MSP Daily Lesson Plan Format

CANDIDATE NAME: _______Emily Kraemer___________ DATE/TIME: _________

ESTIMATED LENGTH LESSON IN MINUTES: _____45___________

GRADE LEVEL: _____8_______

CO-TAUGHT:  yes  no Co-TEACHING STRATEGY USED (if applicable) ___________________

SETTING: [ x ] WHOLE CLASS [ ] SMALL GROUP [ ] INDIVIDUAL

CONTENT AREA: Science

LESSON TOPIC, CONCEPT or SKILL: Determining Acceleration of an object

LESSON RATIONALE:
Students have learned about speed, velocity, and acceleration. This lesson focuses on Acceleration. The
students are to record vital information, such as initial speed, final speed, and time to reach final speed,
to calculate the rocket plane's rate of acceleration.

CALIFORNIA ACADEMIC CONTENT STANDARD(S):

RST 3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or
performing technical tasks.

COMMON CORE STATE STANDARDS:

MS-PS2-2 Plan an investigation to provide evidence that the change in an object's motion depends on
the sum of the forces on the object and the mass of the object.
SP3 Planning and carrying out investigations

ELD STANDARDS:
B. Interpretive5. Listening actively to spoken English in a range of social and academic contexts
A 3. Offering and justifying opinions, negotiating with and persuading others in communicative
exchanges

VOCABULARY/ACADEMIC LANGUAGE NEEDED:

Acceleration
Velocity
Speed

STRATEGIES TO SUPPORT ACADEMIC LANGUAGE DEVELOPMENT:

Review vocabulary before lesson
Integrate vocabulary into exit ticket.

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OBJECTIVE(S):
Students are planning and carrying out Investigations by collecting data about the performance of a
proposed object, tool, process or system under a range of conditions.

ASSESSMENT:
Exit ticket

INSTRUCTIONAL STRATEGIES: (e.g., direct instruction, guided inquiry, etc.)

Guided inquiry

REQUIRED TEACHER BACKGROUND INFORMATION:

Teacher should know how what velocity, speed, and acceleration are.

TASK ANALYSIS:
Students need to have worked with a graph before
Students need to have dealt with acceleration and know the units and formula involved.

PROCEDURES:
General Outline
Introduction:
 Introduce XCOR spacecraft with video: https://www.youtube.com/watch?v=F8yWYAG85vU
o Explain that the Lynx was intended to carry one pilot, a ticketed passenger, and/or a
payload above 100 km altitude.

Lesson Sequence:
o Explain that we are going to be determining the acceleration of XCOR ‘Lynx’ Rocket.
o Ask students how we calculate acceleration. This should be in students’ notes from
previous lesson.
 Review what acceleration is
 Speed increase
 Speed decrease
 Change in direction
 Acceleration is calculated by (Final velocity – initial velocity) divided by total
time of event.

o Tell students that today we are going to calculate the acceleration of the Lynx rocket
from rocket plane's initial speed at the point it first takes-off from the runway until it
deploys its landing gear during vertical flight.
 Tell students that we are going to be keeping a flight log to keep track of the changes in velocity
during flight.
 Ask students to get out their piece of paper. Before beginning simulation, tell students to create
their flight log by including some key information on their paper:
o The formula for acceleration
o Initial speed 'Vi' (from moment of take-off)
o 3 spaces below for 3 other velocity records

