Dakota State University

College of Education

LESSON PLAN FORMAT

Name:​ Morgan Larson Date: ​October 5

Grade Level: ​1st Grade Time: ​2:05-2:50
School: ​Canistota Elementary

Reflection from the prior lesson:

The last lesson that I did with the students was on map skills. We ran out of time, so my cooperating
teacher did a little more with map skills on Monday while I was gone for class. The last activity we did
was complete the Unit 1 assessment for Social Studies, so this is the opening lesson to the first Science
unit of the semester. I was extremely happy with the test scores because the average was 92% and only
three students scored below this.

Lesson Goal(s)/ Standards:

1.MD.A.2 ​Express the length of an object as a whole number of length units, by laying multiple copies of
a shorter object (the length unit) end to end; understand that the length measurement of an object is
the number of same-size length units that span it with no gaps or overlaps.

1.MD.C.4 ​Organize, represent, and interpret data with up to three categories

1.SL.1​ Participate in collaborative conversations with diverse partners about grade 1 topics and texts
with peers and adults in small and larger groups. ​a.​ Follow agreed-upon rules for discussions (e.g.,
listening to others with care, speaking one at a time about the topics and texts under discussion).

1.SL.5 ​Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts,
and feelings.

Lesson Objectives:
After we discuss what science is, students will be able to orally tell what science is and some things that
they may learn about with teacher prompting.

After watching a video over what scientists do, students will participate in a discussion about what
scientists do with teacher support.

After discussing what scientists do, students will be able to participate and record their observations
after doing different scientific activities with 80% accuracy.

After discussing what scientists do, students will draw a picture and caption what type of scientist they
would want to be without teacher support.
Materials Needed:
● Gummy worms
● What is Science? ​Book
● What is a scientist? Smartboard
● Sid the Science Kid - Scientist (​https://www.youtube.com/watch?v=N_hm2_VVeqk&t=22s​)
● Inference bags
● Paper clips
● Reading book, desk
● Observation report
(​https://docs.google.com/document/d/1tvNHwbjELYus-9rhrqr24I_zbwaYV3fSdLboE7ADDYk/edi
t?usp=sharing​)

Contextual Factors/ Learner Characteristics:

There are 13 students in the class - 5 girls and 8 boys. Currently, none of the students are on IEPs, but
there is a student recently tested and 2 students who are being watched. There are 3 students who
receive Title I services in reading and 2 that receive Title services in math. I conducted a learning styles
inventory on students, and the top classes were self, nature, and body. This means that these students
will work best on their own work, naturalistic students will like to use their senses of touch and doing
things hands-on but preferably outdoors, and body (kinesthetic) are very similar to nature, but don’t
need the outdoor involvement. Social studies and science is at the end of the day and can be
segmented depending on specials. Specials include counseling (Mondays 2:00-2:30), PE (Tuesday,
Thursdays 2:25-2:52), and computers (Friday 2:45-3:15). There is also time that students have snack, so
the ‘lecture’ part of the lesson is best at the beginning and the activity after they get back from their
activity.

A.The Lesson ​(​45 minutes​)

1. Introduction ​(​3 minutes​)
a. Getting attention ​“As you come in from recess, put on your PE shoes and then sit down
and have your snack.”
b. Relating to past experience/ prior knowledge ​“How many of you are scientists? You
should all be raising your hands! How many of you have performed a science
experiment? Again, you should probably be raising your hand because you probably an
experiment with Mrs. Olson, right?”
c. Creating a need to know ​“Scientists observe the world around them in order to know
more about it. They observe, question what they see, wonder what makes the word the
way it is, and try to find answers to questions. ​Anyone​ who observes the world around
them and questions what they see is a scientist! We are all going to be scientists as we
start our new science unit on living things.”
d. Sharing objective ​“Today, we are going to talk about what science is and what a
scientist is and what they do.”

