USF Elementary Education Lesson Plan Template (S 2014) Name: _Veronica Critelli________________

Grade Level Being Taught: Subject/Content: Group Size: Date of Lesson: 10-4-17
4th Grade Science 18

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.)
Lesson Content
SC.4. P.10.1- Observe and describe some basic forms of energy, including light, heat, sound,
electrical, and the energy of motion.
SC.4. P.10.2- Investigate and describe that energy has the ability to cause motion or create
change.

SC.4. P. 10. 4- Describe how moving water and air are sources of energy and can be used to move
things.

Essential Understanding
(What is the big idea or essential
question that you want students to The essential understanding that students should come away with after this lesson, is that
come away with? In other words, sources of energy have the ability to cause change and motion or are used to move things.
what, aside from the standard and
our objective, will students
understand when they finish this
lesson?)

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
Given a question, students will be able to...
Describe energy of motion
Describe that energy has the ability to cause motion or create change.
Describe how moving water and air are sources of energy and are used to move things.
Demonstrate their understanding of energy to move an object using their own reasoning.
USF Elementary Education Lesson Plan Template (S 2014) Name: _Veronica Critelli________________
Grade Level Being Taught: Subject/Content: Group Size: Date of Lesson: 10-4-17
4th Grade Science 18

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.)

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?
Evaluation Plan- How will you
know students have mastered
your objectives?
Address the following:
What formative evidence will
you use to document student
learning during this lesson?
This objective is being taught because students should understand that energy has the
ability to cause motion and create change and enables us to do work. This objective is also
being taught because it falls under the content curriculum guide map for the week of this
observation.
This lesson will be used as an introductory lesson into all the different forms of energy
(stored, potential, kinetic, etc.). Within a larger plan, this lesson can be used as the first
part to teaching students how energy is used and the importance energy plays in our
everyday life.
This lesson is being taught in a student-entered environment, where students are able to
discuss and explore with their peers, in a group setting, how energy causes motion.
Students will learn to work and communicate with their peers, ask questions, and
complete tasks within their groups.
It is important for students to learn this concept because life as we know it would not
exists without energy. Energy is used every day by students in many forms.
Formative: Student questioning will be used to document student learning during this lesson.
Summative: Students will answer an assessment question in their science notebooks as well as
write their predictions and results from the Move paper without touching it activity.
USF Elementary Education Lesson Plan Template (S 2014) Name: _Veronica Critelli________________
Grade Level Being Taught: Subject/Content: Group Size: Date of Lesson: 10-4-17
4th Grade Science 18

What summative evidence will

you collect, either during this
lesson or in upcoming lessons?
What Content Knowledge is
necessary for a teacher to teach How energy causes motion
this material? Different forms of energy (stored, kinetic, potential)
Sources of energy (water, air, wind, sun, etc.)

What background knowledge is

necessary for a student to Prior to this lesson, the class worked in an LDC packet where they learned about energy
successfully meet these and motion.
objectives? I know the students have previously been exposed to multiple lessons on energy (LDC),
including reading and writing assignments, and should be familiar with the concept of
How will you ensure students
have this previous knowledge?
energy.
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? Some misconceptions students might have about this concept are
An object at rest has no energy
Energy is a thing
Large objects use a greater force than small objects
USF Elementary Education Lesson Plan Template (S 2014)
Grade Level Being Taught:
4th Grade
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 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?
Name: _Veronica Critelli________________
Subject/Content: Group Size: Date of Lesson: 10-4-17
Science 18
Lesson Implementation
5Es used in this lesson: engagement, exploration, explanation, elaboration, and
evaluation.
A student- centered approach will be used for teaching this lesson. Students will be
encouraged to work in group settings and learn to communicate and collaborate with one
another.
Time Who is Each content area may require a different step-by-step format. Use whichever
responsible plan is appropriate for the content taught in this lesson. For example, in science,
(Teacher or you would detail the 5 Es here (Engage/Encountering the Idea; Exploring the
Students)? Idea; Explanation/Organizing the Idea; Extend/Applying the Idea; Evaluation).
5 min. Teacher To begin the lesson, I will tap into students prior knowledge by
asking them what type of energy source was used when creating
their marshmallow flyer for their LDC project. (Motion of energy)
2 min. Teacher
Students will then be introduced to the lesson, and asked to turn to
page 478 in their Journeys text. Each student will be provided
their own Journeys text for reading.
10 Teacher & As a whole group, pages 478-479 will be read. Teacher will call on
min. Student volunteers to read.
After each page, teacher will ask a question to monitor students
5-7 Teacher & comprehension. Pg. 478: what forms of energy do waves and wind
min. Student have? What part of a generator collects the energy from either
waves or wind? Pg. 479: What kind of energy is the energy of
motion in the blades changed to?
After answering the questions, students will be asked to take out
their science notebooks.
Students will write the title and date, modeled by the teacher, and
5 min. Student answer one assessment question: What does a generator do?
Teacher will call on student volunteers to share their responses.
USF Elementary Education Lesson Plan Template (S 2014) Name: _Veronica Critelli________________
Grade Level Being Taught: Subject/Content: Group Size: Date of Lesson: 10-4-17
4th Grade Science 18

