USF Elementary Education Lesson Plan Template (rev.
F18)
Grade Level Being Taught: 1st
What Standards (national or
state) relate to this lesson?
(You should include ALL applicable
standards.)
Objectives- What students will
know or be able to do after the
instruction – the learning
outcomes
Content (WHAT students are
learning- look to the standard)
Action (HOW students will show it-
there might be clues in the
standard)
Measure (HOW WELL they need to
do it)
(Note: Degree of mastery does not
need to be a percentage.)
Level(s) of Thinking
Name: Taylor Appel
Subject/Content: Science Group Size: Date of Lesson: October 30, 2018
17
Part 1: Lesson Content
SC.1.P.12.1- Demonstrate and describe the various ways that objects can move, such as in a
straight line, zigzag, back-and-forth, round-and-round, fast, and slow.
SC.1.N.1.2- Using the five senses as tools, make careful observations, describe objects in terms of number,
shape, texture, size, weight, color, and motion and comprare their observations with others.
Some examples:
--Students will be able to accurately (measure- how well) differentiate (action- how) between potential
and kinetic energy (content- what).
--Based on what they read in the first half of a fiction story, students will be able to write (action- how) a
reasonable (measure- how well) prediction (also part of the action) for how the main character will
respond to a challenge in the second half (content- what).
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 Students will be able to describe the various ways objects can move with 90% accuracy by
investigating the ways certain objects moves.
 Students will take the role of a scientists and be able to make careful and accurate observations
about objects to identify how they can move.
Using Bloom’s Taxonomy or Webb’s Depth of Knowledge, which level(s) of thinking is/are called for in
the standard?
1. Level 2: Basic Application of Skills & Concepts.
2. Level 2: Basic Application of Skills & Concepts.
Which level(s) of thinking is/are called for in your objective?
USF Elementary Education Lesson Plan Template (rev. F18)
Grade Level Being Taught: 1st
Assessment Plan- How will you
know students have mastered
your objectives?
Assessment Scoring/Rubric
What are the criteria for how you
will assess student
learning/student work? If you’re
using a rubric, include your rubric
here.
Name: Taylor Appel
Subject/Content: Science Group Size: Date of Lesson: October 30, 2018
17
1. Understand- Students need to understand the ways objects move before they can describe it.
2. Understand- Students must understand what causes objects to move in a certain way before they
can identify how an objects moves.
Why did you choose this level(s) of thinking?
I chose these levels of thinking according to blooms taxonomy and how the verbs fit into the different
levels.
Describe your assessment plan:
Fact: OWL- OWL is a variation of a KWL. The acronym stands for Observe, Wonder, and Learn. I chose
this Fact because it fit well in my explore section and allowed me to see what my students were able to
observe and questions that they still had about the objects in from of them. I would revisit this later on to
find out what they learned.
Fact: 4 corners- I chose to do a 4 corners game to see how my students classified the way a specific object
moves. This allows me to see what my students think about the objects they have been exploring and
their justification for it.
Fact: Sort- The sort is a good assessment to do to wrap up this lesson. It allows me to see how my
students understood the different ways objects moves and how they can apply it to other objects than
the ones they just investigated.
Is your assessment formative or summative? Why did you make that assessment decision?
All of my assessments are formative. I chose to make this assessment decision because it allows me to
easily check in on my students understanding throughout the lesson.
How does it align with your objective?
All of the facts align with my objective because they properly access my students understanding of how
objects move and how some objects can move in either multiple or specific ways.
For the sort: If students sort all of the picture correctly, they will receive a check plus.
If they miss 1 or 2, they will receive a check.
If they miss more than 2, they will receive a check minus.
USF Elementary Education Lesson Plan Template (rev. F18) Name: Taylor Appel

Grade Level Being Taught: 1st Subject/Content: Science Group Size: Date of Lesson: October 30, 2018
17

Understanding the standards 1. SC.1.P.12.1

over time a. Kindergarten- SC.K.P.12.1- Investigate that things move in different ways, such as fast, slow,
etc.
b. Second grade- No previous standard.
2. SC.1.N.1.2
a. Kindergarten- SC.K.N.1.2 Make observations of the natural world and know that they are
descriptors collected using the five senses.
b. Second grade0 SC.2.N.1.2 Compare the observations made by different groups using the same
tools.
What misconceptions might  Student might believe that objects can only move in one way.
students have about this  Students might believe that nothing affects the way objects moves. They just move however they
content? want.
Part 2: Lesson Implementation
Management & Environment  Desk in groups for collaborative learning.
(integrated throughout your  Call students by table color to go to a designated area.
step-by-step plan):  Assign table captains to be a leadership role.
 How will you arrange  Use attention getters.
yourself and the students  I will monitor students by walking around the classroom, never staying in one place.
(location in the classroom,  If students behave or misbehave, they will either clip up or clip down.
seating)?
 What processes &
procedures will you use?
How and when will you
communicate those to
students?
 What expectations will you
have for the students? How
and when will you
communicate those to
students?
 What strategies will you use
if students do not meet your
expectations? Are there
USF Elementary Education Lesson Plan Template (rev. F18) Name: Taylor Appel

Grade Level Being Taught: 1st Subject/Content: Science Group Size: Date of Lesson: October 30, 2018
17

specific students who

require a more extensive
management plan? What
will that consist of?
 What will students do it
they complete the task
quickly?

Materials  Toy trucks

(What materials will you use? Why  Slinky
did you choose these materials?  Ball
Include any resources you used.  Chomping teeth
This can also include people!)
Differentiating Instruction How will you differentiate instruction in this lesson? Circle those that apply:

Process Product Content Readiness Interest Learner Profile

Describe what/how you will differentiate:

Multiple means of engagement—stimulate learning and engagement in different ways.

