USF Elementary Education Lesson Plan Template (Fall 2014)

Name: ____Ellesse Jirau__________________

Lesson Content
What Standards (national or
state) relate to this lesson?
(You should include ALL applicable
standards. Rarely do teachers use
just one: theyd never get through
them all.)

SC.4.P.9.1- Identify some familiar changes in materials that result in other materials with
different characteristics, such as decaying animal or plant matter, burning, rusting, and
cooking.

SC.4.N.1.7 Recognize and explain that scientists base their explanations on evidence.
SC.4.N.1.1- Raise questions about the natural world, use appropriate reference materials that
support understanding to obtain information (identifying the source), conduct both individual
and team investigations through free exploration and systematic investigations, and generate
appropriate explanations based on those explorations.

SC.4.N.1.2- Compare the observations made by different groups using multiple tools and
seek reasons to explain the differences across groups.

SC.4.N.1.4- Attempt reasonable answers to scientific questions and cite evidence in support.
SC.4.N.1.5- Compare the methods and results of investigations done by other classmates.
Essential Understanding
(What is the big idea or essential
question that you want students to
come away with? In other words,
what, aside from the standard and
our objective, will students
understand when they finish this
lesson?)

What happens when steel wool in a test tube rusts?

USF Elementary Education Lesson Plan Template (Fall 2014)

Name: ____Ellesse Jirau__________________

Objectives- What are you

Students will be able to identify chemical changes such as rusting. Also, Recognize and explain that
teaching?
explanations are based on evidence.
(Student-centered: What will
students know and be able to do
after this lesson? Include the
ABCDs 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 rewrite 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
Address the following questions:
Why are you teaching this
objective?
Where does this lesson fit
within a larger plan?
Why are you teaching it this
way?
Why is it important for
students to learn this concept?
Evaluation Plan- How will you
know students have mastered
your objectives?
Address the following:
What formative evidence will
you use to document student
learning during this lesson?

I am teaching this objective in order to complete and wrap up lesson 6, as a lab we will put all out
learnings into hands on practice.
This lesson fits in with the larger plan by including all the information we have learned in lesson 6
and using the information and knowledge to complete our lab.
I am teaching it this way, because my data collection research from previous lessons and tests
have show to be successful.
It is important for the students to learn this concept because it is part of everyday life, and it is a
building block for their science education.

During this lesson I will evaluate the students learning as they fill in their science notebook pages 142145 that includes their charts on page 143.
The summative evidence I will collect will be the page 142-146, after their chapter 10 test, which I will
also collect.

USF Elementary Education Lesson Plan Template (Fall 2014)

Name: ____Ellesse Jirau__________________

What summative evidence will

you collect, either during this
lesson or in upcoming lessons?
What Content Knowledge is
necessary for a teacher to teach
this material?

What background knowledge is

necessary for a student to
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 have about this content?

What rust is
What a variable is
Types of variables
What a hypothesis is
Materials

Students need to have an idea of what a variable is.

Students need to be able to develop a hypothesis.
Through my bell work and analysis (included at the end of this document) I am able to see where
the students stand in regards to the beginning of this lesson.
I know that the students have an idea of the content but may need reinforcement in regards to
variables. According to my chart, data analysis.

I think that the students may confuse rust with other substances, although they seem to be on the proper
track.

Lesson Implementation
Teaching Methods

USF Elementary Education Lesson Plan Template (Fall 2014)

Name: ____Ellesse Jirau__________________

(What teaching method(s) will you

use during this lesson? Examples
include guided release, 5 Es, direct
instruction, lecture, demonstration,
partner word, etc.)

I will use Guided release as I review the information on the projector, and then have the students
complete the portions of the lab on their own.
I will use demonstration as I show the students how to conduct the lab experiment.
The students will be working in groups.

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.)

Time

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 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

Who is
responsible
(Teacher or
Students)?

Each content area may require a different step-by-step format. Use whichever
plan is appropriate for the content taught in this lesson. For example, in science,
you would detail the 5 Es here (Engage/Encountering the Idea; Exploring the
Idea; Explanation/Organizing the Idea; Extend/Applying the Idea; Evaluation).
Starting off by introducing the essential question What happens when steel
wool in a test tube rusts? Pass out the materials needed for the lab, one set per
each table (4 tables total). Pass out guided inquiry packets including pages 142145. Go over page 142 in the Lab booklet, which will be about 1-2 per table.
Present the lab and conduct a demonstration of the materials on the page and the
materials names. I will tap back to prior knowledge and ask what students
already know about rust. Then on page 142 of their packets have the students
make their hypothesis. On page 143-144 in the lab text I will go over the 5 steps
prior to starting the lab. Then I will discuss variables, have the students fill out
the packet as they work through the lab with me guiding and releasing them
throughout the process. During the lab process I will be walking around
identifying the strengths and weaknesses of the students. Through the process of
the lab the students will be recording their data and observations on page 143 of
their packets. After the lab is complete the students can complete the packet by
concluding and explaining questions on page 144-145. I will be collecting the
packets at the end of the lab to see how each student performed individually.

a student struggles with the content?

If a student struggles with the content I can have them refer to their text book/ or science
notebook to the data we recorded for this lesson content up until now.

USF Elementary Education Lesson Plan Template (Fall 2014)

Name: ____Ellesse Jirau__________________

a student masters the content quickly?

I can have the student work with a student that may be struggling.

Meeting your students needs as

people and as learners

If applicable, how does this lesson connect to the interests and cultural backgrounds of your
students?
This lesson can connect to the cultural backgrounds of my students in the aspect of having seen
rust. Some children say they have see rust, while others had no idea what it was.
If applicable, how does this lesson connect to/reflect the local community?
The students may be able to identify rust in their surroundings and know what it is.
How will you differentiate instruction for students who need additional challenge during this
lesson (enrichment)?
Students who need to be enriched will be asked to observe our cups of water and steel wool up
until three days after the experiments and record their findings.
How will you differentiate instruction for students who need additional language support?
Students needing language support (there is none in my class) may have the material translated or
have support in the classroom.

Accommodations (If needed)

(What students need specific
accommodation? List individual
students (initials), and then explain
the accommodation(s) you will

n/a

USF Elementary Education Lesson Plan Template (Fall 2014)

Name: ____Ellesse Jirau__________________

implement for these unique

learners.)

Materials
(What materials will you use? Why
did you choose these materials?
Include any resources you used.
This can also include people!)

Packets (2 pages front and back)- for the lab process and for me to collect as data
Pencil
Lab books, at least 1-2 per table
Texts one per student
Lab Materials:
Spray bottle
Steel wool
Straw
2 test tubes
3 cups of water
Tape
Paper towels

Bell Work
18
16
14
12
10
8
6
4
2
0
Question 1

Question 2

Question 3

Question 4

USF Elementary Education Lesson Plan Template (Fall 2014)

Name: ____Ellesse Jirau__________________

Question 1: What is a hypothesis?

Question 2: What is a variable? Does a variable change? How?
Question 3: What is rust? How does is happen?
Question 4: Give an example of rust.

Bell work is the data I pre assessed the students with for the lesson. This chart represents the number of questions the students got correct out
of 18 students. This chart shows me that I need to review all the questions, but specifically questions two what is a variable? Does it change?
How?