily if he senses a challenging
task. I will remind the adults to keep an eye on him and make sure he stays on task

Steven can get upset and antsy if he doesnt believe things are going well. Consistent
praise and encouragement is key.

Adam will need to be watched closely around the mystery stations, as he tends to put
small objects in his mouth when he thinks no one is looking. He has improved in this
since he got his chew necklace, but he should still be monitored to ensure he is not
eating any of the materials. Making eye contact and gesturing the removal of the
object from his mouth usually does the trick.
V.

(ACEI 3.2)
Lesson Presentation (Input/Output)
Since were going to be learning about our sense of hearing, were going to spend our time at
three different stations! Each of you has a different color of notecard. You will be with the
other people who have the same color as you.Listen carefully as I tell you what youre going to
be doing!
(As I describe each station, I will walk towards that station and hold up the items
necessary to complete it.)
Stations (~8 minutes per station)

Timothy Eichorst

Read Aloud
If you got a green card, youre going to stay here in the living room for your first station. At
this station, you will be reading the book Shhhh...: A Book about Hearing by Dana Meachen
Rau and Rick Peterson. This book tells all about how sound travels to us through the air and
how our ears help us to hear these sounds. When we finish reading the book, we will receive a
handout with the different things talked about in the book. Working together, you will need to
each complete this cut and paste worksheet. Cut out the different pieces to show how sound
goes from the air to your brain!
Tin Can Telephone
If you got a RED card, you will start here by the whiteboard at the TIN CAN TELEPHONE
station. You will all get a partner, and each of you will take turns whispering into the can on the
end of your string and seeing if the other person can hear it when holding the can up to their
ear. Try to see if its easier to hear when the string in the middle is loose or if its held tightly! I
need everyone to hear this: it is very, VERY important that you do not talk loudly AT ALL into
the tin can while your partner has it up to their ear. If you talk any louder than a whisper, the
sound could hurt your partners ears, and that wouldnt be fun at all. I trust you students
enough to know that we wont have problems with that though, right?
Pitch Cups
If you got a BLUE card, you will start out at the reading table at the PITCH CUPS station! Now,
at this station there are going to be eight cups filled with different amounts of water. Your job
is to work together to put the cups in order from the lowest, deepest pitch to the highest
pitch (I will vocally demonstrate lowest and highest as I say them) Once you
have the cups in the correct order, see if you can figure out what makes the difference with
the sound. What does it sound like if a cup has more or less water in it? How does that affect
the pitch?
(At this point, release students to their respective stations and place timer on the
projector. Walk around to ensure students are following directions and participating in
inquiry.)
(ACEI 2.2)
](ACEI 3.3)
VI.
Check for understanding: (7 minutes)
It sound like you had a good time learning about all the different things we can do with
our sense of hearing. Who can help me remember something we learned today? Lets start
with this: what does sound travel through before it gets to our ear? Right! It travels through
the air! Then it enters thethats right! The ear canal! Everyone make sure you have these
things all in the right order on your sheets! See if you and your table can help each other
figure out where the rest of the pieces should go.
VII.

Review learning outcomes / Closure (3 minutes)

Im sure you all had some awesome things you learned! Would anyone like to share
something you learned about how sound gets to us so we can hear it?
(Take a few examples)
Awesome job! Now who can tell me something you thought of that your sense of hearing
helps with that we didnt talk about in this activity?
(Take a few examples)
I am so proud of all of you! Thank you so much for working together with each other
today! Please make sure your name is on your paper so I can check it out for you!

PLAN FOR ASSESSMENT

Formative: I will walk around as the activities are being completed to answer any
questions and ensure that the students are on task and completing the objective.

Summative: I will collect the packets the students completed over the course of the
activity and check over them to ensure students achieved the objective.
(ACEI 4.0)
REFLECTION AND POST-LESSON ANALYSIS
1. How many students achieved the lesson objective(s)? For those who did not, why not?

Timothy Eichorst
2.
3.
4.
5.
6.
7.
8.

What were my strengths and weaknesses?