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 o Final speed 'Vf' (when the rocket plane deploys its landing gear)
o Time 't' (in seconds)
o A sketch/picture of the Lynx rocket
o Leave space for a small graph Velocity-Time
 Give students 5 minutes to fill out this information.
 Have students watch video https://betterlesson.com/lesson/resource/3200059/rocket-plane-
acceleration
o Before playing, ask students where they think they can find the information for velocity
o A: The rocket plane's speed can be seen directly about the gimbal (round ball like flight
instrument) on the screen. In spacecraft propulsion, rocket engines are generally
mounted on a pair of gimbals to allow a single engine to vector thrust - to manipulate
the direction of the thrust from its engine(s) or motor(s) in order to control the attitude
or angular velocity of the vehicle.
o Remind students to write velocity at different points in video
 Graph velocities together on a general graph
o Ask for starting velocity The rocket plane's initial speed at the point it first takes-off from
the runway (135.5 m/s)
o Plot on graph-projected onto screen
 Ask students where it should be plotted, at ___ seconds
 Ask for 3 other velocities to plot on graph, all should be greater than the
previous but none should be the final velocity.
 The final speed is recorded about four and a half minutes later at 265 seconds
when the rocket plane is about 50,000 m above the Earth. In the simulation the
rocket plane deploys its landing gear, during vertical flight, when final speed
should be recorded 678.4 m/s
 Make sure students know that total time the rocket spent from initial to
final velocities is 265 seconds
o Evaluate the graph as a class. What is the overall trend? Students should come up with
answers like velocity is increasing over period of time
o As a class fill in numbers used for acceleration calculation
 Students calculate with partner
 Partners move to other group of tables to look at other groups work
 Discuss answer. As class

Closure:
 Students calculate will calculate acceleration with partner give them 5 minutes to do so.
 After 5 minutes, the 2 partners will move to another groups desks and check that groups answer
and evaluate their page.
 Students will go back to desks and look at what other groups said about their work.
 Answer will be discussed as a class. The rocket plane's rate of acceleration is about 2.02 m/s/s.
o Ask how that is reflected on graph.
o Exit ticket: Does graph show a positive or negative change in velocity? How do we
know? Ask students how graph and acceleration would change over time if Lynx
continued to slow after reaching 50,000 feet. Knowing the definition of acceleration,
would the rockets decrease in velocity still be considered acceleration?

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UNIVERSAL ACCESS:
Students have access to visual aids to represent material being taught.

CONTENT INTEGRATIONS/EXTENSIONS:
Ask how acceleration calculation is reflected on graph. Could we now make a more accurate graph?
Challenge students to create a more accurate graph.

MATERIALS/EQUIPMENT NEEDED:
Access to videos
Powerpoint
Student science notebook
Pencil and/or colored pencils

RESOURCES/SOURCES:

(The last two sections are for lessons taught in student teaching placements)

PERSONAL TEACHING FOCUS: (where you want your supervisor to focus the observation)

ASSESSMENT OF PERSONAL TEACHING FOCUS:

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 MSP Lesson Plan Format

To the EDTE 520 student:

This basic document on lesson planning format is available to all MSP teacher credential candidates.
Effective and efficient lesson planning is important to teachers. I have added comments to the basic
document that I think, and hope, will help you understand lesson planning even better. My added
comments show up as dark blue. – Dr. Kotar

Explanations
Well-formulated daily lesson plans give teachers directions to make instruction proceed smoothly.
Effective daily lesson plans allow teachers to better control the details of instruction and to monitor
student progress more closely in order to ensure student success. Most importantly, however, the
process of planning lessons provides teachers with an opportunity to think about what they are doing.
That is, planning allows teachers to become conscious curriculum decision makers. These teachers
carefully design their lessons and employ a variety of instructional strategies. Good planning makes
good teaching possible.

Some experienced teachers are able to mentally organize the objectives, procedures, and materials.
However, for most teachers and for all beginning teachers, written statements regarding the major
elements of a lesson plan are usually necessary (and expected by cooperating teachers and university
supervisors). The MS Lesson Plan Format above, and guidelines below will help you develop effective
lesson planning skills.

CONTENT AREA:
The focus content area of this lesson (e.g., California Gold Rush)—no more than a few words. It could be
as simple and direct as a brief reference to the instructional unit the lesson is part of. For example, “Life
Science: Plants.”

LESSON TOPIC, CONCEPT or SKILL:

A brief summary of the lesson topic or the concept or skill taught. Each content methods instructor may
have a slightly different or expanded explanation of this. Here are some examples. For factual
knowledge: “Multiplication Facts to 10” or “Green plants have roots, stems and leaves.” For a concept
write out the concept as you want your students to learn it. For example, “Machines convert stored
energy to motion and heat.” Or, for a skill example, “Using a metric ruler to measure to the closest
centimeter.”

