Creating a Science Lesson: Lesson Plan

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  1. Section 1: Lesson Preparation
  2. Section 2: Instructional Planning
  3. References

Section 1: Lesson Preparation

Teacher Candidate Name:
Grade Level: pre-K-3
Date: 06/16/2021
Unit/Subject: Science
Instructional Plan Title: Summer is coming: how did we figure it out?
Lesson Summary and Focus: This lesson uses the skills of combining individual and teamwork of students to solve teacher tasks. The lesson explores seasonal changes in nature but involves the use of math and technology for an interdisciplinary approach.
Classroom and Student Factors/Grouping: Overall, this is a regular classroom that does not require any rearrangements or changes to meet the needs of any of the groups. A video projector and interactive whiteboard are used, so students with vision and hearing difficulties must sit closer to the beginning of the class (Ainscow, 2018). However, the rest of the students also have organized seating for one person at a table.
National/State Learning Standards: S2.0/2.2— Share findings and explanations, which may be correct or incorrect,
more spontaneously and with greater detail (CDE, 2012).
LS1.0/1.1— Identify characteristics of a greater variety of animals and plants and demonstrate an increased ability to categorize them (CDE, 2012).
M.PK.5— Count to answer, “how many?” questions up to 10 items (WVBE, 2019).
M.PK.16— Sort objects into categories according to common characteristics (e.g., color, size, shape) and count the number of objects (WVBE, 2019).
AR.PK.7— Express thoughts and feelings through creative artwork (e.g., drawing, sculpting, and painting) (WVBE, 2019).
Specific Learning Target(s)/Objectives: Using personal knowledge, the student must correctly answer the questions posed by the teacher.
Using a set of ten cards, the student should correctly select only those that are relevant to the summer season.
Using communication skills, the student should be able to maintain a dialogue and comment on their partner’s answer.
Academic Language “Changes” — Any events that happen to objects over time.
“Season” — A specific part of the year, such as Winter, Spring, Summer, or Fall.
“Nature” — Any living thing that surrounds us.
Resources, Materials, Equipment, and Technology: Video projector
Whiteboard
Set of cards (differentiated, 10 for each student).
Slide show with pictures.
Printed instructions.

Section 2: Instructional Planning

Anticipatory Set

  1. I will begin the lesson by asking the children what the weather is like today.
  2. I will ask them to remember what the weather was like a week or a month ago: then I will ask if there is a difference?
  3. I will invite all the children (collectively) to give an answer to the riddle:

“What can be hot or cool, but necessarily be between spring and fall?”

  1. I will ask the children how they knew it was about summer? Does summer have any particular traits?
  2. I will write down all of the students’ ideas on the whiteboard.
 Time Needed

3-5 min.
Multiple Means of Representation

  1. I voice and write on the whiteboardall the instructions that are most important.
  2. I answer students’ questions individually or collectively, depending on the situation and circumstances.
  3. I use a slide show formatand describe (or ask students to describe) the contents of the pictures.
  4. I use large picturesof natural phenomena on the cardsI hand out, but I also use simple captionsnaming them.
  5. I involve the children in both collaborative, cooperative work as well as individual assignments.

ELLs:
For these children, I try to use easy, grammatically simple word constructions. I also do not write the whole sentence on the board, but only the key ideas of the instructions. When such a child does not understand the meaning of a word, I try to explain it in the student’s native language using an interpreter or use pictures to describe a phenomenon or object.

Students with special needs:
For students with hearing or visual impairments, I use differentiated methods to introduce instructions: printed materials, writing on the board, voice-over. I will ask these children to take seats closer to the beginning of the class so they can see and hear everything. If these children need additional instruction, a gifted student or I will help with this at my request.

Students with gifted abilities:
I will ask these children to help as much as they can with students who are low achievers or have trouble mastering the material. In addition, I will use more challenging individualized instruction if the child asks for help.

Early finishers:
In addition, I will ask these children to provide technical assistance in handing out and collecting print materials. I will give these children all forms of instruction so that they have time to become familiar with all of them.

 Time Needed

30-40 min.
Multiple Means of Engagement

  1. I will use a group discussion format at the beginning of the lesson to increase student engagement.
  2. I will ask students to follow their peers’ answers to track mistakes and correct them.
  3. I will use an individual card game format to relate events and the season of summer.
  4. I will show the children a slide showof pictures showing summer changes and ask them to describe them.
  5. I will do a short quiz at the beginning of the lesson to determine what changes are associated with the onset of summer.

