Kelsey Fletcher

Science
10.24.14
EdTPA Indirect Instruction Lesson Plan Template
I can sort energy, can you?
_____________________________________________________________________________
Big Idea: The big idea is showing how energy can be transferred using heat; with conduction,
convection and radiation. We will then be able to use the energy ball in the class to be able to
show how we can transfer energy just using our own hands or fingertips.
Grade Level: 3rd Grade
NC Essential Standard(s): 3.P.3 Recognize how energy can be transferred from one object to
another.
Next Generation Science Standard(s): 3-PS2-3. Ask questions to determine cause and effect
relationships of electric or magnetic interactions between two objects not in contact with each
other.
[Clarification Statement: Examples of an electric force could include the force on hair from an
electrically charged balloon and the electrical forces between a charged rod and pieces of paper;
examples of a magnetic force could include the force between two permanent
Magnets, the force between an electromagnet and steel paperclips, and the force exerted by one
magnet versus the force exerted by two magnets.]
Four Strands of Science Learning: The strands that are seen in my lesson are strand two and
strand four. Strand two is seen in my lesson because we are designing and analyzing how we
should place examples into the correct categories. Strand four is seen in my lesson because we
are communicating with one another where the examples should be placed in the categories and
why it should go there by using our explanations.
21st Century Skills: Creativity and innovation can be seen in this lesson because the students
can choose different ways to transfer the energy using what they have on their bodies.
Collaboration can be seen in this lesson because we will be communicating between one another
different ways to show how to transfer energy and change ways that it can be transferred.
Academic Language Demand
Language Function: I chose the word predict because we will be predicting as a class
where each example should go on the word sort chart.
Analyze
Interpret

Argue
Predict

Categorize
Question

Compare/contrast Describe
Retell
Summarize

Explain

Scientific Vocabulary: Energy, transfer, conduction, convection, radiation.

Instructional Objective: 3.P.3.1 Recognize that energy can be transferred from one object to
another by rubbing them against each other. Students will be expected to know that energy can
be transferred from one object to another, and will be able to distinguish between the different
ways energy can be transferred. Students will complete an energy sort based on the categories
given, along with an energy flip book to keep in their science notebook.
Prior Knowledge (student): Students should know what energy is and the different types of
energy (kinetic and potential,) along with examples of energy being transferred.
Content Knowledge (teacher): The background knowledge teachers need to have is how energy
transfer works, along with the different ways energy can be transferred (conduction, convection,
radiation,) and what uses energy transfer.
Connections to Students Lives: I anticipate on connecting this lesson with students lives
because energy transfer occurs daily whether it be from the sun or them cooking something at
home. They are always transferring energy with most things that they do.
Accommodations for Students with Special Needs For individuals with special needs I will
create a worksheet with the information already written on it, and have them jot down notes that
they may find helpful to remember things by. They will have bigger print books or print out of
worksheets.
Materials and Technology Requirements: As a teacher I will be using a power point with
some background information about how to transfer energy and how energy can be transferred, I
will also need an energy ball to show how energy is transferred between one object to another.
Each student will have their science books out, and write down the information in the power
point in their class notebooks.
Total Estimated Time: 15-20 minutes.
Source of Inspiration for the Lesson: Lesson I have seen in my kinesiology class using the
energy ball, and decided to incorporate with the energy and conduction lesson.
Safety Considerations: I will make sure students are safe by making sure they follow all the
rules, and listen carefully to my instructions both during the lesson and during the energy ball
presentation.

Content and Strategies (Procedure)

In your procedure, be sure to include all of the following 5Es. Your procedure should be
detailed enough for a colleague to follow. If you will be relying on technology (e.g., a YouTube
video), describe your back up plan thoroughly. Imagine your most novice colleague needing to
teach from your plan. Dont just answer the questions. Additionally, I expect you to include
possible questions you could ask for each section. This needs to include higher-order questions.
Engage: I will grab the students attention by showing them the energy ball, and showing them
how it works when I use it myself. I will then ask them about how energy works, and what
energy is.
Explore: They will have the experience of learning about static electricity and how energy can
be used to transfer the shock between objects. We will also use be going over conduction,
convection, and radiation and how energy is used to transfer heat to other object by touching, or
being close to the object. I will ask about different example of conduction, convection and
radiation and what some things are that the students use every day to see, or experience these at
work.
Explain: After they have given examples and we have reviewed using a power point, they will
get intro groups and complete a word sort using examples of conduction, convection and
radiation. They will then sort these examples into the right categories; either conduction,
convection or radiation. There will be 40 examples that they can choose from to sort.
Elaborate: After they have done their word sort with their groups we will come back together
as a whole class and we will compare the answers with the teachers answers, and will be able to
move things around as we see fit, and talk about how one might be able to fit into multiple
categories. This will give students the opportunity to share their ideas, and talk about why they
put an example with a certain category.
Evaluate: I will assess student by using an informal group assessment and will evaluate them
based on how many their group got right or wrong. They will be able to change their answers to
match mine but as we go over they will explain why they put the example where they did.

To be completed after the lesson is taught (if applicable)

Assessment Results of All Objectives/Skills:
Reflection on Lesson:
CT signature/confirmation: _________________________________ Date: ________________

Graded Elements

Developing (Level 1)

Acceptable (Level 2)

Exemplary (Level 3)

Initial Planning
Several required components are
missing. The components presented
do not align well with the lesson.

Most required components are present.

One or two may be missing, require more
detail, and/or not be completely aligned
with the lesson.

All required components are present and align with the

lesson.

