RU Teacher Education Lesson Plan Format

Candidate Name: Megan VanGorder Date: 1/25/2017 Grade

Level: K

Lesson Title/Topic: Introduction to Shadows

Standards:
Science
K.8 The student will investigate and understand that shadows occur when light is
blocked by an object. Key concepts include
a. Shadows occur in nature when sunlight is blocked by an object; and
b. Shadows can be produced by blocking artificial light sources

Specific Observable Objective(s):

1. I can find shadows in the classroom.
2. I can make a shadow.
3. I can explain what makes a shadow.

Essential Vocabulary:
- Shadow: a dark area that is made from an object blocking light
- Translucent: see-through, light shines right through it
- Prediction: A guess of what you think will happen

Assessment:
Formative assessment will take place by asking the children what objects they found
that had shadows during their exploration of the classroom. The children will also be
informally assessed through questions asked during a group discussion before/after
the book and shadow walk.

Student Considerations:
Students will have the opportunity to participate in a shadow hunt around the
classroom, which will benefit children who have difficulty sitting still for a prolonged
period of time. The concepts of shadows will be discussed prior to the shadow
hunt for children who do not understand the concept yet.

Instructional Resources, Materials, and Technology:

Book: What Makes a Shadow by Clyde Robert Bulla

PROCEDURES:

The Beginning (a.k.a. Anticipatory Set): (4 minutes)

Okay class, today we are going to start learning about shadows! Who can tell
me what a shadow is? The class will discuss what they think a shadow is.
Where are some places that we might find a shadow? The class will discuss.
Have you ever seen your own shadow? What do you think causes it? The
class will have further discussion, make predictions.
 The Middle: (10 minutes)
Those were some great predictions! A shadow is a dark area that is made
from objects blocking the light, like your body blocking the sunlight or a book
blocking the light from a lamp! We are going to take some time to go on a
shadow hunt around our classroom today to see how many shadows we can
find from different objects! I am going to give you guys time to get up and
explore the classroom, but remember, you are looking for shadows!

The End (a.k.a. Closing): (8 minutes)

Teacher will read the book What Makes a Shadow to the class. What have
you learned about shadows from the book? Were any of your predictions you
made before the shadow hunt correct? Class will have another short
introduction to shadows discussion.

Teacher Reflection on Practice (following the lesson):

1. What evidence did you collect to show your students attained todays
objective(s)? Please explain how you know which students did and did not
master your objectives. Use formative assessment data to support your claims
regarding the portion of students who did and did not master the learning
objective(s).
I collected evidence that showed my students attained the
objectives by asking the students questions throughout the lesson and
getting their responses. I also observed the children during their shadow
hunt around the classroom and was able to see which shadows they
pointed out and asked them what was causing those shadows. All of my
students were able to identify shadows, make their own shadows, and
tell me what made a shadow. Since the lesson was introductory there
was not much hard evidence available.

2. Based on the result of your assessment, what will you do tomorrow?

Can you go ahead as planned or will you need to reteach concepts from
todays lesson? (Explain how you will reteach and/or connect and feed
forward.)
Since all of the students reached the objectives on the
lesson today, I would be able to go forward. Building off of this lesson
the students will look into a dark box with no light shining into it and tell
what they see (nothing). We will then open a small hole in the box and
the children will look through and see a picture of a puppy in the box.
We will discuss that the darkness in the box, when there is no light, is
actually the shadow from the box itself.

3. If you have to teach this lesson again, what might you do the same and
what might you do differently?
I think that my lesson went really well, and I got great
feedback from my professor and cooperating professional. The only
 thing I would change, if possible, would be to have the shadow outside
on a sunny day so that the children could see their own shadows better
and hunt for shadows around the playground, etc. I may also play an
introductory video before the book to get the children more interested
for the unit.

RU LESSON PLAN RUBRIC

Teacher Candidate: __________ Date of Lesson: _________ Time of Lesson: _____ Grade Level: _____
Subject(s): _______
Cooperating Teacher: ______________ University Supervisor: _______________ If needed, Date of Revised
Lesson Scoring: _______
The candidate

Lesson N/ Unsatisfacto Emerging Satisfactory Proficient Comments

Plan Item A ry

Standard(s) Does not identifies SOL identifies SOL AND Great I can
and identify SOL and/or other and then refines Collaborates statements
Objective(s OR objective. curriculum the learning with students that are
) resource objective(s) based in identifying directly
(InTASC objectives, if on an personalized connected
7(a), (g); available, to understanding of learning to your
SPA ###) create whole their students objective(s) objectives!
class learning learning and
objective(s). development.

Vocabulary identifies identifies all identifies and AND You use

(InTASC content potentially correctly defines Provides the word
4(h),(j),(l); vocabulary new all new opportunities prediction.
SPA ### provided in vocabulary vocabulary in for students Add it to
curriculum with limited language that is to learn and your list.
materials. definitions. clear, and use vocabulary
appropriate for throughout the
students. lesson.

