USF Elementary Education Lesson Plan Template (rev.
Sum19)
Grade Level Being Taught: K
Title of Lesson
Meeting your students’ needs as
people and as learners
What Standards (national or
state) relate to this lesson?
(You should include ALL applicable
standards.)
Understanding the standards
over time
Name: Taylor Bryan
Subject/Content: Science Group Size: 20 Date of Lesson: 11/13/19
Part 1: Lesson Content
The Practice of Science
How does this lesson connect to the interests and cultural backgrounds of your students?
Many of my students are very interested in the subject of science. Visual & interactive activities, such
as those associated with science are found thought to be very engaging by the students. Students may
not have much exposure to the scientific process. This lesson will help level the playing field.
How does this lesson connect to/reflect the local community?
The students might bring what they learn from this lesson back to their homes and share their
newfound knowledge with their family. Also, by getting students ready for the scientific method will
prepare them for science courses in the future.
SC.K.N.1.1 - Collaborate with a partner to collect information.
SC.K.N.1.2 - Make observations of the natural world and know that they are descriptors collected using
the five senses.
SC.K.N.1.3 - Keep records as appropriate -- such as pictorial records -- of investigations conducted.
SC.K.N.1.5 - Recognize that learning can come from careful observation.
Trace the standard to the previous grade level. What have students already learned or been
exposed to related to this standard?
I could not find these science standards for pre-K.
Trace the standard to the next grade level. What will students learn next related to this standard?
SC.1.N.1.1 - Raise questions about the natural world, investigate them in teams through free exploration,
and generate appropriate explanations based on those explorations.
SC.1.N.1.2 - Using the five senses as tools, make careful observations, describe objects in terms of
number, shape, texture, size, weight, color, and motion, and compare their observations with others.
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USF Elementary Education Lesson Plan Template (rev. Sum19)
Grade Level Being Taught: K
What misconceptions might
students have about this
content?
Objectives- What students will
know or be able to do after the
instruction – the learning
outcomes
Content (WHAT students are
learning- look to the standard)
Action (HOW students will show it-
there might be clues in the
standard)
Measure (HOW WELL they need to
do it)
Level(s) of Thinking
Name: Taylor Bryan
Subject/Content: Science Group Size: 20 Date of Lesson: 11/13/19
SC.1.N.1.3 - Keep records as appropriate - such as pictorial and written records - of investigations
conducted.
The first standard adds ideas like free exploration. The second standard specifies how the objects should
be described. The third standard did not change expect for the inclusion of both pictorial and written
records. SC.K.N.1.5 did not have an associated 1st grade standard.
Students may have misconceptions regarding the following:
 Some vocabulary words may prove to be confusing such as “hypothesis”
 Students may think that science investigations must include some sort of fancy chemicals or
explosions.
1. By the end of these lessons, students will be able to carefully observe an object and create a
plan of investigation.
2. By the end of this unit, students will be able to successfully use the scientific method to
conduct meaningful investigations.
Using Bloom’s Taxonomy or Webb’s Depth of Knowledge, which level(s) of thinking is/are called
for in the standard?
Many of Bloom’s Taxonomy levels are addressed in the four standards being looked at in this lesson plan.
Standards SC.K.N.1.3 and SC.K.N.1.5 are examples of the knowledge level. Standards SC.K.N.1.1 and
SC.K.N.1.2 I consider to be examples of the Application level.
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USF Elementary Education Lesson Plan Template (rev. Sum19)
Grade Level Being Taught: K
Assessment Plan- How will you
know students have mastered
your objectives?
Assessment Scoring/Rubric
What are the criteria for how you
will assess student
learning/student work? If you’re
using a rubric, include your rubric
here.
Name: Taylor Bryan
Subject/Content: Science Group Size: 20 Date of Lesson: 11/13/19
Which level(s) of thinking is/are called for in your objective?
My objectives call for the Synthesis and Application levels of thinking. As students have to apply what
they learned about the scientific method in their own investigation.
Why did you choose this level(s) of thinking?
I wanted to challenge my students and form a strong base of the scientific method as it will stay with
them throughout their school careers. Also, I believe it is important to create engaging and rigorous
science lessons, even at the primary level.
Describe your assessment plan:
 For this lesson I plan to formatively assess current student knowledge about the scientific
process by conducting a probe at the beginning of the lesson.
Is your assessment formative or summative? Why did you make that assessment decision?
 It is formative as it acts as a pre-assessment for the unit and it does not assess overall
understanding of the concept. I choose to make this my assessment so that I can identify where
my students might have misconceptions so that I can ensure that I plan instruction to correct
them.
