USF Elementary Education Lesson Plan Template (S 2014) Name: Haleigh Dykes__________

Grade Level Being Taught: 2nd Subject/Content: Science Group Size: 15 Date of Lesson: 4/11/2018

Lesson Content
What Standards (national or state) SC.2.E.6.1 – Recognize that Earth is made up of rocks. Rocks come in many sizes and shapes.
relate to this lesson?
(You should include ALL applicable
standards. Rarely do teachers use just
one: they’d never get through them all.)
Essential Understanding How does weathering change the shape and size of a rock?
(What is the big idea or essential question
that you want students to come away Student’s “I Can” Statement: I can recognize that Earth is made up of rocks and that rocks come in many sizes
with? In other words, what, aside from and shapes.
the standard and our objective, will
students understand when they finish
this lesson?)
Objectives- What are you teaching? Given two sugar cubes in a container, students will be able to experiment with how rocks can change size and
(Student-centered: What will students shape through weathering with no errors.
know and be able to do after this lesson?
Include the ABCD’s 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.)

Rationale  I am teaching this lesson because it aligns with where the county curriculum says we should be at this
Address the following questions: moment in time.
 Why are you teaching this  This lesson fits in with rest of the plans for the week because we have been learning about weathering
objective? and this will wrap up that section of the unit.
 Where does this lesson fit within a  I am teaching it this way so that the students get a hands-on experience.
larger plan?
 Why are you teaching it this way?
 Why is it important for students to
learn this concept?
 USF Elementary Education Lesson Plan Template (S 2014) Name: Haleigh Dykes__________
Grade Level Being Taught: 2nd Subject/Content: Science Group Size: 15 Date of Lesson: 4/11/2018

Evaluation Plan- How will you know I will know students have mastered my objectives by listening to their answers to HOT questions as well as
students have mastered your other discussion questions as well as collecting their data collection sheet as an exit ticket.
objectives?

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?
What Content Knowledge is The teacher must understand what weathering is and how it works in order to be able to instruct the students.
necessary for a teacher to teach this
material?
What background knowledge is Students will need to have background knowledge of the weathering (which they have) to be able to tell what
necessary for a student to is happening to the sugar cube.
successfully meet these objectives?

 How will you ensure students’ have

this previous knowledge?
 Who are your learners?
 What do you know about them?
 What do you know about their
readiness for this content?
What misconceptions might students Students may not see the connection between a sugar cube and a rock.
have about this content?

Lesson Implementation
Teaching Methods Direct instruction
(What teaching method(s) will you use HOT questions
during this lesson? Examples include Partner talk
guided release, 5 Es, direct instruction, Hands on activities
lecture, demonstration, partner word,
etc.)
 USF Elementary Education Lesson Plan Template (S 2014) Name: Haleigh Dykes__________
Grade Level Being Taught: 2nd Subject/Content: Science Group Size: 15 Date of Lesson: 4/11/2018

Step-by-Step Plan Time Who is Each content area may require a different step-by-step format. Use whichever plan
(What exactly do you plan to do in responsible is appropriate for the content taught in this lesson. For example, in science, you
teaching this lesson? Be thorough. Act as (Teacher or would detail the 5 Es here (Engage/Encountering the Idea; Exploring the Idea;
if you needed a substitute to carry out Students)? Explanation/Organizing the Idea; Extend/Applying the Idea; Evaluation).
the lesson for you.)
 My lesson will begin with me reviewing what weathering is with the students.
Where applicable, be sure to address the  I will ask students what they think causes rocks to be different sizes and shapes.
following:  I will explain to students that weathering causes rocks to be different sizes and shapes as well as other
 What Higher Order Thinking (H.O.T.) outside forces
questions will you ask?  Students will be asked to make a prediction and trace their sugar cube on their lab sheet.
 How will materials be distributed?
 Students will be instructed to shake their container 50 times and trace their cube, then 50 times and
 Who will work together in groups
and how will you determine the
trace it again etc. until each partner has had 2 turns and 100 shakes each.
grouping?  They will answer questions and draw conclusions.
 How will students transition between  Students will join teacher on the carpet to discuss what happened.
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?

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

 Extra support will be provided to clarify anything that is unclear through the use of activating
background knowledge.

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

 They will be allowed to complete further trials with their cubes.
 USF Elementary Education Lesson Plan Template (S 2014) Name: Haleigh Dykes__________
Grade Level Being Taught: 2nd Subject/Content: Science Group Size: 15 Date of Lesson: 4/11/2018

Meeting your students’ needs as If applicable, how does this lesson connect to the interests and cultural backgrounds of your students?
people and as learners  The students all really like this unit because they really like rocks.

If applicable, how does this lesson connect to/reflect the local community?
 Students can understand more about how rocks breakdown, which helps them learn about other
things that get weathered.

How will you differentiate instruction for students who need additional challenge during this lesson
(enrichment)?
 Students that will have mastered the content will be permitted to complete further trials.

How will you differentiate instruction for students who need additional language support?
N/A

Accommodations (If needed) SS-

(What students need specific  Presentation:
accommodation? List individual students o Directions repeated and/or clarified
(initials), and then explain the o Verbal encouragement
accommodation(s) you will implement for  Setting:
these unique learners.) o Assignments or test administered in small group as needed
 Assistive Devices:
o FM System, repeated directions, preferential seating

CG-
 Presentation:
o Verbal encouragement
 Setting:
o Preferential seating

JW-
 Presentation:
o Oral presentation of directions, items, and answer choices as needed.
o Directions repeated and clarified.
o Verbal encouragement
 USF Elementary Education Lesson Plan Template (S 2014) Name: Haleigh Dykes__________
Grade Level Being Taught: 2nd Subject/Content: Science Group Size: 15 Date of Lesson: 4/11/2018

 Scheduling:
o Extended time as needed
 Setting:
o Small group assignments/assessments as needed

ND-
 Presentation:
o Oral presentation of directions, items, and answer choices
o Directions repeated and clarified
o Verbal encouragement
 Responding:
o Periodic check to be sure student is entering answer choices correctly
 Scheduling:
o Extended time within the same school day
 Setting:
o Assignments/Test administered in small group
o Increased opportunity for movement
o Reduced Stimuli
o Preferential seating
Materials  Containers
(What materials will you use? Why did  Sugar Cubes
you choose these materials? Include any  Pencils
resources you used. This can also include  Paper
people!)