USF Elementary Education Lesson Plan Template (rev.

F18) Name: Jessie Peck

Grade Level Being Taught: 4th Grade Subject/Content: Science Group Size: 21 Date of Lesson: February 28,
2019
Part 1: Lesson Content
What Standards (national or SC.4.E.6.3 Recognize that humans need resources found on Earth and that these are either renewable or
state) relate to this lesson? nonrenewable.
(You should include ALL applicable
standards.)
Objectives- What students will SWBAT apply their knowledge of renewable and nonrenewable resources to create an anchor chart and
know or be able to do after the teach share what they learned with another group in the class. SWBAT complete an exit ticket which they
instruction – the learning will list three things they have learned, two things they are still wondering or have questions about, and one
outcomes way thing that will help them learn tomorrow.
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.)
USF Elementary Education Lesson Plan Template (rev. F18) Name: Jessie Peck
Grade Level Being Taught: 4th Grade Subject/Content: Science Group Size: 21 Date of Lesson: February 28,
2019
Level(s) of Thinking Using Bloom’s Taxonomy or Webb’s Depth of Knowledge, which level(s) of thinking is/are
called for in the standard?
Remembering
Which level(s) of thinking is/are called for in your objective?
Remembering, Understanding, Applying
Why did you choose this level(s) of thinking?
I chose remembering because students need to be able to locate the appropriate information found in their
textbook to make their anchor chart, as well as define renewable or nonrenewable resources. They will also
use remembering to complete their exit tickets.
I chose understanding because students will be able to discuss within their group how they are going to
summarize the information they just read to create their anchor chart. They will also use understanding to
complete their exit tickets.
I chose applying because students will be required to use their new information to make a chart depicting
what they have learned.
USF Elementary Education Lesson Plan Template (rev. F18)
Grade Level Being Taught: 4th Grade
2019
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: Jessie Peck
Subject/Content: Science Group Size: 21 Date of Lesson: February 28,
Describe your assessment plan:
I will know if students have mastered their objectives by reviewing the anchor charts they have created. Each
anchor chart should include an appropriate definition, three examples, and supporting images. Groups of
students will pair up to share what they learned about renewable or nonrenewable resources. After students
have done this, they will complete a 3, 2, 1 exit ticket. Students will be required to include 3 things they have
learned, 2 things they still are wondering about or questions they have, and 1 thing that will help them or
way that they will get help tomorrow.
Is your assessment formative or summative? Why did you make that assessment decision?
I chose a formative assessment because this is the first time students will be taught about renewable and
nonrenewable resources, so they will require another review before conducting a summative assessment.
Their exit ticket will also help me make instructional decisions on what material they know very well and
what material they need more time with.
How does it align with your objective?
My assessment aligns with my objective because students will be creating anchor charts and I will be
assessing the anchor charts.
Anchor Charts will require three main components:
1: defintion
2. three examples
3: images to support the details
Exit Tickets will require these three components:
1. three things they learned
2. two questions they still have
3. one thing that will help them learn tomorrow
USF Elementary Education Lesson Plan Template (rev. F18) Name: Jessie Peck
Grade Level Being Taught: 4th Grade Subject/Content: Science Group Size: 21 Date of Lesson: February 28,
2019
Understanding the standards Trace the standard to the previous grade level. What have students already learned or been exposed to related
over time to this standard?
No standard available

Trace the standard to the next grade level. What will students learn next related to this standard?
There is not a standard that connects to this in fifth grade, however, I did find a similar standard for 7th
grade: SC.7.E6.4 Explain and give examples of how physical evidence supports scientific theories that Earth
has evolved over geologic time due to natural processes.

You could tie renewable and nonrenewable resources into this lesson as physical evidence that has impacted
the evolution of our planet.

