Steph Mowery

Indiana Wesleyan University

Elementary Education Lesson Plan Template
Science
2007 ACEI Standards
Science Discovery:
Ask a QUESTION: (how will these materials, put together to make simple machines, help solve this problem)?
PREDICT (create a design plan – predict how the invention will work)
INVESTIGATE (create and test)

READINESS
I. Goals/Objectives/Standard(s)
A. Goal(s)—The students will discover and investigate simple machines.
B. Objective(s)—
1. The students will identify simple machines by arranging various pictures of simple machines into the correct
categories.
2. The students will demonstrate understanding of simple machines through creating an invention involving at
least two simple machines.

C. Standard(s): 3.PS.2 Identify types of simple machines and their uses. Investigate and build simple machines to
understand how they are used.

II. Materials
- Video accessible for Anticipatory set
- Pre-made anchor chart of simple machines
- Pictures of various simple machines – for each group
- Six names of simple machines on paper for each group
- 5 spools of string,
- 10 stirring rods
- 5 small boxes
- 5 pieces of wood
- rulers
- buttons
- clothespins
- stacks of books (collect from classroom)
- clay
- 5 paper towel rolls

III. Anticipatory Set

We are going to watch this video:
https://www.youtube.com/watch?v=1pl8XqIxgg4

What did you find interesting? What did you notice?

Each part of the experiment was important, right? If they had taken part of it out, it would not have been able to work! Each
part was important and impacted the whole function.

Transition to purpose statement:

Just like in the experiment we watched, there are machines in our world that help a bigger function operate. These are called
simple machines. They may seem “simple,” but they are important and help us in everyday things we do.

IV. Purpose: Today we are going to look at different types of simple machines that help accomplish something better
or faster. You are going to get to experiment with these simple machines and see how much of an impact they
have on helping a task.

PLAN FOR INSTRUCTION

(ACEI 1.0)

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 V. Adaptation to Diverse Students--

. Students who are not understanding the concepts will be pulled aside during independent work with the
teacher so they can ask questions and work through misunderstandings.

· Teacher will have students repeat back phrases to reinforce concepts and keep students engaged - will help
students with high-attention needs

. Students will be grouped appropriately – so that students are able to support one another through
investigating simple machines.

. Multiple intelligences and learning styles are incorporated in this lesson to meet the needs of all learners.

. For any group that finishes early, the teacher will give a challenge question for them discuss
 question: how will the family use what we have done to help them move the rock in real life?
Design a plan for them to follow.

(ACEI 3.2)

VI. Lesson Presentation (Input/Output)

Simple machines help us do work with less force.

An anchor chart will have been made ahead of time with the different simple machines:

- The first simple machine we have is the lever. Repeat after me – lever. It is a rod balanced on a fixed point that can
help lift a heavy object.
An example of a lever is a see-saw. Can you think of any other examples of a lever?

- The second simple machine is an inclined plane. Repeat after me – inclined plane. It is a sloped surface that makes it
easier to move an object. A ramp would be an example of an inclined plane. Where have you seen a ramp?

- The third simple machine is a wheel and axle. Repeat after me –wheel and axle. It is used to carry loads around easily
for long distances with less effort. An example of a wheel and axle would be a wagon. Can you think of any other
examples?

- The fourth simple machine is a pulley. Repeat after me – pulley. A pulley uses wheels and a rope to raise, lower, or
move a load. An example would be raising a flag on a flag pole.

- The fifth simple machine is a screw. Repeat after me – screw. A screw is an inclined plane wrapped in a spiral. Raise
your hand if you can come point on the chart where you see the inclined plane in the screw. A screw is used to hold

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 things together. What have you seen a screw used for?

- The sixth simple machine is a wedge. Repeat after me – wedge. A wedge is made of two inclined planes and used to
push objects apart. An example is a door stop.

Guided Practice:
Each table will receive pictures of various simple machines. The only thing is that you don’t know which simple machines they
are. Your table’s job is to put each picture in the correct category. I have the names of the 6 simple machines cut out that you
will organize the pictures into.

When everyone is done, I will reveal the answers!

Independent Practice:

I need some builders. Now that you are familiar with simple machines and how they help us complete a task, you are ready to
create an invention.

We have a problem we have been asked to help solve. A family would like to build a house on property they just bought. The
only problem is there is a giant rock in the way – right where they want to build. The family has to figure out a way to move it,
but it is too heavy for them to do it on their own. We need to create an invention (on a smaller scale of course) for them to
implement in real life.

The question is: HOW?

Your job is to create an invention using these materials. Your invention must transport this rock (which is much smaller than the
real one) from one place to another.
When your invention is complete, you will identify at least TWO simple machines your team used. How many simple machines
do you need? TWO!

Each group will be able to come examine supplies. Then you will create a design plan on a piece of paper before you begin
building. After you design, you will make predictions. At the bottom of your design plan, predict how your invention will work
and how it will help solve this problem. Write at least 2 sentences.

Here are the supplies we have: spool of string, stirring rod, a box, piece of wood, rulers, buttons, clothespins, stacks of books,
clay, and a paper towel roll (there will be multiples of each).

