2nd Science Whole Group 01/30/19: Name: Grade Level Being Taught: Subject/Content: Group Size: Date of Lesson

USF Elementary Education Lesson Plan Template (rev.
F18) Name: Kaleah Wagner____________________________________ Formatted: Underline
Grade Level Being Taught: 2nd Subject/Content: Science Group Size: Date of Lesson: 01/30/19
Whole group
Part 1: Lesson Content

What Standards (national or Investigate by observing and measuring how the sun’s energy directly and indirectly warms the Formatted: Font: Bold
state) relate to this lesson? water, land, and air.
(You should include ALL applicable SC.2.E.7.2
standards.)
Objectives- What students will Some examples:

know or be able to do after the --Students will be able to accurately (measure- how well) differentiate (action- how) between potential
instruction – the learning and kinetic energy (content- what).
outcomes --Based on what they read in the first half of a fiction story, students will be able to write (action- how) a
Content (WHAT students are reasonable (measure- how well) prediction (also part of the action) for how the main character will
learning- look to the standard) respond to a challenge in the second half (content- what).
Action (HOW students will show it- ----------------------------------------------------------------------------------------------------------------------------- --------
there might be clues in the
standard) We are learning to: Formatted: Font: Bold
Measure (HOW WELL they need to Investigate by observing and measuring how the sun’s energy directly and indirectly warms the water,
do it) land, and air.
(Note: Degree of mastery does not SC.2.E.7.2
need to be a percentage.)
This is because: Formatted: Font: Bold
the sun provides us with energy in many different ways.
I know you have it when: Formatted: Font: Bold

you are able to explain how the sun’s energy affects water, land, and air.
Essential Question: Formatted: Font: Bold

How does the sun heat the Earth?
USF Elementary Education Lesson Plan Template (rev. F18) Name: Kaleah Wagner____________________________________ Formatted: Underline
Whole group
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? Analyze ______________________________________ Formatted: Font: Bold, Underline
Which level(s) of thinking is/are called for in your objective? __________________________________________

Analyze Formatted: Font: Bold, Underline
Why did you choose this level(s) of thinking?

Students are observing, measuring, and analyzing how the sun affects the land (soil), water, and Formatted: Font: Bold
air. They are experimenting and testing their hypotheses to answer the essential question of how
does the sun heat the Earth?
Assessment Plan- How will you Describe your assessment plan:
know students have mastered
your objectives? I will be doing a progress monitoring as students are making their predictions. After the science
investigation, I will have students refer back to their predictions before making their conclusions
about what they found. I want them to be able to analyze their own data and compare it to their
predictions to see if the data proved the prediction to be true or not. In science, we cannot say
right or wrong because another trial may show different data. Then students can create their
conclusions from the investigation.
At the end of the lesson for science time, I will ask the student’s a question to evaluate their
knowledge of what they have learned the past two days. The question will be “what heats the
Earth?”
After we complete the investigation and bar graph too, students will complete a lesson two quiz
to measure their thinking and progress of mastering the standard. The quiz will be from the HMH
resources from online. The quiz asks questions about measuring with a thermometer, what is
being measured, and how the sun affects the temperature read on the thermometer. I will collect
both the investigation sheet and their quiz.
Whole group
Is your assessment formative or summative? Why did you make that assessment decision?
My assessment is both formative and summative. I made this decision because it gives students
multiple opportunities to show their thinking and improvements of learning the content.
How does it align with your objective?
It aligns with my objective because students need to be able to observe and measure the sun’s
direct and indirect effects on temperature (warming) of the land (soil), water, and air, or how it
effects the Earth.
Assessment Scoring/Rubric For the investigation sheet, I will be looking for students who completed every part of their
What are the criteria for how you investigation sheet. In the grade book it will be either an N for needs improvement if they did not
will assess student complete it or an S/E for completing it and if their data matches that of mine.
learning/student work? If you’re For the exit ticket, grades will either be an E or an N. I am looking in their answers, that they
using a rubric, include your rubric understand that the sun heats the Earth.
here.
For the lesson quiz, it will be a four question quiz. Students answers will vary depending on how
many questions they get right.
With both these forms of assessment data it will help me analyze whether or not students’
mastered the content or not.
Understanding the standards Trace the standard to the previous grade level. What have students already learned or been exposed to
over time related to this standard?
SC.1.E.5.4 Formatted: Font: Bold

Identify the beneficial and harmful properties of the Sun.

Recognize that water, rocks, soil, and living organisms are found on Earth's surface.
Whole group
Students have already learned what can be found on Earth’s surface. Students have also learned Formatted: Font: Bold
that the sun has either beneficial or harmful properties.
Trace the standard to the next grade level. What will students learn next related to this standard?

Identify the Sun as a star that emits energy; some of it in the form of light.