Which specific students will benefit, and why?

In my lesson, I am providing students with a hands-on experience to investigate the ways objects moves.
In addition, I incorporated a fun game of four corners and also implemented a picture sort.

Accommodations (If needed)
(What students need specific
accommodation? List individual
students (initials), and then explain
the accommodation(s) you will
What accommodations will you make for students who are English Language Learners? (Refer to
your ESOL Strategies checklist and list specific strategies)
Pre-production:
 Provide directions in spanish.
 Label objects handed out in English and Spanish.
USF Elementary Education Lesson Plan Template (rev. F18)
Grade Level Being Taught: 1st
implement for these unique
learners.)
Meeting your students’ needs as
people and as learners
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?
Name: Taylor Appel
Subject/Content: Science Group Size: Date of Lesson: October 30, 2018
17
 For both sorts, label pictures in English and Spanish.
 Label 4 corners in English and Spanish.
Early production Level:
 Label objects handed out in English and Spanish
 For both sorts, label pictures in English and Spanish.
 Label 4 corners in English and Spanish.
Speech Emergence & Intermediate Fluency Level:
 Students at this level should be okay to do the activity. If needed, I can label pictures.
What accommodations will you make for students who have an IEP or 504 plan?
 Repeated directions
 Prompt/Praise
 Behavior management plan
 Any other accomodations would be based on the students IEP or 504 plan.
If applicable, how does this lesson connect to the interests and cultural backgrounds of your
students?
N/A
If applicable, how does this lesson connect to/reflect the local community?
N/A
1. What is the content area for this lesson? Science
2. What is the expected lesson structure for a lesson taught within this content area? In other
words, what lesson structure is appropriate for teaching within this content area? (5Es;
guided/gradual release/etc.) 5E
3. Step-by-step plan:
5E Action Steps
Engage  O-W-L
USF Elementary Education Lesson Plan Template (rev. F18)
Grade Level Being Taught: 1st
 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 you as the teacher
say?
 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?
Name: Taylor Appel
Subject/Content: Science Group Size: Date of Lesson: October 30, 2018
17
 I will give students objects that can move some of the ways, but not all,
and let them engage with it.
 I will ask, “What do you know about the objects in front of you? Talk
with your group about what you observe.”
 Students will take about 5 minutes to just look at the objects. Not touch.
 I will explain to the students the chart, I will tell them we are first going
to look at the “O” column. I asked them what they thought it meant. I
explained to them that what they did is what scientists do and that they
were activing as scientists. Eventually we came to the conclusion that it
stood for observe.
 We then shared our observations as a class.
 I will write the observations my students share on the O-W-L anchor
chart. After I have recorded every observation, I will ask students what
they wonder about the object.
 I will explain to them that when they wonder something they are asking
questions about things they would like to know. In this case, what would
you like to know about the objects in front of you and how they move?
 I will record the questions my students have about the object.
Explore  I will then have students investigate the ways that multiple objects can
move.
 “As a group, you will test to see if all of the objects can move in the
different ways we have learned about. If they can, why? If they cannot,
what cause them to not move that way?” I explained to students that
they are going to act like scientists and test their objects.
 Students will “test” each object to see how they move and investigate all
of their questions.
Explain  After they investigated the different ways the objects can move, we
played “4 corners” to see what students have learned.
 I would hold up an object and students would go to a corner (Zig-zag,
round-and-round, back-forth, and straight line) that they had learned
the object can move. Since some of the objects were able to move in
multiple ways, I told students to choose one and be able to explain why.
USF Elementary Education Lesson Plan Template (rev. F18) Name: Taylor Appel

Grade Level Being Taught: 1st Subject/Content: Science Group Size: Date of Lesson: October 30, 2018
17

 After students are in their corners, I would ask someone from the corner
to explain their thinking. I would then ask the class to give me a thumb
up or thumbs down for if they agree with their classmate or not. If they
did, then it was good. If not, I would have them explain why.
 I would do this for all of the objects.
Elaborate  I will show students two pictures. One of a rollercoaster and one of bumper
cars. On the pictures, there are arrows to indicate their motion. I will have
students compare the two pictures.
 “Are the moving in the same way?”
 “Are they moving in different ways? How do you know?”
 “What causes these things to move in those ways?”
 “Can these objects move in another way?”
Evaluate  Students will be given a set of cards and asked to sort them by how they can
move. (Zig-zag, back-forth, round-and-round, and straight-line).
 I will monitor students work by walking around the room.
 I will randomly ask students to explain to me why they sorted a particular
picture the way they did.
At the end of the lesson, I will ask, “Did we learn science today? Did we do science? How?”
Lesson Reflection/Evaluation (To
be completed after the lesson has
been taught): In your reflection
answer the following questions:
- Decisions about the plan:
Why did you choose to
teach this lesson? Why did
you choose the instructional
model for this lesson? Why
did you choose the NOS
standard for this lesson?
Why did you choose the
FACT you chose?
- Evaluations of student
response and learning:
USF Elementary Education Lesson Plan Template (rev. F18) Name: Taylor Appel

Grade Level Being Taught: 1st Subject/Content: Science Group Size: Date of Lesson: October 30, 2018
17

Did student learning occur?

How do you know? Why or
why not? How did the FACT
help you evaluate student
learning?
- Self-analysis of teaching
performance: What do you
think you did well and what
can you improve upon?
How well did you facilitate
explicit, reflective NOS, and
what evidence from your
teaching do you have to
demonstrate that?