(0-1 point)

(2 points)

(3 points)

One or more required components

are missing. The components
presented do not align well with the
lesson.

All required components are present. One

or two may not be completely aligned with
the lesson.

All required components are present and align with the

lesson.

(0-1 point)

(2 points)

(3 points)

Identification of academic
language demand (both
language function & vocab),
instructional objective, and
content knowledge

Several required components are

missing. The components presented
do not align well with the lesson.

Most required components are present.

One or two may be missing, require more
detail, and/or not be completely aligned
with the lesson.

All required components are present and align with the

lesson.

(0-1 point)

(2 points)

(3 points)

Identification of connections
to students lives, prior
knowledge, and
accommodations for special
needs

One or more required components

are missing. The components
presented do not align well with the
lesson.

All required components are present. One

or two may require more detail or not be
completely aligned with the lesson.

All required components are present and align with the

lesson.

(0-1 point)

(2 points)

(3 points)

Identification of central
focus, lesson subject, grade
level, materials, time, lesson
source, and safety

Identification of NC
Standards, NGSS, 4 Strands
and 21st Century Skills

Lesson Introduction

Engage

Engage stage states pre-skills rather

than using questions to gauge
readiness and generate curiosity.
Misses opportunity to motivate
students and help them make
connections to their lives and prior
knowledge.

Engage activity somewhat sets the stage

for attending to the lesson, but important
connections to students lives and/or prior
conceptions are missing.

(0-2 points)

(3-4 points)

Engage activity creates interest and generates curiosity in

the topic by connecting it to students lives. Identifies prior
conceptions to gauge readiness for the lesson. Clear
connections made to prior learning or knowledge. Provides
focus for the remainder of the lesson. Highly relevant and
compelling questions are present.

(5 points)

Lesson Development

Explore

Explain

Elaborate

Students are given a limited

opportunity to explore with materials
or phenomena. Not clear how the
exploration will provide a common
experience for students to build
conceptual knowledge and
communicate their ideas with others.

Students have the opportunity to get

directly involved with phenomena and
materials. They are provided with a
common experience so they can share
and communicate their ideas about the
core concepts addressed. Teacher
direction may drive instruction rather than
student inquiry.

Students have the opportunity to get directly involved with

phenomena and materials. Students are provided with a
common experience that assists them in sharing and
communicating their ideas about the core concepts
addressed. Student inquiry drives the instruction. Highly
relevant and compelling questions are present.

(0-2 points)

(3-4 points)

(5 points)

Explain stage does not introduce

students to common language, terms,
or vocabulary, and is entirely teacherdirected. No opportunities are given
for students to communicate their
ideas with others through writing,
drawing, or speaking, and/or the
product or activity does not relate to
stated objective(s).

Students have some opportunities to

explain concepts, but this process may be
primarily teacher-directed. There may not
be sufficient opportunities for students to
communicate with others to develop and
demonstrate their mastery of new
vocabulary or terms through writing,
drawing, and speaking.

Students are encouraged to explain concepts in their own

words based on what they did in the Explore phase.
Teacher introduces common language, terms, and
vocabulary and helps students build on their initial
explanations to construct more accurate and sophisticated
explanations. Some form of writing, drawing, or speaking is
used to assess students development, progress, and
growth with the new information presented. This stage is
predominantly student-led, with the teacher asking highly
relevant and compelling questions to guide the process.

(0-2 points)

(3-4 points)

(5 points)

Activities are unrelated to concepts

learned and/or do not facilitate deeper
understanding in students.

Activities provide some opportunity for

students to expand their understanding of
the concepts or to make connections with
related concepts.

Activities allow for students to elaborate on the concepts

learned, make connections to other related concepts, and
apply their understandings to the world around them.
Highly relevant and compelling questions are present.

(0-2 points)

(3-4 points)

(5 points)

Lesson Evaluation
Assessment is limited to one form in a
single stage and does not relate to
the objective(s).

Assessments gauge student learning of

the objective(s) but may not directly align
with the conditions or behaviors of the
objective(s). Only formative OR summative
assessments (not both) are used and are
not fully incorporated through all stages of
the lesson.

Candidate effectively proposes multiple strategies for

determining levels of mastery of lesson objective(s).
Assessments are clearly aligned with the objectives of the
lesson. Both formative and summative assessments are
seamlessly incorporated throughout all stages of the
lesson.

(0-2 points)

(3-4 points)

(5 points)

Evaluate

Additional Lesson Components

Alignment/structure of
lesson

Accurate science content

Communication of ideas

Lesson focuses on how to complete

an activity, rather than on developing
student understanding of content and
skills.

Lesson sequence is clear and time is

allowed for student questions and practice,
but important details regarding some
segments may be missing from the lesson.

Sequence and organization of lesson is effective, logical

and structured to increase student understanding. Lesson
sequence allows for student questions, practice and
success during each important segment.

Several key activities do not align to

the objective(s) and standards.

Most activities align to the objective(s) and

standards.

All activities align to the objective(s) and standards.

(0-1 point)

(2 points)

(3 points)

Science content is not accurate.

Science content is accurate in most of the

lesson plan.

Science content is accurate throughout the entire lesson.

(0 point)

(1 point)

(2 points)

The plan is difficult to read or hard to

follow because of excessive
mechanical (spelling, grammar)
errors.

Ideas are communicated somewhat

clearly, with some mechanical (spelling,
grammar) errors found.

Ideas are communicated clearly, with no mechanical

(spelling, grammar) errors found in the lesson plan.

(0-1 point)

(2 points)

(3 points)