Demonstrate that radiant energy from the Sun can heat objects and when the Sun is not present, heat
may be lost.
Students will learn that the sun emits energy through radiation and light. Students will also learn Formatted: Font: Bold
that the sun heats objects and when the sun is not directly present, heat can be lost.
What misconceptions might Some misconceptions students may have about this standard and content in this lesson is that the sun
students have about this does not heat the Earth. They may also think the sun heats the air or water faster than the land (soil). To
content? fix these misconceptions I will connect it to when we go out in the sun compared to when we are outside
with no sun. In the sun, our bodies heat up. But when sun is not present, our bodies are much cooler.
Part 2: Lesson Implementation

Management & Environment
(integrated throughout your At the beginning of the lesson, the intern will be at the front of the class guiding students through the
step-by-step plan): hand up, stand up, and pair up, whole class discussions, and turn and talks. The intern will move from
 How will you arrange table to table to hear student thinking and input. This will be a small formative assessment to gather
yourself and the students student thinking. The intern will take the students outside to the courtyard and help conduct a guided
(location in the classroom, inquiry investigation with the students about measuring the sun’s effects on temperature on Earth.
seating)?
 What processes &
procedures will you use?
Whole group
How and when will you The teacher will use attention getters such as all hands on deck or waterfall, waterfall to get students
communicate those to attention. This will be used to communicate to students that it is time to focus and get ready to learn new
students? things.
 What expectations will you
have for the students? How I expect all students to follow champs procedures. I expect all students to be actively engaged with their
and when will you learning and listening to me and their classmates speak and share their ideas and thinking. This will be
communicate those to expressed before we go outside.
students?
 What strategies will you use If students do not meet these expectations, I will provide them with reminders to get back on task. If they
if students do not meet your cannot follow directions or other champs behaviors/expectations I will pull them aside and have a
expectations? Are there conversation about how they should improve.
specific students who
require a more extensive All students should be going at the same pace as it is a guided inquiry, however during writing times, I
management plan? What will remind students that we have limited time and that we need to stay focused so we can learn as much
will that consist of? as we can.
 What will students do it
they complete the task
quickly?
Materials  3 glasses Formatted: Font: 11 pt

(What materials will you use? Why  3 thermometers Formatted: List Paragraph, Bulleted + Level: 1 +
did you choose these materials?  soil Aligned at: 0.25" + Indent at: 0.5"
Include any resources you used.  water
This can also include people!)  student science investigation worksheets
 clipboards Formatted: Font: 11 pt
Differentiating Instruction How will you differentiate instruction in this lesson? Circle those that apply:
Process Product Content Readiness Interest Learner Profile