What misconceptions might Misconceptions students may have: what fossil fuels are, the concept of conservation
students have about this
content?
Part 2: Lesson Implementation
USF Elementary Education Lesson Plan Template (rev. F18) Name: Jessie Peck
Grade Level Being Taught: 4th Grade Subject/Content: Science Group Size: 21 Date of Lesson: February 28,
2019
Management & Environment • Students will be in groups working around the room.
(integrated throughout your • Teacher will be circulating the room to make sure everyone is participating and to provide support as
step-by-step plan): needed.
 How will you arrange • I will use an attention getting strategy to gain students attention.
yourself and the students • I will communicate to students that they should be at voice level 0 when I am giving directions and voice
(location in the classroom, level 2 when they are working in their small groups. These directions will also be displayed on the board
seating)? for students to reference.
 What processes & • If students finish reading quickly, they will write notes to create their anchor chart.
procedures will you use? • If students finish their anchor chart quickly, they will practice how they share what they learned with
How and when will you another group of students.
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 specific students who
require a more extensive
management plan? What
will that consist of?
 What will students do it
they complete the task
quickly?
USF Elementary Education Lesson Plan Template (rev. F18)
Grade Level Being Taught: 4th Grade
2019
Materials
(What materials will you use? Why
did you choose these materials?
Include any resources you used.
This can also include people!)
Differentiating Instruction
Name: Jessie Peck
Subject/Content: Science Group Size: 21 Date of Lesson: February 28,
Materials Used and Why:
• Brain pop video
• Students textbook: because it is easily available to the students and I know the text is at an appropriate
level for them
• Anchor chart paper and markers: to create an anchor chart for the section of text they read
• Plain white paper and pencil: to sketch their anchor chart before using the anchor chart paper
• Job roles paper: so students know what their job is within their group
• Exit tickets to fill out
• Directions typed out to be displayed on the board for students to reference
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:
The process will be differentiated because higher level students will be given higher level tasks within their
group (reading & writing). Lower level students will still discuss with their group, but will not be required to
read the text.
Which specific students will benefit, and why?
C.C. : lower level, benefits from having the text read to them
S.H. : ELL, benefits from having the text read to them, benefits from someone else leading their group
D.H. : lower level, benefits from having the text read to them
V.R. : ELL, benefits from having the text read to them, benefits from someone else leading their group,
benefits from small group setting
USF Elementary Education Lesson Plan Template (rev. F18)
Grade Level Being Taught: 4th Grade
2019
Accommodations (If needed)
(What students need specific
accommodation? List individual
students (initials), and then explain
the accommodation(s) you will
implement for these unique
learners.)
Meeting your students’ needs as
people and as learners
Name: Jessie Peck
Subject/Content: Science Group Size: 21 Date of Lesson: February 28,
What accommodations will you make for students who are English Language Learners? (Refer
to your ESOL Strategies checklist and list specific strategies)
Pairing those students with other Spanish-speaking students who can help guide them
What accommodations will you make for students who have an IEP or 504 plan?
Being able to work in a small group setting
If applicable, how does this lesson connect to the interests and cultural backgrounds of your
students?
Reference their field trip to Mosaic. “What renewable/nonrenewable resources did we find there?”
If applicable, how does this lesson connect to/reflect the local community?
Because we live in Florida, a next step would be for students to identify the renewable or nonrenewable
resources in their own communities.
USF Elementary Education Lesson Plan Template (rev. F18)
Grade Level Being Taught: 4th Grade
2019
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 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: Jessie Peck
Subject/Content: Science Group Size: 21 Date of Lesson: February 28,
1. What is the content area for this lesson? Earth Science
2. What is the expected lesson structure for a lesson taught within this content area? 5 E’s
3. Step-by-step plan:
Time: Action Steps:
• Gain the class’ attention by using an attention getting strategy: “If you can hear me, clap once.”
• “Today we are going to learn about renewable and nonrenewable resources. Who can raise their
hand and tell me what they think renewable and nonrenewable resources are?”
• Call on someone to answer.
• After they answer, say, “Okay, let’s watch a video to find out more.”
• “As the video plays, I am going to come around and place a sticky note on your desk. Please do not
touch it until after I give more directions.”
• Play video
• (Engage) Play renewable and nonrenewable brain pop video to remind students what they have already
learned.
• “What are fossil fuels?”
• natural fuel such as coal, oil, and gas. We use some of these for electricity or to operate airplanes or
cars.
• “What does it mean to conserve something?”
• protection of things found in nature. to use the earths natural resources wisely.
• “I am going to put you all into groups and you are going to create an anchor chart (poster) on either
renewable or nonrenewable resources.”
• “Table captains, please pass out your science textbooks.
• “I have passed out sticky notes with your name, topic, and what your job is going to be. The color
of your sticky note is the group you are going to be in.”
• “We are going to move seats, but do not move until I say go. Make sure you bring your textbook
and a pencil with you.”
• Explain where each group is going to be sitting. Commented [1]:
• Allow students to move. Include what aspects of NOS were represented in your
plan.
USF Elementary Education Lesson Plan Template (rev. F18) Name: Jessie Peck
Grade Level Being Taught: 4th Grade Subject/Content: Science Group Size: 21 Date of Lesson: February 28,
2019
• Explain job roles:
• Reader: Reads the text.
• Note-taker: Takes notes/sketches the anchor chart on a blank piece of paper and writes all of the
information on the anchor chart.
• 2 poster makers: Write / Draw pictures of the information on the anchor chart.
• Three groups (higher level) will be working on the renewable resources section (p. 213) and
three groups (lower level) will be working on the nonrenewable resources section (p. 214-
215).
• Groups will be given 5 minutes to read their section.
• “While you are reading, I am going to come around to pass out a blank piece of paper. This paper is going
to be used to plan your anchor chart. You can use it to take notes and write out what you want your poster
to say before you start using markers.”
• “When you are done planning, you can create your anchor chart using markers.”
• Explain anchor chart layout.
• “What do you think is going to go in the diamond shape in the center?”
• topic: nonrenewable or renewable resources
• group members names
• “When you are finished reading your section, you can start planning what you want your anchor chart to
look like. I would recommend that you read the text two times. The first time, I want everyone following
along with the reader. The second time, everyone should be looking for definitions and examples for the
notetaker to write down.”
• Set timer for five minutes.
• Circulate the room to make sure students are fulfilling their job roles.
• After five minutes have passed, make announcement for students to begin using text evidence to make
notes for their anchor chart. (10 min.)
• “When your plan/sketch is finished, come get a piece of anchor chart paper to finish your poster.”
• Remember, each anchor chart will include a definition, 3 examples, and supporting images. (2 min.)
USF Elementary Education Lesson Plan Template (rev. F18) Name: Jessie Peck
Grade Level Being Taught: 4th Grade Subject/Content: Science Group Size: 21 Date of Lesson: February 28,
2019
• When each group is finished, pair groups up to teach one another about renewable and nonrenewable
resources. (3 min. each)
• After groups have finished presenting information to one another, have them return to their seats to
complete their exit tickets.
• Pass out exit tickets.
• “Think about when we went on the field trip to Mosaic. Can you think of any renewable resources we
learned about or saw there?”
• water, birds, fish, land, trees, air, sunlight
• “Why do you think it’s important that we learn about renewable and nonrenewable resources?”
• So we can use our resources wisely. Conserve our resources to protect our planet.
• Explain to students how to fill out their exit tickets. (independently)
• Pass out exit tickets
• Give five minutes to fill out and collect exit tickets