LESSON RATIONALE:
A rationale explains why the individual lesson is important for students to learn. Guiding questions to
help construct a sound rationale are as follows: 1) How does the lesson connect to a big idea or core
concept of a subject area? 2) How is the lesson relevant to students’ lives? This question helps me: why
is the topic of this lesson important for students at this grade level to learn? The answer cannot be,
because it leads to the next topic or it’s on the test. Rather, you should have a real and defensible
reason for the topic being in your curriculum for your students.

CALIFORNIA ACADEMIC CONTENT STANDARDS: We expect you to indicate the California standards your
students will be working on learning in your lessons. For many lessons and depending on the subject
area, you will indicate the Academic Content Standard, the ELD standard, and the related Common Core

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Standard. The first link below takes you to a California Department of Education webpage that has links
to all the California Standards. But, here’s a tip – for most content areas such as science, art and social
studies you will find the standards and additional useful information by accessing the standards through
that subject area’s curriculum framework. So for example, while it is possible to find the California
Science Content Standards, reading them in the Science Framework provides considerable additional
information that can be useful in planning. Frameworks have not yet been developed for the CA
Common Core Standards.

California Academic Content Standards (http://www.cde.ca.gov/be/st/ss/) should be listed for each

unit of study or lesson plan. These standards guide the content and methods (instructional strategies)
developed for the unit or lesson.

ELD STANDARDS: The English Language Development Standards

(http://www.cde.ca.gov/be/st/ss/documents/englangdevstnd.pdf) address each domain (listening and
speaking, reading, and writing) and give an overview of what students must know and be able to do as
they move toward full fluency in English. The levels through which English learners progress are
identified as beginning, intermediate, and advanced. For each ELD standard the summary indicates the
English/Language Arts sub-strand associated with it.

CALIFORNIA COMMON CORE STANDARDS (CCCS): can be found through the link located on the same
webpage as the California Academic Content Standards. Common Core Standards were developed by
professional education organizations and states in an effort to have more consistent standards across
states. At this writing 45 states have adopted the Common Core Standards. California CCS has been
developed for English/Language Arts and Literacy in History/Social Studies, Science and Technical
Subjects, and in Mathematics. Each state was able to add additional standards to the Common Core.
California added about 15% to Mathematics and 8% to English/Language Arts.

VOCABULARY/ACADEMIC LANGUAGE NEEDED:

List the key vocabulary and academic language students will need to know and understand in order to
have (full) access to the content. This can be a list of vocabulary that is either needed to begin this
lesson or that students will learn as part of completing this lesson.

STRATEGIES TO SUPPORT ACADEMIC LANGUAGE DEVELOPMENT:

List the strategy/strategies specific (that will be employed) to supporting students’ academic language
development.

OBJECTIVES(S):1
An objective is a statement of what students will know or be able to do as a result of the lesson.
Objectives should be stated in terms of measurable and observable student performance. An objective
begins with, “Students will be able to…” followed by an action verb. Actually, there are situations when
an objective will begin with other terms, but somewhere in the objective there will be a description of
the new behavior the student will be able to exhibit as a result of learning related to the lesson. See
Bloom’s Taxonomy of Cognitive Levels and the accompanying list of verbs to help you write a powerful
objective.

1Whenever possible, include affective and psychomotor domains as well as social communication skill

objectives.

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Here’s an idea about objectives: Objectives tell what students will be able to do after learning the topic,
with the topic, to show that they know or understand it. I recommend using a standard format, such as
“Students will be able to . . . (tell what they will do in the assessment). And one other tip, write
objectives AFTER you have determined the assessment activity.

ASSESSMENT:
Provide a description of all [I’d say the specific] assessment tool(s) that will measure student learning.
The assessment(s) should be aligned with each objective above and may occur during the lesson or at a
later date. Assessment types include diagnostic, formal/informal, and formative/summative. It actually
works very well if you describe the assessment as an activity that students will engage in.

