USF Elementary Education Lesson Plan Template (rev.

Sum19) Name: Addison Thistle

Grade Level Being Taught: K Subject/Content: Science Group Size: Date of Lesson: 11/12/21
Whole Grp.

Mid-term Goals (Use blue font to denote the actions you are taking to addresses your mid-term goals in your lesson plan)
1. Instructional Design and Lesson Planning My goal is to effectively differentiate instruction to meet the developmental needs
of all students
2. The Learning Environment. My goal is to use positive and specific praise to redirect off task behaviors
3. Instructional Delivery and Facilitation. My goal is to assess preconceptions and misconceptions at the beginning of my
lesson
4. Assessment. My goal is to modify assessments to accommodate for learners with specific
needs

Wondering Project (Use red font to denote the actions you took to include the data or literature from your wondering project
into you lesson plan)
Wondering Question In what ways can I use goal setting to promote continuous effort and engagement in the classroom?

Part 1: Lesson Content

Title of Lesson The Paper Change

What Standards (national or

state) relate to this lesson? SC.K.P.9.1 Recognize that the shape of materials such as paper and clay can be changed by cutting,
(You should include ALL applicable tearing, crumpling, smashing, or rolling.
standards.)

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?
(CPALMS/instructional planning N/A
course) Trace the standard to the next grade level. What will students learn next related to this standard?

What misconceptions might
students have about this
content? (talk to your CT)
SC.1.P.8.1 Sort objects by observable properties, such as size, shape, color, temperature (hot or cold),
weight (heavy or light), texture, and whether objects sink or float.
Students may not have a conceptual understanding of what matter is. They may think only the specific
examples they have discussed are misconceptions. Students might not also completely understand that
matter has properties. Students may have heard the term ‘property’ as a piece of land rather than a trait

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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Addison Thistle
Grade Level Being Taught: K
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)
(Note: Degree of mastery does not
need to be a percentage.)
(connect back to 4504/CT
Support/reinforced in
instructional planning)
Level(s) of Thinking
Assessment Plan- How will you
know students have mastered
Subject/Content: Science Group Size: Date of Lesson: 11/12/21
Whole Grp.
that tells you something about an object.
Some examples:
• Today I am… multiply a one-digit whole number by a multiple of 10, up to 90
• So that I can…find the product of 6 * 70
• I know it when…I correctly complete on 4 out of 5 problems during independent practice
• The student will correctly multiply a one-digit whole number by a multiple of 10, up to 90 during
independent practice on 4 out of 5 problems.
• Yellow is the Audience
• Pink is the content being taught
• Red is when are you assessing,
• Green is the degree of expected proficiency
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Students will be able to accurately identify different ways to change properties of matter by enacting
these changes with different materials.
Today I am identifying different ways I can change physical properties of matter
So that I can demonstrate these changes using Play-Doh
I know it when I can accurately identify and illustrate the physical changes made to the Play-Doh
Using Bloom’s Taxonomy or Webb’s Depth of Knowledge, which level(s) of thinking is/are called for in
the standard? Understand
Which level(s) of thinking is/are called for in your objective? Understand
Why did you choose this level(s) of thinking?
Student are working to recognize and identify different ways that we can make physical changes occur.
Describe your assessment plan:
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Addison Thistle
Grade Level Being Taught: K
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.
Management & Environment
(integrated throughout your
step-by-step plan):
Subject/Content: Science Group Size: Date of Lesson: 11/12/21
Whole Grp.
To assess students’ understanding of the standard, I will have students use several materials to explore
these concepts hands-on. Students will be given play-doh (or pipe cleaners) and will be asked to explore
how its physical properties can be changed. To do this, students will be asked to determine at least 3
different ways that we can change the physical properties of the given material. Students will be asked to
illustrate how their object’s physical property changed. I will know students understand this content
when they are able to provide at least 2 different ways physical properties can change (tearing, cutting,
changing the size, changing the shape, etc.)
How does it align with your objective?
This aligns to my objective as it is having students illustrate and identify different ways one could change
physical properties of matter
Is your assessment formative or summative? Why did you make that assessment decision?
This assessment is formative because the portion being assessed is a new concept. Students do not have
enough content knowledge to be assessed for understanding.
I will know students understand the content if they are able to successfully identify and illustrate at least
2 different ways physical properties can be changed.
- I will also be observing be taking observational notes as I go around the classroom and ask
students to explain their work to me
Part 2: Lesson Implementation
● How will you arrange yourself and the students (location in the classroom, seating)?
During the review - students will be at the carpet
During the guided instruction - TBD – I would like to discuss this with my CT. I either would like
students at the carpet as we complete an activity together or I would like the students at their
desks following along independently as we work through the activity.
During independent practice – students will be at their desks and I will be rotating around the
room talking to students 1 on 1.
● What processes & procedures will you use? How and when will you communicate those to
students?
Before we begin I will remind students of my expectations at the carpet, during instruction, and
then during independent work (when we get to it). I will remind students what it means to be a
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Addison Thistle

Grade Level Being Taught: K Subject/Content: Science Group Size: Date of Lesson: 11/12/21
Whole Grp.

good listener. I will make sure I have all eyes on me before expressing my expectations for our
time together.
● What expectations will you have for the students? How and when will you communicate those to
students?
I will expect students to participate throughout, quietly raise their hand when they want to share,
actively listen when I, or one of their peers, is talking. I will also remind students what an
excellent student looks like during each portion of the lesson. For example, during the
independent work I may say “During this time, I will be looking for excellent students. Excellent
students are working quietly, raising their hand if they need help, using the materials
appropriately, etc.
● 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?
If students are not meeting my expectations, I will work to use redirection strategies like
providing positive praise to students on-task or within proximity to the misbehaving student. To
really reinforce these positive behaviors, I will provide extrinsic rewards (JSR Buck) to
encourage these appropriate behaviors.
● What will students do if they complete the task quickly?
If students finish the task quickly, I will provide them with a new object for them to explore. With
this, I will encourage the student to explore different ways in which we can change its physical
properties.