2. Content Delivery (​30 minutes​)

I. Read Aloud (​6 minutes​) - W​ hat is Science? ​- “What is science? Give me some examples
of science. (allow student responses, write on the board) Those are all great ideas, I am
going to read you a story that teaches us more about what science is, so once you are
finished with your snack you can come join me up front. (read book) So I am going to ask
you again, what is science? Let’s add some more ideas to the board.”
II. Discussion (​16 minutes​) - What is a Scientist? - “Now we know what science is, but what
does a scientist do? First, I am going to show you a video of some examples of different
types of scientist, then we are going to work together to decide what a scientist does.
Between each suggestion, what is another thing a scientist does?
Things Scientists Do to Discuss:
● Observe - As scientists, we use our five sense to tell about objects, events, and
living things. Who knows what our five senses are? See, hear, taste, smell,
touch, and taste. I am going to hand out a worm to each of you and we are
going to be scientists to observe our worm. Now, good scientists never taste or
smell anything without making sure that you get approval because it could be
unsafe. What do you first observe about your worm? What does it look like? (it’s
color is _____) What sense are you using to observe the color of your worm?
(seeing) Now how does the worm feel? Now this is one object we are observing
that we can smell. What does it smell like? Now, let’s observe, is this worm
living or nonliving? Non Living, but how do you know? (not moving, not
breathing, etc.) In our new science unit, we are going to be discussing living and
nonliving and what parts help living things survive. This is also an observation
that we can taste, so you can now taste your gummy worm.
● Classify - A scientist might group things depending on their properties. We can
classify things by how they look, feel, or are alike or not alike. We can classify
objects by living and nonliving. When we say we are classifying, all we are doing
is organizing things into different groups that define more about them.
● Estimate & Measure - Scientists can also estimate and measure objects. Why
might a scientist want to measure something? Right, a scientist might want to
know how big or small an object might be. We can measure in two ways, which
you will talk more about in math, but you can use a ruler or we could measure
something with paper clips.
● Predict - What does the word predict mean? Scientists use what they observe
and what they can infer to help them predict how the animals move based on
what they know about other animals with the same parts. I have a book and a
pencil here and I want to perform an experiment as to which would make a
louder sound when I drop it. What do you predict will make the loudest noise?
Right, we can predict that the book will, let’s test it out.
● Make Models - What is a model? A model is something that can be used to
represent an object, event, or living thing. A model can represent a place or an
idea. Last week in social studies, we worked with maps and those are a type of
model that geographers use to help them find things. A scientist might make an
underwater model to learn about the plants and animals in that environment.
 Sometimes you might make a model toy with your mom or dad. What other
models have you seen?
● Collects Data - A scientist will collect information about what he is observing, so
if we think about observing our worms, we would write down all the things we
observed about it so that we don’t forget.
● Experiments & Tests - Just like we tested if the book or the pencil will make a
louder noise when it hits the ground, scientists perform experiments to find out
how things work. We will be performing lots of experiments while we are
discussing how animals and humans can protect themselves.
● Wonders/ Infers - Scientists infer or wonder about what they are going to study.
We are going to do an activity later where you have to infer what is inside the
bag. This means that you think of maybe your clues or the information you
know and make an educated guess about what it might be. Now what do you
think I mean when I say an educated guess? I mean that you don’t make a guess
that is way out there. If my clues were it is yellow and a square, I wouldn’t say,
oh this magnet! Because it’s not yellow or square!
III. Exploration Activities​ (​13 minutes​) - Group Work - “I have put your desks in groups
because we are going to complete a few activities to get us thinking like a scientist just
like we did when we observed our gummy worms. I have three different activities that
you will work through with your group as long as you stay on task. I am going to give you
a science observation form like a real scientist would use to collect data while they are
working on experiments and observations. The first activity you are going to infer by
using some clues to decide what might be inside the bag. The next activity you are going
to be classifying objects. First, I am going to give you a bag with two shapes in it and you
are going to classify them, then I will give you another bag of shapes and you will classify
them too. The last activity you are going to measure your desk compared to your
reading book using only paper clips. I am going to show you how I would measure a
book with paper clips now. Let’s talk about some expectations for group work. First,
everyone needs to be involved in the activity that you are working on. This means you
should all be looking at the assignment and discussing. You should stay on task and
complete the activity as quickly and accurately that your group can without performing
errors in your work. Lastly, you stay in your group. Do not get up and wander around
unless it was included in the activity given. Are you ready to be a scientist?” ---- after this
go to back up plan which will most likely be started for all groups ----
● Inference Bags - “The first activity I am going to giving is an inference bag. Who
knows what it means to infer? (decide something from evidence) I am going to
give you a bag that has three clues that tell you what is in the bag. Your job is to
infer what is in the bag by reading the clues. Once you think you know, your
group should raise their hand and you will tell me what you think is in the bag.
Then I will give you your instructions for your next activity.”
● Measure with ruler & paper clips - “I am going to give you some paper clips and
you are going to use them to measure one of your desks. We talked about how
scientists may want to measure things to help them compare an item to
 something else. So we are going to compare your desk your reading textbook,
so first you will measure your desk with paper clips and someone else can be
measuring your reading textbook with paper clips at the same time. Once you
find out how many paper clips it take, you will write it down on your science
record sheet. Once you have completed this, raise your hand and I will bring you
your final activity.”
● Classifying Objects - “I am going to give you a bag of different shapes. Your job is
to classify these shapes into two categories. How many categories are you going
to create? Who can remind me what it means to classify objects? (sort them
into groups) Then on your observation form, you are going to write how you
organized your parts. For example, if organized them by color, I would say that
we sorted them into purple and blue.”

3. Closure (​2 minutes​)

Today, we talked about what science is and what a scientist is. Who can remind what some
things we said scientists do are? Right, so scientists do a lot of things and we can and will all be
scientists in our classroom. We are going to start talking about and working with living and
nonliving things in our science unit.

B. Assessments Used
● Informal assessments - I will be discussing with students what they think science is and then
after the book they will add more ideas to the board. Then after watching a video about
scientists, we will discuss what scientists do orally.
● I will observe students interacting with the skills of inferring, classifying, observing, and
measuring and will look over their worksheet. I will try to scaffold all groups learning to deter
them from incorrect work without giving them the full answers.

C. Differentiated Instruction
Advanced learners - These students will be more of the facilitators of the group work to ensure that the
students are all understanding a concept. I will make sure there is at least one advanced learner in the
group to help scaffold lower level learners when I may not be there to do so.
Average Learners - These students will also help facilitate the group work and will be a large part of the
discussion on the board. I will not need to adjust much for these students.
Below learners - These students will be supported by the advanced learners and myself. I will ask them
questions during the discussion and confirms meanings and focus during class time.

D. Back Up Plan
If students finish their group work early, I will give them a piece of paper with space to draw and lines
for them to write on. I will pose the question, “What kind of scientist would you like to be?” This activity
will be open to student interpretation. If we don’t get to this on Thursday, we will do it Friday morning
as a bellringer activity.

E. Resources