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(Include the title of each of the following sections in your written plan.)
A. Science is everywhere!
B. CONTEXT OF LESSON AND UNWRAPPING OF THE STANDARD
What pre-assessment did you do that tells you the students readiness, interests, and/or learning
preferences? Why is this is an appropriate activity for these students at this time? How does this
lesson fit in the curriculum sequence? How does this lesson fit with what you know about child
development?
Since the goal of the lesson is to help students better relate to science, I will give the students a survey
of questions as the pre-assessment. The survey will ask the students these questions: Do you like
science? Why or why not? Do you think science plays a big part in your life? Do you use science at
home and if so when? What is your favorite part about science?
This survey will let me know what they think science is and to see how much they enjoy it or if they
have a harder time relating to it like I do. This lesson would ideally be taught at the beginning of the
year in order to gain students interest before teaching science. This lesson better shows the interest
needed in a topic in order for student learning to occur.
C. UNWRAPPING THE VIRGINIA STANDARDS OF LEARNING and the NEXT GENERATION
SCIENCE STANDARDS (NATIONAL STANDARDS)
Parts of the standards highlighted are the parts I plan to focus on through the lesson.
Unwrapped Concept (nouns)
Unwrapped Skill (verbs)
Taxonomy Level
Data
Collected, recorded, analyzed,
Relational, Blooms 1, Skills
and communicated
and Concepts
Conditions that influence change Identify, inferring, and drawn
Unistructural, Blooms 5, Skills
and Concepts
Time, length, mass, volume,
measured
Multistructural, Skills and
temperature
Concepts
Characteristics and properties
classify
Blooms 6, Skills and Concepts
Observations
Repeated and communicated
Blooms 7, Recall and
Reproduction
Personal interpretations and
Differentiated
Relational, Skills and Concepts
observations
Observations, questions, and
Form and make
Extended Abstract, Strategic
predictions
Thinking
Physical models
Designed, and constructed to
Extended abstract, Blooms 5
Applications
clarify explanations
and 6, Strategic thinking
Reinforce
D. LEARNING INTENTIONS and SUCCESS CRITERIA
Big Ideas
I understand through various observations that
science directly applies to my life.
I understand that science is formed through making
predictions, observations, and questions.
Essential Questions
When during your day are you using science?
When do you make observations, ask questions, and
make predictions? Does this only happen during
science?
What time is it right now?
E. ASSESSING LEARNING
What will your students do and say, specifically, that indicate every student has achieved your
objectives? Remember every objective must be assessed for every student!
Opportunities to Respond
Evidence
Through students
responses on mini dry erase
boards
Through highlighting the
story
Through standing
F. MATERIALS NEEDED
List all materials that will be needed to teach this lesson.
Who will be responsible for securing each item?
15 expo markers
15 highlighters
15 reading passages
15 mini dry erase boards
15 paper books
Crayons and colored pencils
G. MISCONCEPTIONS or ALTERNATIVE CONCEPTIONS
Anticipate how your students will respond to the tasks and activities of the lesson. Identify the
possible misconceptions or alternative conceptions about the lesson content. Where do you think
students will have difficulty? What questions will you pose or changes will you make to help nurture
student thinking and understanding of the content?
I think students will have some difficulty understanding why some topics are considered science, but I
feel that this is hard to grasp in one lesson. This is something I think should be carried on year round
and as students learn science they can look back and remember how we discussed that weather is a
form of science. Through this lesson, I worry that students will begin to think that literally everything
pertains to science without really understanding why. Due to this, I plan to give some examples of
things that are science and then asking students why. This will help them to understand how and why
science applies. I also want them to get that there are different forms of science, which I hope will
show through the activities they complete.
H. PROCEDURE
Event 3 (30
minutes)
This time will be for the students to create their Students will then be writing at
this point.
writing.
Students will be finishing
Transition (15
Allow for students to share their writing with a partner. their writing and sharing
minutes)
what they created.
The students will be given an assessment to show what
they have learned through this lesson. The assessment
Conclusion: (20
will ask the students how often science occurs during
I.
WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT?
Think about this! It may help you avoid an embarrassing situation. This CANNOT include fire drills,
interruptions due to announcements, weather, or other emergencies.
I worry that students who get frustrated reading and writing will have a lot of difficulties with
this type of lesson. This may cause some distractions in the class as some of the students stop paying
attention due to lack of interest. This is partially why I created an activity that involves listening and
movement for my kinesthetic learners. For these types of distractions I plan to use various call and
responses in order to regain student attention especially when giving directions.
I also worry about time constraints. I feel like due to all of the different activities it would be
easy to lose track of time. In order to deal with the time, if something takes too long I will shorten
another activity or cut out something altogether.
REFLECTION:
So far, I have been able to emphasize the impact I would have on the students who would be
taught this lesson. I think that this lesson is crucial for students who feel like science is irrelevant to
their life. If I had been taught a similar lesson as a child I probably would have been able to better
relate to science and some of its ideas. I have struggled to create this lesson and find a way to apply it
to the standards. This has made me realize why many teachers would skip over teaching this type of
lesson to their students since it doesnt really help students learn a particular part of the science SOLs.
However, I feel that even though it is hard to apply it in that way it will help students better learn
future science lessons as they can start to apply what they are learning to real life experiences.