Whole group
Describe what/how you will differentiate:
Students will work with mixed academic ability students at their tables to help expand their thinking and
make their reasoning and understanding more concrete. There will be times for students to have turn
and talks with table partners. They will also have time for hand up, stand up, and pair up opportunities
to learn from new peers.
During the student investigation, I will have a prewritten sentence started to guide students to from a
concise prediction about how they think the sun will effect the temperature of the three glasses. This will
help with students who write slower and have trouble coming up with ideas for their prediction.
I will also read aloud the assessment questions to aide learners who struggle with reading and
understanding word meaning in a new sentence context. This will differentiate the lesson so there is
equity where all students can succeed.
Which specific students will benefit, and why?
Most ELL and ESE students will benefit from this because it meets their accommodations and
modifications they need to succeed.
Accommodations (If needed) What accommodations will you make for students who are English Language Learners? (Refer to
(What students need specific your ESOL Strategies checklist and list specific strategies)
accommodation? List individual  Pre-Production Level: Ask students questions that compare and contrast the different
students (initials), and then explain temperatures. Students can respond with acting out, drawing, or using vocabulary words
the accommodation(s) you will without complete sentences.
implement for these unique
learners.)  Early Production Level: Ask students questions that compare and contrast the different
temperatures. Provide them with sentence starters or areas to fill in with vocabulary
words orally.
 Speech Emergence Level: Ask students questions that compare and contrast the different
temperatures. Have them create original sentences with their vocabulary words.
Whole group
 Intermediate Fluency Level: Ask students questions that compare and contrast the different
temperatures. Have them create original sentences with their vocabulary words. Have
them added more details to their writing or oral response as to why the temperatures are
the same or different.
What accommodations will you make for students who have an IEP or 504 plan?
VI student: black and white paper to provide contrast, enlarged/modified pencil, magnifier if needed,
extra wait time to answer questions, enlarged print on white board, enlarged worksheet or enlarged
print.
Learning disabilities: extra wait time, more structured vocabulary support to guide thinking
What accommodations will you make for students identified as gifted and have an EP (education
plan)?
Gifted students will not be present for this lesson because they leave to do science with the gifted
teacher. If there were to be a gifted student present I would provide them with an extension activity
about other ways the sun heats the Earth and how we use the sun’s heat to transform it into energy.
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?
For this lesson, I am meeting my students’ needs as people and as learners because I am connecting and
relating the content and ideas of the lesson to concrete knowledge and experiences they have about the
sun.
If applicable, how does this lesson connect to/reflect the local community?
This lesson does not specifically to the local community. However, during this lesson I will remind them
as scientists that we respect nature and our school community where we learn.
Step-by-Step Plan Formatted: Font: +Body (Cambria)
Whole group
(What exactly do you plan to do in 1. What is the content area for this lesson? Science______________________________________
teaching this lesson? Be thorough. 2. What is the expected lesson structure for a lesson taught within this content area? In other
Act as if you needed a substitute to words, what lesson structure is appropriate for teaching within this content area? (5Es;
carry out the lesson for you.)
guided/gradual release/etc.) 5E guided inquiry lesson_______________________________
Where applicable, be sure to
address the following:
 What Higher Order Thinking 3. Step-by-step plan:
(H.O.T.) questions will you ask? Time: Action Steps:
 How will materials be
distributed? 8:00 Transition from social studies to science. Tell students to put away any social studies work
 Who will work together in in their writing folder. Attention getter: All hands on deck.
groups and how will you
determine the grouping? 8:01 Review the previous day’s lesson about weather with students. Remind them of weather
 How will students transition and weather patterns. Make sure to also bring up how the sun effects the weather and seasons.
between activities? Sunshine: A Book About Sunlight should be up so students can have text to support their
 What will you as the teacher thinking. A Probe with questions about different seasons. For example, why are some
do? months/seasons warmer than others? What is making those days so warm or cold?
 What will you as the teacher
say? 8:03 Have students get up and Rally Robin (hand up, stand up, and pair up) about information
 What will the students do? they learned yesterday about how the sun affects the weather. Have students go back and sit
 What student data will be down. Listen for student thinking, so when they go back to sit down you are ready to share some
collected during each phase? of their ideas that you heard. Write key words on the white board to activate thinking.
 What are other adults in the
room doing? How are they 8:07 Explain that when we go outside in the sun it usually makes us really warm and when we
supporting students’ learning? go outside when the sun is down we usually don’t get that warm. Share with students about how
they learned yesterday that the sun still provides heat to us indirectly and directly. Directly can
be when we are standing outside and the sunshine is shining on our skin. Indirectly can be we are
outside in the shade but the sun is still heating the air.
8:10 Review over the objectives: WALT, TIB, IKYHIW, and the Essential question. Read over the
essential question. Have students turn and talk with their face partners (As go first) about how
they think the sun heats the Earth. Have a few students share their thinking.
Whole group
8:16 Have paper passer outers pass out the investigation sheets. Have all the students write
their names and the date on their investigation worksheets. Have table captains get their
clipboards for their group. Explain to them how we just responded to the essential question
through an investigation.
8:20 Have students line up and quietly walk outside. Display an empty glass, a glass with water,
and a glass with soil. Ask students what do you think we will be doing with the three glasses for
the investigation. “What do you notice”? Wait for more students to raise their hand. Give a chance
for all students to think. After placing the glasses out, explain how we will be measuring the
temperature effects of the sun on the three glass jars, if no student is able to answer your
question. Ask students how we can measure the temperature. Have them whisper to you the
answer. If students cannot think of the answer, give them a classroom routine clue we do every
day. Ask for three students to come up and place a thermometer in each glass. Make it clear to
students they all need to be the same temperature so we can accurately take measurements.
Direct students to write their predictions of how they think the sun will affect the temperatures.
Call on a student to come up and record the three thermometers for the class. Review with
children about how to read a thermometer. Ask students what they are measuring to clarify
understanding. Explain to students that they need to predict which of the three glasses will show
the most temperature effects from the sun’s direct heat. Return back to the classroom.
8:35 Review the Myon book again, Sunshine: A Book About Sunshine and begin covering
content about how the sun creates heat and light that warms the Earth. Refer back to how the sun
heats our homes. Look at pages 2, 3, 4, and 5 about how the sun effects the Earth and Earth’s
weather. Ask probing questions about how the sun provides heat, how it warms our bodies in
direct sunlight, what happens to the air outside when the sun is down, and etc. Explain to
students that in the morning it is usually mild and sometimes cold, especially recently. Then
make the idea that later in the day it gets warmer. But ask the students why that might be. Why
does it get warmer outside later in the day? Have students turn and talk with their table partners
(shoulder partners; Bs go first) about why it gets warmer during the day.
8:40 Exit ticket: At the end of science time, I will ask the student’s a question to evaluate their
knowledge of what they have learned the past two days. The question will be “what heats the
Earth?” Transition to math. Explain that we will measure the temperatures on the way back from
music. Record data in science notebooks. Lesson will be continued the next day.
Whole group
Record the other two areas of the data chart throughout the day with the students so they can
create their bar graphs the next day.

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USF Elementary Education Lesson Plan Template (rev.

F18) Name: Kaleah Wagner____________________________________ Formatted: Underline

Part 1: Lesson Content

Objectives- What students will Some examples:

I know you have it when: Formatted: Font: Bold

Essential Question: Formatted: Font: Bold

Which level(s) of thinking is/are called for in your objective? __________________________________________

Why did you choose this level(s) of thinking?

How does it align with your objective?

SC.1.E.5.4 Formatted: Font: Bold

SC.1.E.6.1 Formatted: Font: Bold

SC.3.E.5.2 Formatted: Font: Bold

SC.3.E.6.1 Formatted: Font: Bold

Part 2: Lesson Implementation

Materials  3 glasses Formatted: Font: 11 pt

Process Product Content Readiness Interest Learner Profile

Describe what/how you will differentiate:

Which specific students will benefit, and why?

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