Materials
(What materials will you use? Why Paper, “The Paper Change” activity book, marker, scissors, play-doh,
did you choose these materials?
Include any resources you used.
This can also include people!)

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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Addison Thistle
Grade Level Being Taught: K
Differentiating Instruction
(adapting instruction to meet the
needs of individual students or
groups of students)
Differentiating Instruction
(adapting instruction to meet the
needs of individual students or
groups of students)
Accommodations
(What students need specific
accommodation? List individual
students (initials), and then explain
the accommodation(s) you will
implement for these unique
learners.)
Subject/Content: Science Group Size: Date of Lesson: 11/12/21
Whole Grp.
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:
To differentiate for my emerging scholars, I will provide different graphic organizers hat contain visual
aids and guides for completing the assignment. The assigned activity will have visual guides that will aid
the students in completing this assignment. Since there is writing involved in this activity, I will
differentiate in product. These students will be asked to illustrate their responses, but I will not require
them to write the words. Instead, they will have the opportunity to describe, orally, their responses.
Which specific students will benefit, and why?
This will benefit my students that have limited English proficiency as well as students with IEPs. This
modified worksheet provides these students with supports, such as visual aids, to help in understanding
the assigned activity
How will you adapt this lesson to meet the needs of individual students or groups of students?
(content? materials? level of support? pace? etc.).
I will be modeling the content and having students participated in guided discussions regarding content
before beginning independent work. This will give students exposure to necessary academic vocabulary
and content knowledge to complete the following activities I will also provide visual supports for my
students during instruction and for the activity. I know that some of my students are not yet able to
write, or refuse to attempt writing, so I will instead allow those students to describe the physical changes
orally.
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: Student will participate in hands on activities, teacher will demonstrate
activity beforehand. Students will be provided visual aids.
● Early Production Level: Student will participate in hands on activities, teacher will demonstrate
activity beforehand. Students will be provided visual aids.
● Speech Emergence Level: Student will participate in hands on activities, teacher will demonstrate
activity beforehand. Students will be provided visual aids
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Addison Thistle
Grade Level Being Taught: K
*If you don’t have students who
require these accommodations,
describe what you WOULD do if
you did have these students.
References (Planning of
instruction should be guided by
research-informed
approaches. Acknowledge
references used to inspire lesson
ideas.)
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.)
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?
Subject/Content: Science Group Size: Date of Lesson: 11/12/21
Whole Grp.
● Intermediate Fluency Level: Student will participate in hands on activities, teacher will
demonstrate activity beforehand
What accommodations will you make for students who have an IEP or 504 plan?
For my student with an IEP for language impairments, I will conduct hold a short 1 on 1 meeting where I
demonstrate a physical change and ask them to circle the physical change he saw on the page. I will also
have this student illustrate the changes independently.
What accommodations will you make for students identified as gifted and have an EP (education
plan)?
For students that are identified as gifted, I will challenge them to explore more ways in which we
can change the physical properties of the given object.
CPALMS - https://www.cpalms.org/PreviewResourceLesson/Preview/29775
1. What is the content area for this lesson? Science
2. What is the expected lesson structure for a lesson taught within this content area? In other
words, what lesson structure is appropriate for teaching within this content area? (5Es;
guided/gradual release/etc.) Guided
3. Step-by-step plan:
Time: Action Steps:
Review (5 min.) We will begin with a review on matter and properties of matter. I will prompt students
to share what they know about these concepts. I will allow several students to share out during this time
so that I can assess any misconceptions regarding this content. During this time, I will remind students
that everything is made up of matter and that matter has properties. I will point out different items
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Addison Thistle
Grade Level Being Taught: K
◻ How will students transition
between activities?
◻ What will you as the teacher
do?
◻ What will you as the teacher
say?
◻ 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?
Subject/Content: Science Group Size: Date of Lesson: 11/12/21
Whole Grp.
around the room. Along with the students, the teacher will describe the properties of the identified items.
Students will be reminded that a property is a trait that tells you something about the object.
Guided Instruction (10 min.) I will use a book called “The Paper Change” to demonstrate different
physical properties of paper that can be changed. To do this, I will place the book under the document
camera for everyone to see. Together, we will walk through this book and discuss the changes being
made to the physical properties of the paper. During this time, I will explicitly discuss each different
change within the text. For example, after reading page one (I can tear the paper) I will ask students
“How did we change the paper on this page? What did we do to change the physical property of the
paper?” As we read, I will ask students to come up and illustrate the action described on the page. I will
also be demonstrating each action with a piece of construction paper. After completing the reading, I will
prompt students to answer “How did we change the physical properties of this paper?” I will allow
students to first think in their head, share with a partner, and then I will call on a few students to share
some of the ways we changed the physical properties of the paper.
Independent Practice (10 min.) Students will be given a new object and asked to change its physical
property or show how its physical properties can be changed. They will record this on a graphic
organizer that prompts students to write a word describing how they changed the physical property (cut,
tear, crumble, etc) and has space for students to illustrate these changes.
Wrap Up (3-5 min) Before moving on, I will ask students to share their examples of how they changed
their object with the class.