How should I alter this lesson?
How would I pace it differently?
Were all students actively participating? If not, why not?
What adjustments did I make to reach varied learning styles and ability levels?
a. Blooms Taxonomy
b. Gardners Multiple Intelligences
What changes, if any, could be made to the station format of this lesson?
Would students have benefitted more from the inclusion of activities that required guesswork
on the students part?
Revision Date: September 12, 2016
2007 ACEI Standard

Indiana Wesleyan University

Elementary Education Lesson Plan Design and Assessment Rubric
Science

Goals
Objectives
Standards

Anticipatory
Set

Purpose

Needs Improvement
1
Lesson objectives are
poorly written and/or
have little or no
connection to learning
goals or standards.
Little connection
exists between
objectives and lesson
activities and
assessments.
The anticipatory set is
missing or has little or
no connection to the
goal or content of the
lesson.

Emerging
Competence 2
Lesson objectives are
correlated with
learning goals and
standards. The
connection between
objectives and lesson
activities and
assessments is weak
or unclear.

Competent 3

The connection
between the
anticipatory set and
lesson objectives and
content is weak or
unclear.

The anticipatory set is

clear and direct and
focuses students
attention on the
lesson.

The statement of
purpose is ambiguous
or worded so
generally that the
connection with the
content of the lesson
is not apparent.

A statement of
purpose is included in
the lesson, but has
little power to
motivate students and
capture their
imaginations.

The statement of
purpose is clearly
connected to the
content of the lesson
and is presented in
terms that are easily
understood by
students.

The lesson plan

contains objectives
that connect goals
and standards with
lesson activities and
assessments.

Outstanding 4
The lesson plan
contains clearly stated
content objectives.
Objectives are
logically connected to
appropriate goals and
standards and are
consistent with lesson
activities and
assessments.
The anticipatory set
connects the current
lesson with previous
and future learning
and focuses students
minds and attention
on the days lesson.
The statement of
purpose has the
power to capture the
imaginations of
students and motivate
them to accomplish
the expected learning.

Readiness
Instructional Technology
The candidate seeks appropriate ways to evaluate and employ technological tools, resources, and
skills as they apply to specific content and pedagogical knowledge, assessment practices, and

Timothy Eichorst
student achievement. The selection of appropriate technological tools reflects the candidates
ability to make sound instructional decisions that enable all students to achieve the expected
outcomes. INTASC 6.i, 8.g, 8.o
Plan for Instruction

Adaptation
to Diverse
Students
ACEI
Standard
3.2

Lesson
Presentatio
n
Science
ACEI
Standard
2.2

Lesson
Presentatio
n
ACEI
Standard
3.3
Check for
Understand
-ing

Needs Improvement
1
Few or no instructional
opportunities are
included. Any
instructional
opportunities are not
developmentally
appropriate or
adapted to diverse
students.

Emerging
Competence 2
Instructional
opportunities are
provided in this
lesson; however, they
are not adapted to
diverse students.

The lesson plan

demonstrates a lack
of understanding of
the fundamental
concepts in the areas
of physical, life, earth,
and space sciences.

The lesson plan

demonstrates an
emerging
understanding of the
fundamental concepts
in the areas of
physical, life, earth,
and space sciences.

The candidates
science lesson is not
age appropriate. He
or she does not use
the inquiry process
appropriately in
lessons.
The lesson does not
convey the basic
elements of the
nature of science to
students.

The candidates
lesson is somewhat
age appropriate. He
or she does not use
the inquiry process
skillfully in lessons.
The candidates uses
some elements of
inquiry in his or her
lesson design.
The candidates
lesson conveys a
limited understanding
of the basic elements
of the nature of
science to students.

The lesson
presentation does not
encourage elementary
students
development of
critical thinking and
problem solving.

The lesson
presentation includes
little provision for
students
development of
critical thinking and
problem solving.

Little or no provision is
included to check for
student understanding
or to reteach concepts
that elude students
during the initial

A guided practice
section is included in
the lesson plan, but
the connection with
the lesson
presentation is weak

Competent 3

Outstanding 4

Instructional
opportunities are
provided in this
lesson. The
opportunities are
developmentally
appropriate and/or are
adapted to diverse
students.

Specific instructional
opportunities are
provided in this lesson
that demonstrate the
candidates
understanding of how
students differ in their
development and
approaches to
learning. The
instructional
opportunities are
adapted to diverse
students.
The lesson plan
demonstrate a broad
understanding of the
fundamental concepts
in all four areas of
physical, life, earth,
and space sciences.

The lesson plan

demonstrates
understanding of the
fundamental concepts
in most of the areas of
physical, life, earth,
and space sciences.
The candidate
demonstrates the
ability to design ageappropriate science
lessons.
The candidate uses
the basic elements of
inquiry in his or her
lesson design.
The lesson conveys
the basic elements of
the nature of science
to students.