Assessmen does not list includes includes a variety AND I would

t (InTASC or include assessments, of classroom Designs and suggest
6(a), (b), assessments; but these are assessments utilizes a taking
(g); SPA assessments limited in type (formative and variety of notes as
###) are not (e.g., only summative) which assessment students
aligned with summative) align with the tools which are hunting.
the learning and/or are learning take into Perhaps
objective(s). poorly objective. consideration you or your
aligned to student CP could
learning learning do this. If
objective(s). difference and they shout
provide out they
multiple ways found one,
to demonstrate youll want
 performance to reinforce.
Making a
data
collection
sheet will
be easier
for tracking
purposes.

Student plan is plan reflects a plan includes AND .

Considerati identical for basic strategies, Plan goes
ons: all students understandin modified beyond legal
Developme disregards g of materials, tools, requirements
ntal and the child/adolesce and/or technology to make
Challenge development nt that reflects legal content and
(InTASC al needs, development, requirements; academic
1(b); cultural, new language plan includes an language
(InTASC linguistic, acquisition, appropriate accessible to
2(a), (c), social exceptional balance of diverse
(e), (f); exceptionality needs, and/or support/challenge students;
SPA ###) , and/or students to move all anticipates
background background students challenges
knowledge of knowledge; forward. across a range
students. plan does not of differences,
meet the and plans
basic legal adaptations,
requirements scaffolds,
for some enrichment,
populations. and/or
acceleration to
promote quality
work in
deepening
academic
content from
all students

Instruction and only resources, resources, AND

al includes a materials, and materials, and Includes a
Resources, limited list of technology are technology listed range of
Materials, materials, listed, however are appropriate materials,
and resources some are for the learners resources, and
Technology and inappropriate, and the content. technologies to
(InTASC technology. do not fit engage
3(d), (e), The selected support the learners and
(g); SPA materials do content, and or provide for
not fit the support optimal
context of the student learning.
lesson and/or learning. Additional
needs of the resources are
students. listed to extend
 learning or
remediate as
needed.

Procedures does not plans an plans an opening AND Great

: include an opening statement/experie Makes questions
Beginning/ opening to statement of nce of the topic to connections and a
Anticipator the lesson. what topic will generate interest to students wonderful
y Set be covered. in the lesson prior connection
(InTASC 2 amongst knowledge to previous
(c)l(d) SPA students. thus making learning.
###) the lesson
content more
accessible to
the students.

Other x no plans or lists names of lists names and ANDPlans

Personnel instruction other adults describes role of roles and
in the provided for (who are the other adults directions
classroom other adults expected to be (expected to be in for/with other
(INTASC (who are present) the present) adults in order
3(a), (c); expected to during the during the lesson. to promote full
SPA ### be present) lesson. student
are engagement.
considered.

Procedures planned planned chooses AND Excellent

: Middle activities are activities align instructional tools, Chooses dialogue
(engageme inappropriat with the methods and developmenta throughout!
nt) (InTASC e and/or do content strategies that are lly Typing out
7(a), SPA not align standards aligned and appropriate what you
###) with the and/or learning developmentally strategies, are going to
content being objectives. appropriate for methods, and say is
presented. most students. instructional extremely
tools to helpful as
provide for you learn to
student plan.
choice and
mastery of
lesson
objectives.

Procedures does not provides varies her/his role AND

: Middle provide evidence of in the instructional Expands
(Candidate evidence of only assuming process (e.g., her/his
s role(s)) her/his one instructor, teaching roles
(InTASC instructional instructional facilitator, coach, (e.g.,
8(d); SPA role in role (such as audience), as/if instructor,
###) relation to the only appropriate, in facilitator,
 content and providing relation to the coach,
purposes of direct content and audience) and
the instruction) purposes of the employs them
instruction. where varied instruction. to tailor
roles would instruction
have been and challenge
more all learners
appropriate for
the content
and purposes
of the
instruction.

Procedures represents represents the represents the AND

: Middle the content content of the content in The
(varied and goal(s) of lesson using multiple ways representation
presentatio the lesson one method (e.g., chunk s of the content
n) (InTASC inappropriatel or example information, supports the
4(a); SPA y and/or based on the provide multiple diverse needs
###) inaccurately. lessons goals. examples/non- of the students
examples, use and promotes
graphic individual
organizers, students
technology, etc.) achievement
related to the key of the content
points of the standards.
lesson.

Procedures does not synthesizes synthesizes AND

: The End/ provide a and major points and Involves
Closing closing or reinforces previews students in
(InTASC inadequately major points learning to come the review of
7(c), (f); synthesizes from the as part of the the content to
SPA ###) or reinforces lesson as part closure. provide the
points from of the closure. teacher with
the lesson. information
about student
learning as
part of the
closure.

Reflection: does not use uses uses AND Great! Im

(InTASC data to guide inappropriate assessment data Gathers sure the
6(c), (g), (j), instruction and/or that aligns with additional students
(l); SPA and adjust minimal data the objectives to data and enjoyed
###) learning for analysis to guide the design anecdotal this plan as
activities. guide of differentiated notes to better well!
instruction and learning understand
adjust learning experiences and student
activities to assessments. progress and
meet student expand the
needs. range of
student
supports.