5 min. Teacher After sharing, teacher will introduce activity Move paper without
touching it. Directions for activity will be written on chart paper
5 min. Teacher that will be posted on board for students to refer back to.
Teacher will explain the activity and directions.
Students will work within their table groups for this activity.
Once teacher has explained directions, students will first make
5 min. Student predictions in their science notebooks on how to move the paper
without touching it.
Think-pair-share strategy will be used for students to share their
2 min. Student predictions with shoulder partners.
After, students will work within their group to move the paper 1m
while being timed to see how quickly they can move it. Students
10-15 Student
will record their results in their notebooks and each table group
min.
will compare and share their results and methods used to move the
paper.
To wrap up lesson, teacher will explain how the students used
5 min. Student & energy to move the paper and how energy is used in their everyday
Teacher lives.

What will you do if a student struggles with the content?

If a student(s) struggle with this content, I will pull them into a small group where they can work
with the teacher. The teacher will provide them with additional examples on how energy causes
motion and change that they can connect/relate to (ex. a person hitting a soccer ball, or a person
playing tennis hitting the ball with the racket).

What will you do if a student masters the content quickly?

USF Elementary Education Lesson Plan Template (S 2014)
Grade Level Being Taught:
4th Grade
Meeting your students needs as
people and as learners
Accommodations (If needed)
Name: _Veronica Critelli________________
Subject/Content: Group Size: Date of Lesson: 10-4-17
Science 18
If a student masters the content quickly, I will have additional questions students can answer in
their science notebooks (How do people use moving water and air to collect energy? Predict
what happens to a windmill on a very windy day?.
If applicable, how does this lesson connect to the interests and cultural backgrounds of your
students?
This lesson connects to the students interests and cultural background because the students will
be able to tap into their prior knowledge from their life experiences and connect them with
energy, as we use energy every day of our lives. Students will be able to use their prior
knowledge of energy, and connect it within this lesson. For example, the students previously
experienced Hurricane Irma and had school off. They will be able to connect their experience
with energy and the use of a generator.
If applicable, how does this lesson connect to/reflect the local community?
This lesson could connect/reflect local community if students are able to take what they learned
and use it within their community.
How will you differentiate instruction for students who need additional challenge during this
lesson (enrichment)?
For students who need additional challenge, they can identify the different types of energy that
exist in their science notebooks and provide an example of each.
How will you differentiate instruction for students who need additional language support?
When working with students who need additional language support, teacher will provide visual
examples such as animated clips or images of energy being used. Students will also be provided a
list of key vocabulary word note cards that align with the lesson. If further assistance is needed,
students can work with a graphic organizer to help them visualize relationships between
concepts.
USF Elementary Education Lesson Plan Template (S 2014)
Grade Level Being Taught:
4th Grade
(What students need specific
accommodation? List individual
students (initials), and then explain
the accommodation(s) you will
implement for these unique
learners.)
Materials
(What materials will you use? Why
did you choose these materials?
Include any resources you used.
This can also include people!)
Name: _Veronica Critelli________________
Subject/Content: Group Size: Date of Lesson: 10-4-17
Science 18
ZB: Student accommodations are extended work time, monitoring, repeated readings, sample
problems or tasks, leveled books, charts of facts, graphic organizer, visual schedule/planner to
complete work.
TD: Student accommodations are frequent breaks during in class assignments, preferential
seating, provide additional space for student to stand and move around his desk while
completing task or assignments.
SH: Student accommodations are extended time, frequent breaks as needed, encouragement,
small group setting, prompting, visual schedule/planner, allowable portion read.
JD-R: Student accommodations are extended work time, vocabulary preview, increased wait
time, color coding, small group setting, checklists, repeated readings, dictionaries, manipulatives,
leveled books, chart facts, and graphic organizers in order to help complete assignments.
LC-R: Student accommodations are extended work time, word lists, increased wait time, small
group settings, repeated readings, leveled books, charts of facts, and graphic organizers to
complete work.
RS: Student accommodations are extended work time, vocabulary preview, repetition, separate
tasks apart, repeated readings, visual planner/schedule, prompting, leveled books, charts of
facts, and graphic organizers to complete work.
Journeys text
Chart paper with instructions for activity
White board
Student science notebooks
Pencils
Meter stick
Stop watch
Tissue paper