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

Grade Level Being Taught: Subject/Content: Group Size: Date of Lesson:

Lesson Content
What Standards (national or
state) relate to this lesson?
(You should include ALL applicable SC.K.P.9.1
standards. Rarely do teachers use Recognize that the shape of materials such as paper and clay can be changed by cutting, tearing,
just one: theyd never get through crumpling, smashing, or rolling.
them all.)

Essential Understanding
(What is the big idea or essential
question that you want students to
come away with? In other words, A. Matter can undergo a variety of changes.
what, aside from the standard and
our objective, will students B. Matter can be changed physically or chemically.
understand when they finish this
lesson?)

Objectives- What are you

teaching?
(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 Students will be able to identify that matter can change.
written in the past or present tense,
A: the student B: will be able to re- Students will be able to identify physical properties of change during teacher-led instruction with
write the sentence in future tense D: minimal errors.
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.)
USF Elementary Education Lesson Plan Template (S 2014) Name: ____________________________________
Grade Level Being Taught: Subject/Content: Group Size: Date of Lesson:

Rationale
Address the following questions: I am teaching this objective because it follows our previous standard of learning the five senses.
Why are you teaching this This lesson fits into the larger plan of the properties of matter: solid, liquid, and gas.
objective? I am teaching it this way so the students get a hands-on experience, and they will be able to
Where does this lesson fit
make a connection when revisiting the content.
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?
Formative- Observing table group conversations, take note of students who are answering questions
Address the following: correctly and following the steps, and collecting the exit tickets.
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

necessary for a teacher to teach
this material?

The teacher should be familiar with the vocabulary: physical properties and matter. The teacher should
also be familiar with the physical properties of paper.
USF Elementary Education Lesson Plan Template (S 2014) Name: ____________________________________
Grade Level Being Taught: Subject/Content: Group Size: Date of Lesson:

What background knowledge is

necessary for a student to I will ensure that my students have a general understanding of matter and the physical properties,
successfully meet these before releasing them to their table groups.
objectives?
I know that my students get antsy if I give them too much time to complete steps in an experiment. I
How will you ensure students also know my students are interested and very engaged in science learning opportunities.
have this previous knowledge?
Who are your learners?
I know the students have been taught to explain their answers or reasoning very well. I know that I can
What do you know about them?
ask them what is happening and many of them will share their thinking.
What do you know about their
readiness for this content?

What misconceptions might

students have about this content? If the students have prior knowledge of matter they may think we are covering solids, liquids, and
gases.

Lesson Implementation
Teaching Methods
(What teaching method(s) will you
use during this lesson? Examples Whole group lesson
include guided release, 5 Es, direct Close proximity/ carpet area to begin the lesson (Lecture)
instruction, lecture, demonstration, I do, you do, we do. (Direct instruction)
partner word, etc.)
Group discussion.

Step-by-Step Plan Time Who is Each content area may require a different step-by-step format. Use whichever
(What exactly do you plan to do in responsible plan is appropriate for the content taught in this lesson. For example, in science,
teaching this lesson? Be thorough. (Teacher or you would detail the 5 Es here (Engage/Encountering the Idea; Exploring the
Students)? Idea; Explanation/Organizing the Idea; Extend/Applying the Idea; Evaluation).
USF Elementary Education Lesson Plan Template (S 2014) Name: ____________________________________
Grade Level Being Taught: Subject/Content: Group Size: Date of Lesson:

Act as if you needed a substitute to

carry out the lesson for you.)
Everyone will gather on the carpet, I will sit in the rocking chair and I will have
Where applicable, be sure to materials next to me.
address the following:
What Higher Order Thinking Today in science we will do a new science experiment. We will change physical
(H.O.T.) questions will you ask? properties of paper! Physical properties are ways that we describe an item.
How will materials be
distributed? We can change physical properties, the way something looks, by changing its
Who will work together in color, size, shape, and texture.
groups and how will you Matter is everything around you, matter is anything that takes up space. Is this
determine the grouping? slice of bread around us? Does it take up space? Is this piece of bread matter?
How will students transition
between activities? -students should answer yes, yes, yes.
What will you as the teacher do?
What will the students do? Good job boys and girls this slice of bread is matter!
What student data will be
collected during each phase? Here I have a slice of bread. What shape is this?
What are other adults in the Students should say square.
room doing? How are they Think of a way I can change the shape of the bread and quietly raise your hand
supporting students learning? to be called on. H.O.T.
What model of co-teaching are
you using? -allow wait time for all students to think, then call on a student

Student should say something like cut, tear, rip.