How does it align with your objective?
It aligns with my objective in that is it monitoring the progressive development of my students’
understanding of the scientific method.
There is no rubric for this assessment. The probe will be conducted by have students raise their
hands to agree with a statement and the number of hands will be recorded in order to identify
where misconceptions may lie. The probe questions can be viewed on the PowerPoint.
Part 2: Lesson Implementation
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USF Elementary Education Lesson Plan Template (rev. Sum19)
Grade Level Being Taught: K
Management & Environment
(integrated throughout your
step-by-step plan):
 How will you arrange
yourself and the students
(location in the classroom,
seating)?
 What processes &
procedures will you use?
How and when will you
communicate those to
students?
 What expectations will you
have for the students? How
and when will you
communicate those to
students?
 What strategies will you use
if students do not meet your
expectations? Are there
specific students who
require a more extensive
management plan? What
will that consist of?
 What will students do if
they complete the task
quickly?
Materials
(What materials will you use? Why
did you choose these materials?
Include any resources you used.
This can also include people!)
Name: Taylor Bryan
Subject/Content: Science Group Size: 20 Date of Lesson: 11/13/19
 Location:
o Students will begin by transitioning to the carpet. On the carpet I will be sitting with them
or standing in order to change the PowerPoint slides. The expectation is for the students
to be sitting criss-cross , with their hands folded, and with a bubble. Following the group
lesson on the carpet, students will gradually be released into beginning to brainstorm
their research at their seats.
 Processes/Procedures:
o Students will be participating in group work in order to begin their research. During
group work, students are expected to include all group mates in the conversation, be
respectful, and use an inside voice.
 Expectations:
o On the carpet, it is expected that students will be criss-cross , with their hands folded, and
with a bubble. This will be communicated by highlighting a student who is following
expectations as they sit on the carpet. Raising quiet hands will be reinforced when a
student does so. During independent work time, students will be expected to work
quietly and raise their hand if they have a request or question.
 Not Meeting Expectations:
o Students not meeting expectations will be addressed first by highlighting students who
are meeting expectations. If this does not correct the misbehavior, student will be
addressed directly. Also, students with behavior charts will be reminded to meet their
goals.
 Early Finishers:
o Should a group finish early, they will be challenged to begin writing their step-by-step
procedures.
1. Apples
2. Plates, Tin Foil, Plastic Bags, Gloves
3. Vinegar, Lemon Juice, Milk
4. Research Booklet
5. Knife (to cut apples)
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USF Elementary Education Lesson Plan Template (rev. Sum19)
Grade Level Being Taught: K
Differentiating Instruction
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.)
Name: Taylor Bryan
Subject/Content: Science Group Size: 20 Date of Lesson: 11/13/19
6. “I Need a Plan!” by Fedrica Muià (book)
7. Access to Video: https://www.youtube.com/watch?v=ptADSmJCVwQ
8. PowerPoint & Computer & Projector
1. Link to PowerPoint:
https://docs.google.com/presentation/d/1GPlfzpKTlAWlPYIF05aA6j0mtFfNuRT4NRFL6
TAhHCY/edit?usp=sharing
How will you differentiate instruction in this lesson? Circle those that apply:
Process Product Content Readiness Interest Learner Profile
Describe what/how you will differentiate:
 Process - Students will be placed into heterogeneous groups during the group work time. This
way students who are struggling with content will be grouped with students who would benefit
from the challenge of teaching and assisting another student. In these groups, considerations
would also be made to account for students who do not work well with others. These students
would be grouped accordingly.
 Interest – Students will be able to choose three options for testing what stops an apple from
turning brown. They can choose between lemon juice, milk, vinegar, and tinfoil. This will also get
them interested as it is hands-on and has real-life applications.
Which specific students will benefit, and why?
 J, Je, P, and E will benefit from heterogeneous groups as they will be able to work with a group to
think out their ideas rather than having to struggle working on their own.
 All students would benefit from differentiation by interest as they would all be more engaged in
the lesson.
What accommodations will you make for students who are English Language Learners? (Refer to
your ESOL Strategies checklist and list specific strategies)
 Pre-Production Level: During the read aloud, these student will be seated in the front near the
teacher and the teacher will make eye contact and make facial expressions and hand gestures.
Also, during the group work, they will be in groups were bilingual students can explain instruction
to them.
 Early Production Level: During the read aloud, these student will be seated in the front near the
teacher and the teacher will make eye contact and make facial expressions and hand gestures.
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Taylor Bryan

