Claflin University School of Education

EDUC 450: Professional Clinical Practice

Reflective Lesson Plan Model

Name: Haley Craven Date: February 12, 2018

PART I: PLANNING

Title of Lesson
Is this lesson original idea? If not, from what source did I borrow this lesson?
Yes.
This lesson was pulled from my weekly lesson plan for the week of 12th-16th.
Source
Science
Subject Area (s)
Kindergarten
Grade Level
K.P.4A.3 Develop and use models to describe and compare the properties of different
materials (including wood, plastic, metal, cloth, and paper) and classify materials by
their observable properties, by their uses, and by whether they are natural or human-
Curriculum Standards made.

K.S.1B.1 Develop and use models to

Description and Background
Information
1. understand or represent phenomena, processes, and relationships,
2. test devices or solutions, or
3. communicate ideas to others.
Describe the lesson’s activities and content to provide a clear overview of the lesson.
The lesson will begin with a game of “I spy.” The teacher will chose a item made of
each of the materials and students will look around classroom trying to find the items
being described. This will get all the students engaged and thinking about the materials
paper, plastic, cloth, wood, and metal.
After I spy, the teacher will begin her instruction using the computer and smartboard to
go over a PowerPoint. The PP will cover all the materials on individual pages with
pictures to show examples of each.
Next the teacher will go to the dry erase board to create a chart to display all the
different materials. This first will be completed on the board by the teacher so she can
model how the students should create their own charts in their science journals. While
doing each material on the chart the teacher will list and draw examples of items made
of the different materials.
Also, the teacher will show real hands on examples for students to pass around so they
can feel how different the materials are and get even more of an idea of items they
could put on their charts.

What will students be able to do at the conclusion of this lesson? Make sure that your
Lesson Objectives objective(s) are measurable.
95% of students will be able to list the materials objects can be made of.
80% of students will be able to describe and compare the properties of materials.
75% of students will be able to know whether items are natural or man-made.
How will I vary these objectives for students who do not understand the material?
For students who do not understand the material, the teacher will work closer with them
in a small group. There the teacher will pass around even more examples of materials
Varying Objectives for they see in their day to day life at home or school. This will help students the chance to
Individuals Needs more closely hold and explore the items made of each material.
How will I vary these objectives for students who have already mastered the concept?
 For students who have already mastered the concept, they will search through
magazines finding examples of each material, cutting them out, and gluing them to a
piece of paper.
How will I vary these objectives for students who are presently learning English?
There are no students presently learning English.

Why is it important for the students to learn this content?

It is important for students to learn the properties of the different materials plastic,
Statement of Purpose paper, cloth, wood, and metal so they can know what items are best made of what
materials. Learning this content is also helpful to students because they can learn what
items they use in their everyday lives are made of.

What materials and supplies are needed to help your students achieve the stated
objectives? What will the teacher need? What will the students need? What other
Materials and Resources resources are needed? Will you use resource speakers?
Computer, smartboard, dry erase board, markers, internet, youtube, science journals,
pencils, magazines, scissors, glue, paper, items made of different materials for
examples.

What will you do to motivate the students and get their attention? What is the “hook”
Anticipatory Set that will serve as a focus for the lesson’s activities?
Playing “I spy” for each material to introduce lesson will get the students attention.

Part II: IMPLEMENTATION

How will I find out what students already know about this topic?
I will find out what students already know about this topic by asking questions
Pre-assessment throughout the day leading up until the start of science. These questions will be asking
what students think different items are made of. For example, I will start during
breakfast, I will ask: What are your cereal bowls made of? What are you spoons made
of? The questions will continue all day, examples are: What are your book bags made
of? What are our desk made of? What is your pencil made of? What is the door made
of? What are scissors made of?
All of these questions will help me to see how much of an understanding the students
have of materials.
What will I do to show students what is expected?
So students know what is expected of them, the teacher will go to the dry erase board
Teacher Modeling or to create a chart to display all the different materials. How to set the chart up will be
Demonstration completed on the board by the teacher so she can model how the students should
create their own charts in their science journals.
What will we do together as they learn how to succeed at the new task?
Once the teacher has modeled how the charts should look students will begin working
Guided Practice on setting up their own charts in their science journals. Once students have their charts
set up, together everyone will work on completing their charts listing the different
materials and drawing examples of each.
What questions will you ask to determine if students understand so far? What techniques
or strategies will be used to determine if students understand so far?
Checking for Understanding The teacher will ask the students many questions throughout the day and even more
during the lesson. These questions will be asking what materials different items we see
in our classroom and around the school are made of. Some examples are listen above
(pre-assessment) and others are: “what are books made of?” “what two materials are
your chairs made of?” also holding up real examples of house hold items the teacher
brought in they will ask “What that certain item is made of?” (wash cloth, sock, clothes
hanger, toothpick, plastic cup, metal cup, wooden blocks are a few of the real life
objects to ask about.
What will students do by themselves to show that they have internalized the knowledge?
By themselves students will search through a magazine for objects that are paper,
plastic, metal, cloth, and wood. After finding objects, on a piece of paper students will
Independent Practice cut them out and glue them in a chart categorized paper and plastic, wood, cloth, and
metal.
How will I conclude the lesson and relate it to future experiences? How will you wrap up
the lesson to reinforce concepts taught during the lesson?
Closure To close the lesson, the teacher will have slides in the PowerPoint that are made of
different material and few will be called to come up and pick which item is made of
whatever material called. After they pick the right answer, the teacher will discuss will
explain why items are best when made of those materials.
 Assessment What will students do to demonstrate what they have learned?
To Demonstrate what they know students will complete a materials worksheet.
(attach to lesson plan)
*(I created the worksheet at Claflin one day and printed off just enough copies for
students to complete so I cannot attach one to lesson plan but I can take pictures of
students completed ones or make copies of them for you to see. I was planning on
putting them in portfolio but if you need me to show it to you sooner I can.)*
What can students do at home or in the classroom to apply the knowledge or skills? How
could you use your colleagues or community agencies to improve student performance?
Extension Activities
At home and in the classroom students can practice what they have learned by
knowing what material objects they use in their everyday life are made of. To improve
student performance the teacher can ask other teachers to ask them questions about
what things are made of.

How will you use technology to assist students with learning the concepts? What technology will you
use to enhance the delivery and comprehension of your content?
Technology I will use the computer and smartboard to show youtube videos about materials and also to show
my powerpoint.
I will use the lumens to show smaller objects made of the different materials close up. (staple,
nail, button, ect.
How will you connect this lesson with other content areas across the curriculum?

Connection Across the
Curriculum
The Arts:
Students will create charts drawing pictures of items made of the different materials.
Health:
Health will be connected when the teacher and students discuss what items certain foods are
stored in or come in.

Physical Education:
PE will be connected when we discuss what the things they might use in PE are made of.
Example: hula hoop, basketball, football, bat and ball, cones, flags, jerseys.

PART III: REFLECTION

Describe the strengths of your instructional techniques, strategies and classroom management.
Describe the strengths of student engagement.

Strengths
Describe the weaknesses of your instructional techniques, strategies and classroom management.
Describe the weaknesses of student engagement.

Weaknesses
What would you change when teaching this lesson again?
Suggestions for
Improvement
Revised 6-2013

THE CLAFLIN IMPERATIVE

PREPARING STDUENTS FOR LEADERSHIP AND SERVICE IN A
MULTICULTURAL, GLOBAL AND TECHNOLOGICAL SOCIETY