Let’s think about an example. Each lesson has one or more unstated content goals (These are actually
stated in terms of portions of standards.). The intention is that the lesson will lead to student learning of
knowledge, concepts or skills, or a combination of these. Toward the end of a lesson teachers need to
determine if students have met these content goals. The assessment activity provides an opportunity for
students to show teachers that they have met goals and know the content.

INSTRUCTIONAL STRATEGIES: (e.g., direct instruction, guided inquiry, etc.)

These include overarching strategies and methods that appeal to various learning styles and needs. This
includes a variety of strategies designed to reach ALL students, including gifted students, and those with
learning disabilities or other challenges. Include a rationale for why these strategies are appropriate for
this lesson. For an individual lesson we expect you to identify the strategy primarily applied during the
lesson. We do not expect you to list multiple strategies in an individual lesson.

REQUIRED TEACHER BACKGROUND INFORMATION: Information the teacher must have in order to
teach the lesson well (e.g., review content knowledge, become familiar with curriculum, etc.) This is
content information that will be helpful to the teacher preparing to teach the lesson.

TASK ANALYSIS: Task Analyze for Prerequisite Student Skills (i.e., what entry skills must students possess
in order to be successful with the lesson). For example, if in a science lesson students are to collect data
using a measuring device such as meter stick, they may need to have practiced the skill of measuring
with meter sticks before doing this lesson.

PROCEDURES:
The Procedures section of a lesson plan is a description of the instructional activities that students will
engage in for learning and the sequential order of the activities to lead to desired student outcomes.
Very simply, your students will do the things you include in the Procedures.

General Outline
Provide an outline for your lesson. Certain content areas have specific outlines (e.g. math and science).
Follow the format for the content area of the topic of your lesson.

Here are some tips and thoughts about the areas listed in the template, above.
The Introduction is a way to start the lesson and draw students into the activities they will do.
Instructional strategies often have specific steps for lesson introductions that are part of carrying out the
instructional strategy, however most introductions should include a clear transition from the
introduction to the first learning activity.

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The Lesson Sequence is the place to write out the activity descriptions and steps in enough detail so that
someone else could pick up your lesson plan and take over, a substitute for instance. An outline might
do this adequately, but in some cases you will need a list of explicitly described steps to communicate
what will happen in each learning activity.

Closure is the place to bring a lesson to a smooth and satisfying end. While there may be differences
related to instructional strategies and subject area, this is typically the place to review what students
were expected to learn and to run one more check on understanding.

UNIVERSAL ACCESS: Modifications/Differentiation for English Learners and/or Students with Special
Needs, students needing more challenge, special behavior issues. Describe the changes you will make to
the lesson to support the learning of specific students who need modifications or differentiation.

For Multiple Subject Program lesson plans we ask that you indicate potential lesson modifications for
“challenge” students, “support” students, and English learners. Challenge students are those more
advanced students who can benefit from an extension that allows them to practice additional skills or
gain more knowledge. Support students are those who need help staying focused or will find the
content as regularly presented harder to learn. English learners are students who primary language is a
language other than English and who have not been assessed to be fully fluent in academic English.

CONTENT INTEGRATIONS/EXTENSIONS:
Outline (briefly describe) the content areas that are integrated into the main content area. If applicable
also include extensions to this lesson (e.g., what students might do at home or independently)

MATERIALS/EQUIPMENT:
List all materials that are needed for this lesson (e.g., markers, paper, manipulatives, etc.)

RESOURCES/SOURCES:
Cite all sources used in planning and implementing this lesson (e.g., textbooks, websites, literature used,
etc.). This is in reality the reference section of the lesson plan to tell the reader the sources of
information and activities.

These next two sections are for student teachers.

PERSONAL TEACHING FOCUS:

List the area(s) of practice you want your university supervisor to focus on during the observation. These
can be aspects of delivery of the lesson, classroom management, quality of instructional activities, or
even adherence of procedures to a specific instructional strategy.

ASSESSMENT OF PERSONAL TEACHING FOCUS:

Self-assessment of the lesson. This is a place for a student teacher’s reflection following a lesson, and
the collection of information aimed at improving teaching practices as well as student learning.

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