Get with your table groups and we will begin the design and building process.
(ACEI 3.3)
VII. Check for understanding.
- The teacher will check for understanding while students categorize simple machines.
- The teacher will observe students during each activity, walk around and ask students questions, and collect
design plans at the end.

· Reteach: If certain students struggle with concepts, the teacher will reteach and support them during independent work.

VIII. Review learning outcomes / Closure

Now that you have tested your invention, your team will demonstrate how it works to the rest of the class. While you show us,
explain what simple machines you have included.

What can you take away from learning about simple machines? We learned that simple machines may seem like a small portion
of a bigger function, but without them the function would not be possible! In the same way, you make an impact on those
around you. Sometimes it’s easy to think we are just a small part of this giant world, but we have purpose here – we make more
of an impact that you even realize. Just like simple machines. Talk to your table partner about ways you are like simple
machines. How do you make an impact?

PLAN FOR ASSESSMENT

- The teacher will assess student understanding through questioning and observing during instruction and practice.

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 - The teacher will observe how students categorized simple machines during Guided Practice.
- Design plans will be collected at the end of the lesson. The teacher will assess students’ understanding on simple
machines based on their designs and implementation of designs.

(ACEI 4.0)
REFLECTION AND POST-LESSON ANALYSIS
1. How many students achieved the lesson objective(s)? For those who did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
a. Bloom’s Taxonomy
b. Gardner’s Multiple Intelligences

- Did my lesson efficiently meet the needs of each student?

- Did the instruction support the activities in a way that made the material both meaningful and understandable?
- Did I challenge the students that need challenged and did I provide support for those who need support?

Revision Date: September 12, 2016

2007 ACEI Standard

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 Indiana Wesleyan University
Elementary Education Lesson Plan Design and Assessment Rubric
Science

Readiness
Needs Improvement 1 Emerging Competence 2 Competent 3 Outstanding 4
Lesson objectives are Lesson objectives are The lesson plan contains The lesson plan contains
poorly written and/or have correlated with learning objectives that connect clearly stated content
little or no connection to goals and standards. The goals and standards with objectives. Objectives are
Goals
learning goals or standards. connection between lesson activities and logically connected to
Objectives
Little connection exists objectives and lesson assessments. appropriate goals and
Standards
between objectives and activities and assessments standards and are
lesson activities and is weak or unclear. consistent with lesson
assessments.    activities and
assessments. 
The anticipatory set is The connection between The anticipatory set is clear The anticipatory set
missing or has little or no the anticipatory set and and direct and focuses connects the current lesson
connection to the goal or lesson objectives and students’ attention on the with previous and future
Anticipatory content of the lesson. content is weak or unclear. lesson. learning and focuses
Set  students’ minds and
  attention on the day’s
lesson. 
The statement of purpose is A statement of purpose is The statement of purpose is The statement of purpose
ambiguous or worded so included in the lesson, but clearly connected to the has the power to capture
generally that the has little power to motivate content of the lesson and is the imaginations of
Purpose
connection with the students and capture their presented in terms that are students and motivate
content of the lesson is not imaginations. easily understood by them to accomplish the
apparent.   students.  expected learning. 

Instructional Technology

The candidate seeks appropriate ways to evaluate and employ technological tools, resources, and skills as they apply to
specific content and pedagogical knowledge, assessment practices, and student achievement. The selection of appropriate
technological tools reflects the candidate’s ability to make sound instructional decisions that enable all students to achieve
the expected outcomes. INTASC 6.i, 8.g, 8.o

Plan for Instruction

Needs Improvement 1
Few or no instructional
opportunities are included.
Any instructional
Adaptation to
opportunities are not
Diverse
developmentally
Students
appropriate or adapted to
diverse students.
ACEI Standard
3.2
 students.
The lesson plan
demonstrates a lack of
understanding of the
fundamental concepts in
Lesson the areas of physical, life,
Presentation earth, and space sciences.
Science The candidate’s science
ACEI Standard lesson is not age
2.2 appropriate. He or she
does not use the inquiry
process appropriately in
lessons.
Emerging Competence 2
Instructional opportunities
are provided in this lesson;
however, they are not
adapted to diverse
students.

The lesson plan
demonstrates an emerging
understanding of the
fundamental concepts in
the areas of physical, life,
earth, and space sciences.
The candidate’s lesson is
somewhat age appropriate.
He or she does not use the
inquiry process skillfully in
lessons.
The candidate’s uses some
Competent 3
Instructional opportunities
are provided in this lesson.
The opportunities are
developmentally
appropriate and/or are
adapted to diverse
students.  their development and
The lesson plan
demonstrates
understanding of the
fundamental concepts in
most of the areas of
physical, life, earth, and
space sciences.
The candidate
demonstrates the ability to
design age-appropriate
science lessons.
The candidate uses the
Outstanding 4
Specific instructional
opportunities are provided
in this lesson that
demonstrate the
candidate’s understanding
of how students differ in
approaches to learning. The
instructional opportunities
are adapted to diverse

The lesson plan
demonstrate a broad
understanding of the
fundamental concepts in all
four areas of physical, life,
earth, and space sciences.
The candidate designs
strong, aged-appropriate
lessons, including a variety
of ways to teach science
(structured, guided, open-
ended inquiry, etc.).