ELLs:
For these students, I will offer instructions in more straightforward language as well as cardscontaining pictures. I will ask gifted children to assist such ELLs as needed during the lesson.

Students with special needs:
I have separate instructions preparedfor these children to make it easier for them to understand the activities. Cardsfor students have more extensive, brighter pictures or Braille as needed. If a child has trouble signaling their readiness (cannot raise their hand), I will come up with another form of indication for them: voice, button, or tapping on the table.

Students with gifted abilities:
Gifted children do not particularly need to differentiate content for them because the idea of all games and activities is clear and easy to grasp. However, tasks can be more difficult for such children: for example, using more complex cards.

Early finishers:
For these students, I will offer more cards, knowing that this child is appropriately an early finisher. Thus, instead of 10, I will give such a student 15 or 20 cardswith the same task.

 Time Needed

30-40 min.
Multiple Means of Expression
Concluding the lesson is associated with consolidating the results, showing the student’s progress. As part of this lesson, I will offer students several forms of self-reflectionand control in order to perform a reflection. First, students are asked to answer three reflective analysis questionsat the end of the lesson:
1) What was I able to learn?
2) What did I already know?
3) How can I use it?
Open-ended questionsare a brilliant strategy for using one’s own intellectual resources to find the answer (Aziza, 2021). In addition, I will ask children to participate in a mini-discussionin which I ask the entire class a single question (Sanchez et al., 2021). Such a question could be phrased as: “Is summer the best season of the year?” I would ask the children to give their opinions on this question and share comments on a peer’s answer. Finally, the results of the individual card game provide an initial measure of how successful learning progress has been. If a student made many mistakes, I would write this down in my journal and make a note that more work should be done with such a student. As a form of summative assessment, I will use a mini-test activity during the next lesson (Sanchez et al., 2021). Such work will be based on the principle of Venn Diagramsto identify traits unique to the summer season.

ELLs:
During discussions, analysis, and testing, I will offer such children more accessible instructions, if necessary. New, unfamiliar words and academic language will be accompanied by analogies and synonyms if the student expresses a need. I will write questions on the board if ELLs have trouble hearing English.

Students with special needs:
For these children, I write down all critical questions and instructions for self-reflection on the board and give printed instructions if needed. I provide individual counseling during class if the child expresses a desire to do so. In the event that a student is unable to write a test, I will offer a card format for summative assessment.

Students with gifted abilities:
For these children, I will give more challenging forms of individual control and summative assessment. I will ask these children to comment on their peers’ answers more often and to develop their thinking through leading questions.

Early finishers:
For these children, I will offer more questions on the test and empower them to follow up on the discussion. If more than one thought is repeated in class, such a student should pay attention. Assessing early finishers is done in the same format as with the rest of the children, but with more detail and nuance: such a student will have to spend more time deciding.

 Time Needed

20-25 min.
Extension Activity and/or Homework
As homework, I will ask the children to form an individual story about what activities and hobbies most appeal to them during summer vacation. Since not all children are able to write at an early age, I expect a picture format: the student will sketch cycling, barbecues, vacations at the sea, or other activities (Puranik et al., 2018). During the next lesson, I will ask children to voice their homework results and have other children ask questions.		 Time Needed

30-50 min.

References

Ainscow, M. (2018). Special needs through school improvement; school improvement through special needs. Towards Inclusive Schools, 1, 63-77.

Aziza, M. (2021). A teacher questioning activity: The use of oral open-ended questions in mathematics classroom. Qualitative Research in Education, 10(1), 31-61.

CDE. (2012). Preschool learning foundations [PDS document]. Web.

Puranik, C. S., Phillips, B. M., Lonigan, C. J., & Gibson, E. (2018). Home literacy practices and

preschool children’s emergent writing skills: An initial investigation. Early Childhood Research Quarterly, 42, 228-238.

Sanchez, C. E., Atkinson, K. M., Koenka, A. C., Moshontz, H., & Cooper, H. (2017). Self-grading

and peer-grading for formative and summative assessments in 3rd through 12th grade classrooms: A meta-analysis. Journal of Educational Psychology, 109(8), 1049.

WVBE. (2019). Pre-K standards (ages 3-5) [PDF document]. Web.

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