Grade Level Being Taught: K Subject/Content: Science Group Size: 20 Date of Lesson: 11/13/19

Also, during the group work, they will be in groups were bilingual students can explain instruction
to them.
 Speech Emergence Level: During the read aloud, teacher will make eye contact and make facial
expressions and hand gestures. Students will be encouraged to speak in English during their group
work, but may be placed near a bilingual student if trouble arises.
 Intermediate Fluency Level: During the read aloud, teacher will make eye contact and make facial
expressions and hand gestures. Students will be encouraged to speak in English during their group
work.

What accommodations will you make for students who have an IEP or 504 plan?
I do not have any students will specified IEPs or 504 plans, but if I did I would have a behavior chart for
the student and remind the student of their goals if problems arise. Also, because the grouping are
heterogeneous, the students would be in a group where they can be supported.

What accommodations will you make for students identified as gifted and have an EP (education
plan)?
While I do not have any students currently identified as gifted, I would challenge them to think out
their step-by-step plan on their own.

References (Planning of  Coast to Coast Kinder (idea for apple activity)

instruction should be guided by o Link: https://www.teacherspayteachers.com/Product/Apples-Scientific-Method-
research-informed 1455667
approaches. Acknowledge
references used to inspire lesson
ideas.)
Step-by-Step Plan
(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 words,
Act as if you needed a substitute to what lesson structure is appropriate for teaching within this content area? (5Es; guided/gradual
carry out the lesson for you.)
release/etc.)
Where applicable, be sure to
address the following: 3. Step-by-step plan:
 What Higher Order Thinking Time: Action Steps:
(H.O.T.) questions will you ask?

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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Taylor Bryan

Grade Level Being Taught: K Subject/Content: Science Group Size: 20 Date of Lesson: 11/13/19

 How will materials be 12:40 -

distributed?
Begin by bringing the students to the carpet and beginning with the objective. Say “Mirror / my learning
 Who will work together in
groups and how will you objective is / to conduct / a science investigation / to solve / a problem.”
determine the grouping?
 How will students transition
between activities? 12:45 -
 What will you as the teacher
Say: “My friends! I am so excited for our science lesson today! But, before we begin, I would like to get an idea
do?
 What will you as the teacher about what you already know.” Use the PowerPoint to conduct the pre-lesson probe. The expectation here
say?
is to have students close their eyes and raise their hand for which option they agree with. Record this
 What will the students do?
 What student data will be information. After the last probe, use the word “plan” to lead into the read aloud. Say: “Hmm, I’m not really
collected during each phase?
sure what a place is, but I have a friend who might be able to help us understand what a plan is!” After this
 What are other adults in the
room doing? How are they introduction, set expectations for Read-Aloud (criss-cross, bubble, raising quiet hands). Read the book
supporting students’ learning?
aloud and include stopping points to reflect. For ESOL students, include a lot of face expressions and
gestures to promote understanding. After reading the book, model thinking aloud about what happened in
the story. Do a turn & talk for students to discuss the main idea of the story. End with tying the story in
with conducting an investigation.

1:05 -
“How do we conduct an investigation? We need a plan! Just like the lizard did.” Play the video once or
twice and do hand motions, that the teacher has previously determined and rehearsed, with the students,
allow the students to stand up so that they may get some energy out. Then, create a scientific method
anchor chart with the students by placing the steps in order. Have the students orally mirror the order of
the scientific process with the teacher; the gestures could also be incorporated here.

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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Taylor Bryan

Grade Level Being Taught: K Subject/Content: Science Group Size: 20 Date of Lesson: 11/13/19

1:20 -
Introduce the problem - Miss Bryan’s apples keep turning brown! Present the materials (lemon juice, milk,
vinegar, and tinfoil) to the students to get them engaged. Say: “Friends, I have a problem that needs a plan
that we can use to do an investigation! My apple turned brown after I left it out. I have lemon juice, milk,
vinegar, and tin foil… hmm maybe one of these things can help me to stop my apple from turning brown. It’s
now your job as researchers to help me solve this problem!” Have the students return to their seats, while
they are doing so, play the song again and instruct students to write their names on their research
journals.

1:25 – 1:40 -
Guide students into completing observations, question, and hypothesis. Say: “First, scientists need to
observe the problem. I’d like you to draw and describe what the apple looks like right now. Next, let’s form a
question. Last for today, what do you think will happen? What is your idea? What do you think will work best
to keep the apple from turning brown?” Break students into groups for this, table groups will work to
provide heterogeneous groups. Circulate the room. Conduct probe again if time allows.