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 The lesson does not convey
the basic elements of the
nature of science to
students.
The lesson presentation
Lesson does not encourage
Presentation elementary students’
development of critical
ACEI Standard thinking and problem
3.3 solving.
 
Little or no provision is
included to check for
student understanding or
Check for to reteach concepts that
Understand- elude students during the
ing initial presentation.
Lesson closure is not
Review
included, or is not related
Learning
to the goals and/or content
Outcomes
of the lesson.
Closure
elements of inquiry in his or basic elements of inquiry in
her lesson design. his or her lesson design.
The candidate’s lesson The lesson conveys the
conveys a limited basic elements of the
understanding of the basic nature of science to
elements of the nature of students.
science to students.
The lesson presentation The lesson presentation
includes little provision for includes at least one
students’ development of teaching strategy that
critical thinking and encourages elementary
problem solving. students’ development of
critical thinking and
problem solving.
A guided practice section is The lesson plan includes a
included in the lesson plan, plan and the means to
but the connection with the check for student
lesson presentation is weak understanding of the
and/or unclear. lesson. A provision is
included to reteach all or
 part of the lesson to all or
 part of the class.
Lesson closure is weak Lesson closure relates
and/or poorly written. directly to the lesson
purpose and/or objective.
 
 elements of the lesson. 
The candidate successfully
designs multiple ways to
use inquiry (structured,
guided, open-ended, etc.)
in their lessons to teach the
fundamental concepts of
science.
The lesson contains
information enabling
students to develop
understanding of the
nature of science.
The lesson presentation
includes a variety of
teaching strategies that
encourage elementary
students’ development of
critical thinking and
 problem solving. 
Plans to check for student
understanding of the
content are an integral part
of the lesson, and include
frequent questions and
other actively engaging
forms of formative
assessment during guided
 practice. 
Lesson closure is clearly
correlated to the content of
the lesson and actively
engages students in
summarizing the essential

Plan for Assessment

Needs Improvement 1
The lesson plan does not
include assessment
activities, or there is little or
no correlation between
Formal and planned assessment
Informal activities and lesson goals
Assessment and objectives. Any
assessments included are
ACEI 4.0 not developmentally
appropriate for the
students.
Emerging Competence 2
Assessment activities are
included in the lesson, but
they are not well correlated
to and/or do not cover the
full range of LP goals and
objectives. The assessment
strategies do not promote
development of each
student.
 each student.
Competent 3
A plan for formal and
informal assessment
throughout the lesson is
included. The assessment
strategies are uniquely
designed for the students.
 continuous intellectual,
Outstanding 4
Formal and informal
assessments strategies are a
seamless and integrated
part of the lesson. The
assessments are highly
correlated to the learning
objectives and promote
social, emotional, and
physical development of



Self-answer questions are Self-answer questions are The lesson plan includes all Additional self-answer
Reflection and
not included in the lesson included, but do not fit the required self-answer questions are included that
Post-Lesson
plan. content or purposes of the questions. specifically address unique
Analysis
lesson.  lesson content and
  methodology. 

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Lesson Plan Summative Assessment
Element Score
Goals Objectives Standards
Anticipatory Set
Purpose
Adaptation to Diverse Students ACEI 3.2
Lesson Presentation ACEI 2.2
Lesson Presentation ACEI 3.3
Check for Understanding
Review Learning Outcomes Closure
Formal and Informal Assessment ACEI 4.0
Reflection and Post-Lesson Analysis

Total Score

Note to faculty
When used for submission in methods course, include data for ACEI standards on
collaborative site.
When used for student-teaching admission, all of the following apply.
Passing total score = 30/40
No individual element score < 2
Signed by faculty

Culminating Assessment
Needs Improvement 1
The candidate’s lesson plan
suggests he or she does not
understand the major
concepts, principles,
theories, and research.
Development
Learning
The candidate’s plan does
Motivation
not provide opportunities to
support students’
ACEI 1.0
development, acquisition of
knowledge, and motivation.
Emerging Competence 2
The candidate’s lesson plan
demonstrates a limited
understanding of the major
concepts, principles,
theories, and research.
He or she designs lessons
with minimally appropriate
learning opportunities.
Competent 3
The candidate’s lesson plan
demonstrates
understanding of the major
concepts, principles,
theories, and research and
uses them in planning.
He or she designs
appropriate lessons with
adequate learning
opportunities that
acknowledge students’
development, acquisition of
knowledge, and motivation.
Outstanding 4
The candidate’s lesson plan
demonstrates that he or she
fully understands all of the
major concepts, principles,
theories, and research and
uses them effectively in
planning.
He or she includes learning
opportunities that support
students’ development,
acquisition of knowledge,
and motivation.

Culminating Assessment Score: _________