The lesson
presentation includes
at least one teaching
strategy that
encourages
elementary students
development of
critical thinking and
problem solving.
The lesson plan
includes a plan and
the means to check
for student
understanding of the
lesson. A provision is

The candidate designs

strong, agedappropriate lessons,
including a variety of
ways to teach science
(structured, guided,
open-ended inquiry,
etc.).
The candidate
successfully designs
multiple ways to use
inquiry (structured,
guided, open-ended,
etc.) in their lessons
to teach the
fundamental concepts
of science.
The lesson contains
information enabling
students to develop
understanding of the
nature of science.
The lesson
presentation includes
a variety of teaching
strategies that
encourage elementary
students
development of
critical thinking and
problem solving.
Plans to check for
student understanding
of the content are an
integral part of the
lesson, and include
frequent questions

Timothy Eichorst

Review
Learning
Outcomes

presentation.

and/or unclear.

included to reteach all

or part of the lesson
to all or part of the
class.

Lesson closure is not

included, or is not
related to the goals
and/or content of the
lesson.

Lesson closure is
weak and/or poorly
written.

Lesson closure relates

directly to the lesson
purpose and/or
objective.

Closure

and other actively

engaging forms of
formative assessment
during guided
practice.
Lesson closure is
clearly correlated to
the content of the
lesson and actively
engages students in
summarizing the
essential elements of
the lesson.

Plan for Assessment

Formal and
Informal
Assessment
ACEI 4.0

Reflection
and PostLesson
Analysis

Needs Improvement
1
The lesson plan does
not include
assessment activities,
or there is little or no
correlation between
planned assessment
activities and lesson
goals and objectives.
Any assessments
included are not
developmentally
appropriate for the
students.

Emerging
Competence 2
Assessment activities
are included in the
lesson, but they are
not well correlated to
and/or do not cover
the full range of LP
goals and objectives.
The assessment
strategies do not
promote development
of each student.

Self-answer questions
are not included in the
lesson plan.

Self-answer questions
are included, but do
not fit the content or
purposes of the
lesson.

Lesson Plan Summative Assessment

Element
Goals Objectives Standards
Anticipatory Set
Purpose
Adaptation to Diverse Students
ACEI 3.2
Lesson Presentation
ACEI 2.2
Lesson Presentation
ACEI 3.3
Check for Understanding
Review Learning Outcomes Closure
Formal and Informal Assessment
ACEI 4.0
Reflection and Post-Lesson Analysis

Score

Total Score

Competent 3

Outstanding 4

A plan for formal and

informal assessment
throughout the lesson
is included. The
assessment strategies
are uniquely designed
for the students.

Formal and informal

assessments
strategies are a
seamless and
integrated part of the
lesson. The
assessments are
highly correlated to
the learning objectives
and promote
continuous
intellectual, social,
emotional, and
physical development
of each student.
Additional self-answer
questions are included
that specifically
address unique lesson
content and
methodology.

The lesson plan

includes all required
self-answer questions.

Timothy Eichorst
Note to faculty
When used for submission in methods course, include data for ACEI
standards on collaborative site.
When used for student-teaching admission, all of the following apply.
Passing total score = 30/40
No individual element score < 2
Signed by faculty

Culminating Assessment

Developmen
t
Learning
Motivation
ACEI 1.0

Needs Improvement
1
The candidates lesson
plan suggests he or
she does not
understand the major
concepts, principles,
theories, and research.

Emerging
Competence 2
The candidates lesson
plan demonstrates a
limited understanding
of the major concepts,
principles, theories,
and research.

The candidates plan

does not provide
opportunities to
support students
development,
acquisition of
knowledge, and
motivation.

He or she designs
lessons with minimally
appropriate learning
opportunities.

Competent 3

Outstanding 4

The candidates lesson

plan demonstrates
understanding of the
major concepts,
principles, theories,
and research and uses
them in planning.

The candidates lesson

plan demonstrates
that he or she fully
understands all of the
major concepts,
principles, theories,
and research and uses
them effectively in
planning.

He or she designs
appropriate lessons
with adequate learning
opportunities that
acknowledge students
development,
acquisition of
knowledge, and
motivation.

He or she includes
learning opportunities
that support students
development,
acquisition of
knowledge, and
motivation.

Culminating Assessment Score:

_________