USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Science

3rd

Group
Size:
Whole
Class

Name: Alivia Colver

Date of Lesson: 4/11/2016

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.)

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
(i.e., I will see her
yesterday.)."
Note: Degree of mastery does
not need to be a percentage.)
Evaluation Plan- How will
you know students have

SC.3.P.10.4
Demonstrate that light can be reflected, refracted, and absorbed.
SC.3.P.10.3
Demonstrate that light travels in a straight line until it strikes an object or travels from
one medium to another.

Through the Think Central resources provided for science and teacher demonstration;
students will be able to identify the different ways in which light moves and works;
observe and describe these processes through words and images representative of
reflection, refraction, shadows, and absorption.

Formative evidence collected will be through student self-assessment and through

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Science
3rd

Group
Size:
Whole
Class

Name: Alivia Colver

Date of Lesson: 4/11/2016

mastered your objectives?

teacher-led discussion and questioning as we watch the provided Think Central video

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?

Summative evidence will be collected through the worksheet accompanying main points
of the Think Central video on how light works; as well as a foldable students will create
and complete in class providing the definition of each of the vocabulary words and ways
light works; along with a definition, image representative of the way light works, and
their written observations as each way that light works is demonstrated.

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.)

Time

Where applicable, be sure to

address the following:
How will materials be
distributed?
How will students
transition between
activities?
What will you as the
teacher do?
What will the students do?

10-15
mins

10
mins
10

Lesson Implementation
Who is
Each content area may require a different step-by-step format. Use
responsibl whichever plan is appropriate for the content taught in this lesson.
e (Teacher For example, in science, you would detail the 5 Es here
or
(Engage/Encountering the Idea; Exploring the Idea;
Students)? Explanation/Organizing the Idea; Extend/Applying the Idea;
Evaluation).
Teacher/St
udents

Teacher will present the Think Central video on how light works;
during which time students will fill in corresponding answers on
provided worksheets; pausing for these answers and discussion

Teacher
Teacher will demonstrate the various ways light works through
physical materials and by modeling these processes for students to
see and along with student assistance

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Science
3rd

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?
Meeting your students
needs as people and as
learners

mins

Group
Size:
Whole
Class

Name: Alivia Colver

Date of Lesson: 4/11/2016

Students
After given teacher instruction on how to create a foldable, as well
as what they will be including (vocabulary words, definition, image,
observational notes of each demonstration), students will complete
the foldable on the ways light works

If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
Regardless of interests or cultural background; students will understand and will be able
to describe the processes of light. Students will be provided with opportunities for handson, kinesthetic learning and using multi-modal resources to engage all types of learners.

Differentiationbased on
the needs of your students
how will you take
individual and group
learning differences into
account.
Relevant Psychological
Theories and research
taken in consideration
when planning this lesson

This lesson is taught with a variety of learners in mind; using different types of resources
and allowing students to work and learn through visual, audio, and hands-on processes
and represent their learning in each of these ways.

Scaffolding was considered when planning this lesson as the teacher will first present the
content, answer questions with student participation, and having students complete their
worksheet and foldable independently; as well as by the teacher completing explicit
modeling throughout the lesson.