USF Elementary Education Lesson Plan Template (S 2014)
Mansfield_______________
Grade Level Being Subject/Content:
Taught: 3 Science
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
Name: Richelle
Group Size: Date of Lesson: 2/22/2017
30
Lesson Content
SC.3.E.5.1 Explain that stars can be different: some are smaller, some are larger, and
some appear brighter than others; all except the sun are so far away that they look like
points of light.
SC.3.N.3.3 Recognize that all models are approximations of natural phenomena; such
as. hey do not perfectly account for all observations.
LAFS.3.SL.1.1 Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on
others ideas and expressing their own clearly.
What can you observer about stars?
How can distance affect the appearance of a star?
SWBAT explain how stars can be different (size, color, brightness, temperature).
SWBAT recognize that all models are approximations of natural phenomena; such as they
do not perfectly account for all observations.
SWBAT engage effectively in a range of collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on grade 3 topics and texts, building on others
ideas and expressing their own clearly.
USF Elementary Education Lesson Plan Template (S 2014) Name: Richelle
Mansfield_______________
Grade Level Being Subject/Content: Group Size: Date of Lesson: 2/22/2017
Taught: 3 Science 30

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.)

Rationale
Address the following These objectives meet the standards that students will need to complete before
questions: the end of the school year.
Why are you teaching this This lesson will wrap up our Unit on space.
objective? My students have shared their interest in activities involving movement, so I
Where does this lesson fit wanted to incorporate both reading and a movement activity that required
within a larger plan? students to discuss what we learned in the reading with a partner.
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 Formative Evidence:
mastered your objectives? Anecdotal notes
Sticky notes
Address the following: Student Conversations
What formative evidence
Class Discussion
will you use to document
student learning during Summative Evidence:
this lesson?
Mini assessment at the end of the chapter
What summative evidence
will you collect, either
USF Elementary Education Lesson Plan Template (S 2014) Name: Richelle
Mansfield_______________
Grade Level Being Subject/Content: Group Size: Date of Lesson: 2/22/2017
Taught: 3 Science 30

during this lesson or in

upcoming lessons?

What Content Knowledge

is necessary for a teacher The teacher will need to have an understanding of Space and Stars. They will also need
to teach this material? to know the definition of the vocabulary words we will encounter within the text.

The teacher edition of the science book provides background information to teachers
(Raise Your IQ pg. ET153g, ET161, ET164 and Science Misconceptions pg. ET162

What background
knowledge is necessary for Have a basic understanding of Space (this is a continuation of a Unit so students have
a student to successfully been pre-e4xposed to this information).
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 That stars are small because they look like specs of light.
this content?
USF Elementary Education Lesson Plan Template (S 2014) Name: Richelle
Mansfield_______________
Grade Level Being Subject/Content: Group Size: Date of Lesson: 2/22/2017
Taught: 3 Science 30

That the sun is the largest star in the sky.

That the only stars that exist are the ones we can see when we look up at the sky.

Lesson Implementation
Teaching Methods
(What teaching method(s) will Guided Instruction, mix-n-mingle (a form of think-pair-share)
you use during this lesson?
Examples include guided
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).
2 min
Where applicable, be sure to Teacher
address the following: 3 min Reintroduce the chapter quickly (we discussed this on Tuesday)
What Higher Order Teacher &
USF Elementary Education Lesson Plan Template (S 2014) Name: Richelle
Mansfield_______________
Grade Level Being Subject/Content: Group Size: Date of Lesson: 2/22/2017
Taught: 3 Science 30

Thinking (H.O.T.) questions Students Tap Prior Knowledge (pg. T158)

will you ask? How many stars can you see at night?
How will materials be 2 min Are there any stars we can see during the day?
distributed? Teacher &
Who will work together in Students Have students look at the photos on pages 158-159 and say The
groups and how will you 2 min sky looks very different during the day and night. You will find out
determine the grouping? each Teacher & why. (sets purpose)
How will students page Students
transition between Read pages 158 and 159, before continuing break into small
activities? discussion activity
What will you as the 10-15 Teacher &
teacher do? min Students
What will the students do?
What student data will be Mix-n-mingle
collected during each
phase? Have students calmly stand up and push in their chairs
What are other adults in Play music and have students walk around the room, quietly
Stop the music after 30 seconds
the room doing? How are
Students have 3 seconds to choose a partner within arms reach and
they supporting students
await their discussion question
learning?
Question #1: Do you think it used to be easier for people to see
What model of co-teaching
stars at night? Why or why not?
are you using?
Students will give a sticky high-five and remain silent till all pairs
have shared
Open it up to a class discussion, ask partners to share

Repeat Mix-n-mingle
Question #2: The planet Jupiter is farther away from the sun than
Earth is. What do you think the sun would look like from Jupiter?
Once all groups have finished discussing open it up to a class
discussion again
USF Elementary Education Lesson Plan Template (S 2014) Name: Richelle
Mansfield_______________
Grade Level Being Subject/Content: Group Size: Date of Lesson: 2/22/2017
Taught: 3 Science 30

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

My co-teacher will pull students for a small group that might struggle with the content

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

If time remains allow students with questions that havent been answered to research the
topic

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
My students seem genuinely interested in space, and have reacted favorably to this topic

If applicable, how does this lesson connect to/reflect the local community?

N/A

How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?

N/A

How will you differentiate instruction for students who need additional
language support?

N/A
USF Elementary Education Lesson Plan Template (S 2014) Name: Richelle
Mansfield_______________
Grade Level Being Subject/Content: Group Size: Date of Lesson: 2/22/2017
Taught: 3 Science 30

Accommodations (If
needed)
(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? Elmo
Why did you choose these Science Book
materials? Include any Timer
resources you used. This can Phone with music
also include people!)