EDU2003 Lesson Plan Using the edTPA Framework

Your Name: Karina Diaz

Grade level this plan is for: Materials you’ll use: 7 Large Clear cups, Water, Toilet Paper (folded 1/3 lengthwise), Food Coloring
Preschool (Red, Yellow, and Blue), Markers, Paper.

Central Learning Focus and Planned Learning Outcomes

Central Focus Children will be comparing new experiment from prior experiment.
(Content)
ELA Anchor Standard

Standards for
Mathematical Practice

Learning Standard(s) S 5.1.2

for the Central Focus S 5.1.4

Objectives based on the Students will be able to predict, and investigate materials, and phenomena during classroom activities indoor and
Learning Standards outdoor and during any longer-term investigation in progress.
listed above Students will be ale to

Prior Academic Students will need to recall end results of prior experiment to be able to predict, compare, contrast, and investigate
Knowledge what will happen in the new experiment.

Some students may have trouble following directions and add extra ingredients such as extra food coloring then
Anticipated Issues what is necessary, therefore, the experiment may not have accurate results. One student has trouble staying still and
constantly wanders to other centers.
 Academic Language Demands
Language Used Compare- measuring similarity or dissimilarity between things
(Vocabulary, Syntax, Absorbent- material able to soak up easily
Discourse)

Meeting the Language The words compare and absorbent will be modeled to the kids. Then, the words will be placed in the classroom
Demands word wall with pictures to help the children learn.

Assessment Type
Assessment Task
(Informal or
Description
Formal) (Student Tasks)
Students will sing the “I like
to eat apples and bananas”
song. In the end the teacher
Informal will ask the students to raise
(During Instruction) their hand if the like apples,
banana, or both. Teacher
will then compare results
students
After learning the song,
pictures will be placed on
Informal the board and students will
have to verbally state
(During Instruction)
whether the two things are
different or the same. They
will have to differentiate.
During work time students
will one by one get a partner
and bring to the teacher four
Formal things to compare coming
(After Instruction) from any center. They will
be encouraged and asked
whether it is the same of
different. What makes it the
Assessment
Planned Modifications to
Assessment Tasks
If it appears students are not
grasping the concept of
comparing to things. Then
the teacher will hand them a
worksheet with pictures of
different fruits, and they will
have to circle all the ones
that are the same.
If the students are not
learning the content, more
examples will be provided.
Some students may need
further instruction and
cannot handle multi step
directions and will need a
teacher help to repeat
instructions. For any student
needing further instruction,
while others are working in
Evaluation Criteria and Feedback for Students

(Teacher Tasks - What evidence of student learning related to the
learning objectives and central focus does the assessment task
provide? What feedback will you provide the students?)
During this informal assessment, students may or may not
be able to demonstrate the connections between two things.
They may not recall how to compare to things and state
whether it is the same or different. With additional help with
the worksheets they should begin to follow the concept of
comparison. Any student who is still not able to do so will
be provided clarification by having a friend or the teacher
show them one-on-one.
During this informal assessment, students may have
difficulty differentiating between things. They might get
confused a red apple and a red strawberry. Although they
are the same color, they are different fruit. After more
examples are provided for those who need them, any student
still finding the task difficult will be provided with extra
support from the teacher.
A checklist stating the objectives of the lesson plan is used
during the evaluation of the centers. Notes are made
regarding any student who may still need extra support for
the lesson. to make sure the goa has been met. Teacher will
write down any student’s dictation.
 same of different? What
center they got it form?
Encourage comparing words
such as size (big or small),
color, and shape. When
some students are playing
with LEGOs or in block
area building. The teacher
can take a picture of what
they created and aske
children How they can make
it different? To change it up
and compare.
centers, they may be pulled
out into a smaller group to
work with the teacher on
mastering this previous
lesson. Additional practice
sheets will be given where
students will have the
opportunity to compare and
circle the correct answer

Instructional Strategies and Learning Tasks

Launch / Motivation /
Anticipatory Set
(Engage)
Instructional Core
Sequence
(Explore, Explain, Elaborate)
Structured Practice &
Application
(Formal Assessment or
Evaluate)
Closure
The Engage, Explore, Explain, and Elaborate sections are the ones Dr. Saba and I discussed being for science
lessons. I completed this part to the best of my ability.
Students are going to go in their usual small groups with half the kids with the teacher and the other half with the
teacher aide. To begin the lesson, I will tell the kids “We are going to do the same Rainbow Walking Water
experiment, but this time with toilet paper. Help me put some color in the water and let’s see if we can still make a
rainbow!” Children will each be given a large, clear, plastic cup. There will be extra large cups filled with water to
pour into the children’s cups. Each child will also get pre-folded toilet paper. Teacher will ask three of the
children to fill their cups ½ way with water and line them up in a row. There should be seven cups lined up in a
row. Only the first cup, third cup, fifth cup, and seventh cup should be filled ½ way with water. The other cups
are left empty. The teacher will ask the other children to place their paper towels from one cup to another
(Teacher will model first). Then, each child will get a turn to add food coloring in each cup that has water. There
will be five drops of red food coloring to the first and seventh cup, five drops of yellow food coloring in the third
cup, and five drops in the fifth cup. When finished, ask children what they think is going to happen. Introduce the
new vocabulary such as absorb, compare, mix, travel. Let children see photos of the previous experiment done
with paper towels and have them compare. Ask if it will work the same or not. Leave experiment so children can
observe the change in the colors, if any occur.

Closure: Students are asked to compare the classroom and their home. This shows the children understood and can
provide an example of what they learn.
How does your lesson The lesson includes language arts because the students are asked at the end to draw a picture of what they learned
plan include language happened. It also uses math because children are measuring water and food coloring.
arts, math, or social
studies content?

Any group that completes the activity while other groups are still working will be asked to draw a pictured of what
Extension Activity they learned about the experiment and what happened when using toilet paper instead of the paper towel. Teacher
will write down the children’s dictation of their experience.
Differentiation/Planned Have child sit next to teacher, model how to compare, show visual picture of previous experiment, have child do
Additional Support some of the steps, in the experiment, and encourage child to ask questions.

(Special Needs, ELL,

Gifted, Apathetic)
 Teaching Analysis
Which lesson aspects
worked?

Which did not work as

well as you planned?

What would you need to

say/do tomorrow, based
on how well this lesson
worked today?

Specific Changes

Resources
Preschool Standards. Retrieved from https://www.nj.gov/education/ece/guide/standards.pdf

The STEM laboratory. (2018, May 16). Walking water rainbow. Retrieved from https://thestemlaboratory.com/walking-water-rainbow/