2013-2014 UMU Lesson Plan Template

Name: Lauren Beil Grade Level: Kindergarten Subject: Science Big Idea/Lesson Focus: Sinking and Floating Essential Question: Will it sink or float?

Date: Thursday October 10, 2013 Class Period: N/A Lesson # & Title: Sink or Float Introduction/Lesson 1

Context for Learning: There are 22 students, 9 males and 13 females, in a suburban kindergarten classroom. The students range in age from 4-6 years old. There is one ELL student, but there is no affect or changes needed in the classroom. There are no at risk or students on IEPs in the classroom. Function of the Lesson (check all that apply): Introduce New Skill or Content Practice Review Remediation/Reteaching

Content Standards: ELA.K.3.5. Predict what will happen next, using pictures and events. Learning Objectives: Students will be able to use pictures to predict what will happen next in the story by orally stating I predict (student prediction) with 100% accuracy. Academic Language (or A.L. Demands, A.L. Objectives): Students will be able to effectively use the following words in a sentence: science, predict, sink, float, experiment, next. Instructional Materials and Support:

One-Dog Canoe by Mary Casanova, Computer, SMART Board, video Sesame Street Science: Sink or Float? Start the Experiment Prior Knowledge: The teacher will ask the students what they know about things that float and things that sink. Assessments: Pre-Assessment for the unit: N/A Assessment(s) during the lesson: Each student will look at an image in the story and orally state an I predict statement from the image. Assessment(s) at the end of the lesson: N/A Post-Assessment for the unit N/A Strategies & Learning Tasks Introduction: The teacher will review with the students what it means to predict, making a guess about something. The teacher will then tell the students that they will be using predictions in science. The teacher will then share with the students that they will be learning about things that sink and float. The teacher will ask the students to share what items they can think of that sink and what items they can think of that float. (10 min.) Presentation/Explicit Instruction: The teacher will show the cover of the book One-Dog Canoe by Mary Casanova. The teacher will ask the students what they predict the book will be about having them verbally stating an I predict statement with their response. The teacher will then read the book and stop after each page asking the students what they predict will happen next, again verbally stating an I predict statement. (15 min.) Structured Practice/Exploration: The teacher will have the students watch the YouTube video Sesame Street Science: Sink or Float? Start the Experiment and have the students participate in answering the questions the video mentions about sinking and floating. (10 min.) Guided Practice/Specific Feedback: N/A Independent Practice/Application: N/A Closure: The teacher will review predicting and the sink or float video with the students. The teacher will then tell the students that in their next lesson they will be predicting items and testing to see if they sink or float. (7 min.) Differentiation, Individualized Instruction, and Assessment:

The teacher will use a microphone and repeat directions for the ELL student. Research and Theory: This lesson follows the theories of Jerome Bruners principle that learning is an active process that the learners construct new ideas based on their current/past knowledge. The students will be constructing new ideas based on their current/past knowledge of sinking items and floating items.