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USF Elementary Education Lesson Plan Template (S 2014) Name:

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Grade Level Being Taught: Subject/Content: Group Date of Lesson:
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Lesson Content
What Standards (national SC.K.L.14.3- Observe plants and animals, describe how they are alike and how they are different in the way
or state) relate to this they look and in the things they do.
lesson? A. All plants and animals, including humans, are alike in some ways and different in others.
(You should include ALL B. All plants and animals, including humans, have internal parts and external structures that function to keep
applicable standards. Rarely them alive and help them grow and reproduce.
do teachers use just one:
C. Humans can better understand the natural world through careful observation.
theyd never get through
them all.)

Essential Understanding What do plants need?


(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 I can identify what a plant needs.


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
USF Elementary Education Lesson Plan Template (S 2014) Name:
____________________________________
Grade Level Being Taught: Subject/Content: Group Date of Lesson:
Size:

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 - The students have already been taught what living things need in order to
questions: continue living. Now we are focusing on plants. This standard is a perfect
Why are you teaching this example of lessons that build off of students previous knowledge. In higher
objective? grades the students will build upon their knowledge of plants- this lesson is the
Where does this lesson fit foundation upon which later lessons are taught.
within a larger plan? - Every student has to be taught this lesson, so the lesson was given to the whole
Why are you teaching it group.
this way?
Why is it important for
students to learn this
concept?

Evaluation Plan- How will - The formative assessment I used was the sum it up page, whose purpose is to
you know students have check at the end of a lesson. The sum it up page was from the students
mastered your objectives? science workbook.
- After the plants unit, the students will take a unit test, which will be the summative
Address the following: assessment.
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?
USF Elementary Education Lesson Plan Template (S 2014) Name:
____________________________________
Grade Level Being Taught: Subject/Content: Group Date of Lesson:
Size:

What Content Knowledge - Teacher must know what plants need.


is necessary for a teacher - Teacher must know what plants are.
to teach this material? - Teacher must know that plants are living plants.

What background -Students know plants are living things.


knowledge is necessary for -Students to know what plants are.
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 - Some students may think that because plants are living things, they need shelter.
might students have about - Some students might be confused of what light means to the students.
this content?
USF Elementary Education Lesson Plan Template (S 2014) Name:
____________________________________
Grade Level Being Taught: Subject/Content: Group Date of Lesson:
Size:

Lesson Implementation
Teaching Methods
(What teaching method(s) will - The lesson will be a constant guided release. For instance, the students and I will
you use during this lesson? have a discussion, and then the students will be released to work on the
Examples include guided assignment that corresponds with our discussion.
release, 5 Es, direct
instruction, lecture,
demonstration, partner word,
etc.)

Step-by-Step Plan Time Who is Each content area may require a different step-by-step format. Use
(What exactly do you plan to responsibl whichever plan is appropriate for the content taught in this lesson.
do in teaching this lesson? Be e (Teacher For example, in science, you would detail the 5 Es here
thorough. Act as if you needed or (Engage/Encountering the Idea; Exploring the Idea;
a substitute to carry out the Students)? Explanation/Organizing the Idea; Extend/Applying the Idea;
lesson for you.) Evaluation).
1. I will say Monday we learned about different types of plants.
Where applicable, be sure to Today we are going to learn about what plants need.
address the following: 2. There are 5 things that plants need to survive.
What Higher Order 3. The first one is light, are these plants indoors or outdoors?
Thinking (H.O.T.) questions (outdoors)
will you ask? 4. These plants need light because that is how they get their
How will materials be food , the light is their food.
USF Elementary Education Lesson Plan Template (S 2014) Name:
____________________________________
Grade Level Being Taught: Subject/Content: Group Date of Lesson:
Size:

distributed? 5. Next is air


Who will work together in 6. Now who else needs air? (living things; animals and us)
groups and how will you 7. Plants also need soil
determine the grouping? 8. In this picture plants are growing in soil. Soil is a special kind
How will students of dirt that holds in water and has nutrients for the plant to
transition between grow better.
activities? 9. Plants also need space to grow
What will you as the 10.In this picture you can see a bunch of space for the plants to
teacher do? grow fully without being smush.
What will the students do? 11.Lastly, what are these two people doing?
What student data will be 12.They are watering the garden because plants need water.
collected during each 13.Turn and talk to your partners and come up with some way
phase? plants get their water.
What are other adults in 14.Read page 40, and then have the students read it with you
the room doing? How are 15.Are these plants getting what they need? (one is the other
they supporting students isnt)
learning? 16.How can you tell?
What model of co-teaching 17.This plant is getting water, and this one isnt
18.This plant has green leaves and the tomato looks ready to
are you using?
eat. But this picture shows the braches are brown and look
very dry. The tomatoes dont look like you could eat them.
19.In this box draw a picture of a plant getting water. (anyway)
20.Read page 41, then the class will read it with you
21.Now we talked about soil and how it was a special kind of dirt
with tons of nutriants, but we didnt really talk about how
plants need space to grow.
22.I will need 3 helpers to help me explain why plants need
space to grow.
23.Position students very close together and have them act as if
they were plants growing
24.Position students far apart and have them pretend they are
growing. (it will be much easier)
25.How do the majority of plants get their food? (sun)
26.In this box you will draw the sun
USF Elementary Education Lesson Plan Template (S 2014) Name:
____________________________________
Grade Level Being Taught: Subject/Content: Group Date of Lesson:
Size:

27.Sum it up page students will do a quick check and tell me


what plants need.

What will you do if a student struggles with the content?


- There will be two students who will be pre-taught this subject the day before the
lesson in order to familiarize them with the material.

What will you do if a student masters the content quickly?

- Those students will be prompted to dive deeper into the study of plants. For
instance, instead of telling me that a plant needs water to survive, these students
will be prompted to think about and explain different ways in which plants receive
water.

Meeting your students If applicable, how does this lesson connect to the interests and cultural
needs as people and as backgrounds of your students?
learners - We will talk about different plants that are in specific areas that one of my students
might be familiar with and how those plants have the same needs as the plants
that exist where we live.

If applicable, how does this lesson connect to/reflect the local community?
- Plants are everywhere in the community and the students will now know what
those plants need.

How will you differentiate instruction for students who need additional
USF Elementary Education Lesson Plan Template (S 2014) Name:
____________________________________
Grade Level Being Taught: Subject/Content: Group Date of Lesson:
Size:

challenge during this lesson (enrichment)?


- I might ask these students (who know that plants need sunlight to survive) to think
about how it is that plants can survive indoors, in caves, underwater, etc.

How will you differentiate instruction for students who need additional
language support?
- Instead of having the students tell me what plants need to survive, they will have
the option to draw their answers.

Accommodations (If - One student will sit at the kidney table to stay away from their friends and
needed) minimize their distractions.
(What students need specific - One student will have a necklace to chew on to help with her PICA
accommodation? List
individual students (initials),
and then explain the
accommodation(s) you will
implement for these unique
learners.)

Materials -Projector
(What materials will you use? -Science student packet
Why did you choose these -Computer
materials? Include any -Pencils
resources you used. This can
also include people!)