Good job! If we tear the bread, we can change the physical property or make it
look different. We can change it from a square to a. H.O.T.

-allow students to shout out answers

I can change the shape into a triangle!

Good job boys and girls we have changed the physical property of our bread!
Right now the texture or the way the bread feels is fluffy, but watch what I do to
change the way it feels. crumble up the bread into a ball.
USF Elementary Education Lesson Plan Template (S 2014) Name: ____________________________________
Grade Level Being Taught: Subject/Content: Group Size: Date of Lesson:

Raise your hand and tell me what happened? H.O.T.

-students will share what they saw happen.

- review with the students what we changed about the slice of bread: shape, and
texture.

This shows us that matter can be changed many times!

Now we are going to start our science experiment. At your tables, we will
explore how we can change the physical properties of paper? We will explore
how to make the paper look different. Walk to your tables and have a seat.

-While students walk to their tables I will pass out the construction paper.

(Attention getter)
Boys and girls raise your hand and tell me the physical property of your paper.
Remember physical property means how it looks. So tell me how your paper
looks.

-students will share their observations.

Good job! encouragement

Remember we are changing the physical property of the paper. How could we
change the shape of our paper?

-students can say cut, tear, rip

Great job! If you said cut, tear, or rip, kiss your brain two times.
Encouragement. Now use your scissors or rip your paper to make a new
shape.

-allow students time to complete that step, teacher will go around to make sure
all students are following along.

(Attention getter- if needed)

USF Elementary Education Lesson Plan Template (S 2014) Name: ____________________________________
Grade Level Being Taught: Subject/Content: Group Size: Date of Lesson:

Boys and girls you have changed the physical property of shape, but we also
changed something else Is this the same size as this? (hold up a paper and the
cut piece of paper)

-students should say no I will scaffold for them to say we made it smaller.

Now how can we change the color?

-allow students to raise their hand and share ideas.

Lets change the color of our new shape

-allow students to color it.

Now lets touch our paper and tell youre your friends at your table how it feels:
smooth, bumpy, rough, furry

-allow students to touch and speak with their table groups

How can we change the physical property of texture? How can we make the
paper feel different? H.O.T.

-allow students to think and share

What if I did this? (crumbles up the paper) Will the paper feel the same? How
does it feel now?

-students should say no and describe how it feels

Now its your turn to change the texture of your paper. Crumble your paper to
change the physical property.

Boys and girls, you all have changed your paper in so many ways! We cut or
ripped the paper, we colored the paper, we made it smaller, and we even made it
feel different!
USF Elementary Education Lesson Plan Template (S 2014) Name: ____________________________________
Grade Level Being Taught: Subject/Content: Group Size: Date of Lesson:

Show the students the exit ticket on the projector and pass them out. Sing the
first thing on your paper When you are done writing your name place both
hands on your head.

Give the directions, and then ask table captains to collect the papers.
Exit ticket:

Have students first write their name.

Then orally ask Can matter change? Circle the thumbs up for yes ORRRR
circle the thumbs down for no

THE END!
What will you do if a student struggles with the content?

Some students may not grasp the new vocabulary quickly, so I will continue to use the new
vocabulary with a synonym to help the students understand how I am using the new vocabulary.

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

I will ask the student if they could tell me how other things go through physical change (i.e.
banana, apple, etc.) prompt for higher-level discussion.

Meeting your students needs as If applicable, how does this lesson connect to the interests and cultural backgrounds of your
people and as learners students?

If applicable, how does this lesson connect to/reflect the local community?

How will you differentiate instruction for students who need additional challenge during this
lesson (enrichment)?
USF Elementary Education Lesson Plan Template (S 2014)
Grade Level Being Taught:
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.)
Materials
(What materials will you use? Why
did you choose these materials?
Include any resources you used.
This can also include people!)
Name: ____________________________________
Subject/Content: Group Size: Date of Lesson:
I will ask the student if they could tell me how other things go through physical change (i.e.
banana, apple, etc.) prompt for higher-level discussion.
How will you differentiate instruction for students who need additional language support?
I will model what they should do at the front of the classroom; this way they can see me as a
reference to follow along.
E- Is not allowed to use scissors, so I will walk over to help him when it is time to cut. It also difficult for
him to sit still and listen, I will allow him to move around on his carpet square as long as I can tell he is
listening to the lesson (as well as standing up at his desk).
A- Needs motivation and individual direction sometimes.
-Bread
-Construction Paper
-Scissors
-Coloring utensil
-Exit ticket
-Projector (if needed)