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Lesson Preparation Worksheet (Thinking about the lesson)

Teacher Candidate: _Andrea Maier Title of Lesson: _Let's Learn About Shadows Grade Level: _4th Grade Subject Area: _Science Lesson Topic (What is the big idea?):The big idea is to show my student how shadows move and change throughout the day. We will be using worksheets to help her understand how shadows move throughout the day and how they change shape as well. This will be an indoor and outdoor lesson plan so my student gets the full effect of how the sun goes through phases throughout the day.

What standard(s) and/or IEP goal(s) will it address? The lesson plan is based off the Colorado State Standards and on her IEP goals for this school year. Standard 3: Earth Systems Science 3C Gather, analyze, and interpret data about the Sunrise and Sunset, and Moon movements and phases (DOK 1-2) Main Objective of Instruction (What do you want the student(s) to learn?): The main objective that will be taught to my student is how shadows move and change throughout the day. This will show her that the sun moves throughout the day and that your shadows change size from short too long. Supporting Objectives: The supporting objective is to show how the sun moves throughout the day. This will hopefully let the student know that the sun moves and makes shadows. This will be an exploration of how the sun works throughout the day for the student.

Specific Strategies to be taught/modeled: The specific strategies that are going to be taught are how the sun moves throughout the day. The student will be going outside and seeing how the sun moves from east to west throughout the day. Planning for individual differences (mediated scaffolding): What are the accommodations/modifications you need to prepare? I will be using worksheets that are easy for my student to understand. They are modify so that she can understand more about shadows and how the sun moves throughout the day. I will also use the mountains has a guide for west. What background knowledge do the students have? How will you assess students learning pre, during and post? I have been working with this student for two months and she is a good learner. She learns better with asking questions right after you read information to her. During the lesson I will keep going back to the worksheets that we worked on before going outside. The post will be asking her questions to see if she knows why the shadow changed and what is different about it. This will let me know if we need to go more in depth on the lesson, so she can understand why we are doing the lesson. What management/grouping issues do you need to consider? The management issues will be making sure she stays on task with the lesson that we will be doing in class. Making sure she focuses on what we are learning about so, she can fully understand the lesson.

Materials and Resources: sidewalk chalk, worksheets, pencil, crayons, camera, and sharpener

How/where will students be able to integrate (generalize) this learning? The student will be able to use this inside and outside of the school setting. She will be able to recognize how the sun moves throughout the day. How will you evaluate student learning from this lesson and build review into ongoing instruction (judicious review)? I will ask what did you learn on this sun lesson? This will let me know what we need to work on and what she understands about the information that was taught.

Lesson Plan (What will actually be done)


Lesson Title: _Let's Learn About Shadows Main Objective of this lesson: The student will learn about the sun moves and changes shape throughout the day. Anticipatory Set How will you get the student(s) attention?) Relate lesson to prior learning. What do
you know about the sun? Do you know that the sun makes shadows? These two questions will get the student to start thinking about how the sun works and what it does. This will let the lesson plan get under way, so we can move in to working on the sun and how shadows work.

Teaching: (Is this an informal presentation, direct instruction, or structured discovery?) What strategies will
you be using? Be sure to include differentiation. The lesson plan will be direct instruction and structured discovery. I will start off the lesson plan with using mainly direct instruction and by the end of the lesson plan the student will be trying structured discovery. The structured discovery will helpful come after my student understands what we are trying to learn. I do... I will go over the worksheets and tell the student what we are learning for this lesson. We will then go outside and show the student what we will be doing with the sidewalk chalk. We do... We will work on the worksheets together and let her answer the questions with my help. We will then go outside and pick a spot and outline the shadows and then see what direction they are pointing. You do... The student will complete a worksheet by herself, she can ask for help at anytime. We will then go outside and she what has happened to the shadow after leaving it be for one hour. She will then draw a outline around my old shadow, and then she will draw a outline around mine.

Check for Understanding- What questions will you ask your students? Why did we learn about the sun
today. How do you know that the sun has moved throughout the day? What did you learn about shadows today? This will let me know what she learned and what we need to work on and revisit.

Guided Practice or Discovery: Closure: Student(s) summarize, demonstrate learning of lesson. The
lesson was more guided practice and a little bit of discovery. This lesson plan was set up for the student so, she could learn about how the sun works and how shadows move throughout the day.

Independent Practice: What will this look like? Is it homework? Completion of a product independently?
The independent practice is completing a worksheet independently by herself. The student will go over the worksheet with the teacher and or para in the classroom.

(Formally END the lesson)


EDSE 444/bal/spr10