USF Elementary Education Lesson Plan Template (S 2015)

Grade Level Being Taught: Subject/Content: Science

1st

Group
Size:17

Name: Madeline Montaldo

Date of Lesson: 3-3-15

Lesson Content
What Standards (national
or state) relate to this
lesson?
(You should include ALL
applicable standards. Rarely
do teachers use just one:
theyd never get through
them all.)
Essential Understanding
(What is the big idea or
essential question that you
want students to come away
with? In other words, what,
aside from the standard and
our objective, will students
understand when they finish
this lesson?)

SC.1.E.6.3 Recognize that some things in the world around us happen fast and some happen slowly.

Objectives- What are you

teaching?
(Student-centered: What will
students know and be able to
do after this lesson? Include
the ABCDs of objectives:
action, behavior, condition,
and degree of mastery, i.e.,
"C: Given a sentence written
in the past or present tense,
A: the student B: will be able
to re-write the sentence in
future tense D: with no errors
in tense or tense contradiction

-Students will be able to recognize that some things in the world around us happen fast
and some happen slowly.
-Students will be able to describe what happens when a volcano erupts.
-Students will be able to describe what happens during an earthquake.
-Students will be able to identify possible causes for landslides and for a flood.
-Students will be able to describe what happens during landslides and during a flood.

Big Idea: Earths land is always changing. Some changes happen quickly. Other changes
happen slowly, over thousands of years.

USF Elementary Education Lesson Plan Template (S 2015)

Grade Level Being Taught: Subject/Content: Science
1st

Group
Size:17

Name: Madeline Montaldo

Date of Lesson: 3-3-15

(i.e., I will see her

yesterday.)."
Note: Degree of mastery does
not need to be a percentage.)
Rationale
Address the following
questions:
Why are you teaching this
objective?
Where does this lesson fit
within a larger plan?
Why are you teaching it
this way?
Why is it important for
students to learn this
concept?

-This objective is being taught so students will be able to better understand the Earths
changes over time.
-This will be the first day of this information being presented to the students, so only fast
changes will be addressed and expanded upon.
-Day 2 of this lesson will incorporate slow changes and students will be able to compare
the two.

Evaluation Plan- How will

you know students have
mastered your objectives?

Formative evidence will include student responses to group discussions, as well as their
response to the Preview question in their Interactive Student Notebook (ISN) we will be
creating.
Summative evidence will include their response to the Apply portion of their ISN which
will be completed once the lesson is complete on day 2.

Address the following:

What formative evidence
will you use to document
student learning during
this lesson?
What summative evidence
will you collect, either
during this lesson or in
upcoming lessons?

USF Elementary Education Lesson Plan Template (S 2015)

Grade Level Being Taught: Subject/Content: Science
1st

Group
Size:17

Name: Madeline Montaldo

Date of Lesson: 3-3-15

What Content Knowledge

is necessary for a teacher
to teach this material?

The teacher must be aware of fast and slow changes on Earth surface, be able to
distinguish between the two, and give examples.
Vocabulary: volcano, earthquake, landslide, flood

What background
knowledge is necessary for
a student to successfully
meet these objectives?

-My learners are all on-level to above-level students.

- This group of learners is ready for the content due to their prior knowledge of natural
disasters. This will be talked about prior to and throughout the lesson.

How will you ensure

students have this
previous knowledge?
Who are your learners?
What do you know about
them?
What do you know about
their readiness for this
content?
What misconceptions
might students have about
this content?

Students may have misconceptions about the amount of time in which some natural
disasters occur and where they occur.

USF Elementary Education Lesson Plan Template (S 2015)

Grade Level Being Taught: Subject/Content: Science
1st

Teaching Methods
(What teaching method(s) will
you use during this lesson?
Examples include guided
release, 5 Es, direct
instruction, lecture,
demonstration, partner word,
etc.)

Step-by-Step Plan
(What exactly do you plan to
do in teaching this lesson? Be
thorough. Act as if you needed
a substitute to carry out the
lesson for you.)
Where applicable, be sure to
address the following:
What Higher Order
Thinking (H.O.T.) questions
will you ask?
How will materials be
distributed?
Who will work together in
groups and how will you
determine the grouping?
How will students

Group
Size:17

Name: Madeline Montaldo

Date of Lesson: 3-3-15

Lesson Implementation
Direct instruction, modeling

Time

Who is
responsibl
e (Teacher
or
Students)?

Each content area may require a different step-by-step format. Use

whichever plan is appropriate for the content taught in this lesson.
For example, in science, you would detail the 5 Es here
(Engage/Encountering the Idea; Exploring the Idea;
Explanation/Organizing the Idea; Extend/Applying the Idea;
Evaluation).
-Teacher will guide students in creating the ISN in their notebook for
the lesson.
- Students will answer the Preview portion of the ISN as a
formative assessment. Brief sharing/discussion
-Teacher will call students to the carpet.
-Students will turn and talk about what they think are fast changes
that occur on Earth.
-Students will watch a video on Brain Pop Jr. about fast changes.
-Teacher will emphasize the four fast changes of focus: volcanoes,
earthquakes, landslides and floods.
-Teacher will read from the Big Book while stopping for discussion.

USF Elementary Education Lesson Plan Template (S 2015)

Grade Level Being Taught: Subject/Content: Science
1st
transition between
activities?
What will you as the
teacher do?
What will the students do?
What student data will be
collected during each
phase?
What are other adults in
the room doing? How are
they supporting students
learning?
What model of co-teaching
are you using?
What will you do if

Group
Size:17

Name: Madeline Montaldo

Date of Lesson: 3-3-15

-Students will return to their desks.

-Teacher will direct students to their ISN to complete reading notes
(coloring the sketches if time permits).
-Students will complete their ISN and selected students (drawing
popsicle sticks) will be called on to share with the whole group.

a student struggles with the content?

I will identify the confusion by addressing it with the student. If I find it is a confusion
across the entire group I will address it with all of the students.

What will you do if

a student masters the content quickly?

I will have the student explain to me how they got to their answers. Then have them
expand on words and pictures in their ISN.

Meeting your students

needs as people and as
learners

If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
If applicable, how does this lesson connect to/reflect the local community?
Students will learn where these fast changes occur and will be able to connect to flooding
and hurricanes because Florida often experiences these fast changes.

USF Elementary Education Lesson Plan Template (S 2015)

Grade Level Being Taught: Subject/Content: Science
1st

Group
Size:17

Name: Madeline Montaldo

Date of Lesson: 3-3-15

How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
I will have those students discuss the diagram and photos in the text and explore their
thoughts on how these changes effect the people surrounding them.
How will you differentiate instruction for students who need additional
language support?
I will read through the students answers while having him verbally explain his thought
process on the topic while correcting areas where necessary.
Accommodations (If
needed)
(What students need specific
accommodation? List
individual students (initials),
and then explain the
accommodation(s) you will
implement for these unique
learners.)

Redirection for tasks will be needed for the entire class throughout the lesson.
L.T. will experience lack of motivation/understanding of the task. An oral response to the
prompt may be necessary along with a picture.
P.M. will experience lack of motivation and off-task writing and/or behavior. Redirection
and close proximity will be needed, possibly an oral response as well.
E.M. is near the front of the room for visual impairment.
C.P. (ELL) may require further explanation/clarification on the task to be completed.

Materials
(What materials will you use?
Why did you choose these
materials? Include any
resources you used. This can
also include people!)

Text/Big Book How Does Earths Land Change?, Brain Pop Jr. video (iPad), ELMO,
Interactive Student Notebooks, crayons, pencils