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MTSU TEACHER CANDIDATE

LESSON PLAN FORMAT


TEACHER CANDIDATE Hope Pryor
DATE April 12, 2018
GRADE / CLASS Fourth Grade – Science
UNIT Light
LESSON TITLE Transparent, Translucent, Opaque
DURATION 40 Minutes
CO-TEACHING MODEL One Teach – One Observe

What will be Taught, Summary of the Task, Length of Lesson, Scope and
LESSON OVERVIEW Sequence-edTPA: Central Focus, Common Errors, Misconceptions, Partial
Understandings
To Whom will it be Taught, Context for Learning, Class Demographics,
Special Circumstances – edTPA: Students’ Prior Academic Knowledge,
Skills, Assets

Students will complete an activity and foldable on transparent, translucent, and opaque liquids.
Students will determine which liquid fits into one of the three categories. Students will draw and write
the characteristics and definition on each type of liquid in the foldable.

State Content Standards, Common Core, Competency Standards (Include


STANDARDS
Number and Text of the Appropriate Standard)

GLE 0407.10.2 Investigate how light travels and is influenced by different types of materials and
surfaces.

LEARNING TARGETS / Clear, Specific, Measurable, Aligned to Content Standards, Student-


OBJECTIVES Friendly Language, I Can Statements (Not Activities)

SWBAT determine whether an object is translucent, transparent, or opaque.

SWBAT sort objects or information by transparent, translucent, or opaque.

Set / Hook/Advance Organizer, Multiple Ways to Engage Students,


ACTIVATING STRATEGY Motivator, Essential Question, Connection to Prior Knowledge, Promotes
Curiosity

TTW begin by showing the video linked below

https://safeshare.tv/submit?url=https%3A%2F%2Fwww.youtube.com%2Fwatch%3Fv%3Dd7yTlp4gBTI
TTW ask each student to create a definition for each term (transparent, translucent, and opaque) on a
sticky note during the video and then post it on the board.

TTW then move into the instruction by looking at the lesson objectives.

Strategies, Learning Tasks, Big Ideas, Procedures, Sequence, Higher-


Order Questioning, Differentiation, Active Student Participation, Guided
and Independent Practice, Descriptive Academic Feedback, Academic
INSTRUCTION Language, Modeling, Problem Solving, Based on Data and Teacher
Knowledge of Students-edTPA: Theoretical Principles or Research-Based
Best Practices; Academic Language: Identify Language Function/Support,
Vocabulary/Support, Syntax/Support, Discourse/Support

TTW ask a student to read the lesson objectives to the class.

TTW ask the students to predict how they will engage in today’s objectives in a think pair share.

TTW then tell the students that we will be learning about transparent, translucent, and opaque
objects/liquids.

TTW then tell the students that they will be using three liquids and a flashlight to determine which
liquids are transparent, translucent, or opaque.

TTW be passing out materials as he/she is giving directions.

TTW then allow students 3 minutes to explore and observe the liquids.

When time is up, TTW ask the students which liquid was transparent/translucent/opaque and HOW they
were able to figure it out. TTW link this back to the sticky notes on the board.

TTW then review the lesson objectives and have the students share one way they have engaged in the
objectives with a think pair share.

When done, TTW then pass out the foldable for students to complete.

TTW tell the students they will have 10 minutes to complete the sorting foldable by cutting and gluing
the answer options in the appropriate category (individual work).

When students finish, we will discuss how they sorted each topic/answer as a whole group.

Students will then turn in their foldable to the teacher.

Accommodations, Modifications, Support for Diverse Student Learning


MODIFCATIONS /
Needs, Interventions, Extensions, ELL, IEP, 504, Differentiation, Teacher
GROUPING Knowledge of Students
No modifications are needed for this lesson. All ESL students will be outside of the classroom. All
students with learning needs/disabilities will be outside of the classroom as well.

MATERIALS / Key Instructional Resources and Materials to Engage Students in


RESOURCES / Learning, Aligned with Lesson Objectives and Standards, How
TECHNOLOGY Materials will Support Differentiation

o Apple Juice
o Water
o Chocolate Sauce
o 15 Cups
o 5 Flashlights
o Foldable
o Study Guide

Aligned with Lesson Objective and Standard, Formative / Summative,


Performance Based, Formal / Informal, Used to Monitor Student
Learning, Evaluation Criteria, Periodic Check for Understanding, How will
ASSESSMENT / Data be Collected and Recorded, Plans for Reteaching (Include Type of
EVALUATION/ Assessment and What is being Assessed)-edTPA: Assessment
CLOSURE Adaptations to Meet Learner Needs, Evaluation Criteria
Review, Final Check for Understanding, Renaming Objectives and
learning Targets, Student Reflection, Students Assess their Own
Performance Along With Teacher Evaluation

Assessment:

TTW take up the foldable as an assessment for the lesson. This will determine the students’ ability to
learn each objective.

Closure:

TTW revisit the lesson objectives.

TTW have the students state one way they were able to meet each objective in a think pair share.

TTW then revisit the sticky notes and ask students if they want to add or take away anything from what
they posted.

TTW allow time for groups to discuss and share new ideas aloud.

TTW then have students use a sticky note to rate themselves from 1-5 on how well they were able to
meet the lesson objectives.
Students will then have 3-5 minutes to complete the study guide, numbers 16-18 (transparent,
translucent, opaque questions only).