Notes on using this science/mathematics lesson plan template

This template is intended for use by science and mathematics teacher candidates. It is compatible with the standard template used by programs at GCSU but

accommodates specific components of mathematics and science pedagogy. It is useful for guiding teacher candidates in the thoughtful and thorough

development of lesson design and it is flexible enough for a variety of lesson purposes. I have been using and adapting this template over a period of years

going back to my days in the classroom and to my work as a science implementation specialist for GaDOE. It continues to evolve and this year I have edited it

once again to simplify the Academic Language section, omitting the EdTPA verbiage. Other edits can be made as needed to accommodate course objectives.

The column on the right has been added to provide a framework for the teacher to think through how the Science and Engineering Practices, Standards of

Mathematical Practice, and the NGSS Cross-Cutting Concepts are integral to STEM instruction in the lesson. Depending on the intended use of the plan, the

instructor may have the teacher candidate simply label where these components show up in the plan. This is helpful because it causes the teacher candidate

to identify when and where in the lesson(s) these components are included. If the instructor wants the teacher candidate to justify their use of these

components the teacher candidate may be asked to fill in details for each of these components in the space provided.

The user should not type in the gray areas. The gray areas are headings and dividers. The plan should be typed in the white spaces. Italicized text provides

reminders and guidance in some sections. This text can be deleted as the form is completed. The information required at the bottom of the form documents

aspects of the teacher’s professionalism, including references to materials, use of technology and connections to learning theory. These sections may be used

as needed depending on the course and use of the template.

 Grade Level:
Name of Teacher Candidate: Third Grade LESSON PLAN TEMPLATE FOR
Curriculum Area: Curriculum Area: MATHEMATICS AND SCIENCE
Physical science TEACHER CANDIDATES
Julia Shaw
In this section below, identify which
Lesson Title or Topic: Time Required: (for example: 30 minutes, 60 minutes, 90 minutes;  Science and Engineering Practices
Exploring Heat! two 55-minute sessions)  Standards of Mathematical
For lesson – 20 minutes Practice and
For experiment at least an hour depending on the weather  Cross Cutting Concepts
Instructional Groupings -
Whole Group are applicable in this lesson.
Standards: List the GSE that are the target of student learning and are key to this lesson. Include the number and the text of each of the GPS/GSE
that is being addressed. If only a portion of a standard is addressed, include only the part or parts that are relevant.

S3P1. Obtain, evaluate, and communicate information about the ways heat energy is transferred and 1 Scientific and Engineering Practices
measured
c. Use tools and everyday materials to design and construct a device/structure that will increase/decrease 1. Planning and carrying out
the warming effects of sunlight on various materials. (Clarification statement: Conduction, convection, and investigations
radiation are taught in upper grades.)
2. Analyzing and interpreting data

3. Obtaining, evaluating, and

communicating information

2 Crosscutting Concepts

4. Cause and effect: Mechanism and

explanation

3 Disciplinary Core Ideas

physical Sciences
PS3: Energy
As a result of this lesson students will…
Learning Objectives: (Objectives are aligned with the standards and are stated in measurable/observable terms. These should reflect the
thinking and skills appropriate to the specific content (The Standards of Mathematical Practice and/or the Science and Engineering Practices and
Crosscutting Concepts. These objectives are what you will assess.)
Makes inferences about their observations, collects data and records information

As a result of this lesson, the children should be understanding the key concepts of heat transfer, radiation, conduction, and convection.
Essential Question(s) As a result of this lesson, students will build understanding that leads to developing an answer for this question.
What would happen to us or the world if heat didn’t transfer.

Support for Academic Language Demands and Vocabulary: What Academic Language will be taught or developed? Identify the key
vocabulary and/or symbols specific to the content area. These may be derived from the standards) How will you provide support for using this
academic language and vocabulary?

Radiation – Radiation is a review word. I am not introducing anything new. However, we will review this word
through the book I will read to the class. Our experiment will also mainly revolve around radiation.
Temperature – temperature will be a review word. We will review this word in our readings and practice it when we
do our experiment.

Assessment Identify the assessment strategy/strategies to be used for assessment of the learning objectives listed above. Each learning objective
should be assessed. (DO NOT restate the learning objective.) How will students demonstrate the targeted skill and/or understanding of the lesson’s
objective es? What type of assessment will be used? Think in terms of balanced assessment-.
Pre-assessment, formative and summative, employing multiple means of assessment. How will you provide feedback for the students?
Assessment Strategy/Strategies:
I will have a work sheet that the children will complete, post experiment. It will include the material from the
reading and experiment. Once they complete it, I will review it with them. During the review, I will provide
feedback.

Steps in the Lesson Complete the following sections to Include the activating strategy or the hook for the lesson; the introduction; the lesson Identify the inquiry components: Not all
procedures including strategies/planned supports for whole‐class, small group, and individual instructions; and differentiated activities. of the Es will be in every lesson, but
engage, explore, and explain form the
Do not write in this gray area.)
backbone of the science lesson. These can
also apply to mathematics lessons. Only
enter the components applicable to this
lesson.
Introduction: (State how the lesson will be introduced. This should communicate the purpose of the lesson, be directly related to the goals and For example: Engage (Initiate here, carry
objectives of the lesson, tap into prior knowledge/experiences, and develop student interest Attention should be given to students’ academic, social, through the lesson.)
and cultural characteristics to promote connections and engagement.)
Activate learning (Hook): (State how you will begin the lesson to engage the students.
Hook – Ask the students if they can imagine a scientist, even give them a moment to draw one. Explore
Explain to them that they are going to be a scientist for the day. Explain WHY and then explain the project

Work Session (Body of Lesson) Instructional Strategies:

Introduction -
 After the hook, we will jump into our reading. We will do a read aloud because those are best for interaction Explore
and understanding. The students will be encouraged to sit on the carpet so they can better see the reading on Explain
the board. I will stand in from of them and read it aloud and they will read it with me. Evaluate
Body -
 After the reading we will review what we just read. I will ask questions about heat, energy, temperature, and
radiation. I will also ask the children if they feel like they learned anything else.
 My teacher has a worksheet that she wants to include in, it is called “Sunlight.”
 I will read the passage for this paper and allow them to learn more specifically about the sun’s radiation. They
will finish the worksheet.
 After this we will move on to our experiment. Before I assemble the experiment, we will create a hypothesis
on what will happen. We will also collect some data before the experiment.
 After we wait for a few hours, we will see how the sun affected the ice water we put outside.
 We will collect data and compare it to what we had before.
Closure Explore
 After everything is done, we will evaluate our data and see what the change was in our experiment. Then I will Explain
ask the students to do a ticket out the door. I asked them to draw me a picture of what they learned during Evaluate
the lesson or from the experiment.
Modifications/Differentiation: Describe how the lesson is modified or differentiated to meet the needs of individual students.
 Children are welcome to move closer to board to see material, this is for my child who doesn’t wear glasses
but needs them.
 The days schedule was mortified to be able to include ALL students due to some leaving for RTI programs.
Instructional Supports
Resources and Materials Used to Engage Students in Learning (Provide citations for all resources that you did not create. Attach key
instructional material needed to understand what you and the students will be doing. Examples: class handouts, assignments, slides, and interactive
white board images.)
Trade book - The Building Blocks of Science - Heat
Experiment book - Learning about Energy, Forces, and Motion Learning Playground
Sunlight worksheet – provided by Partner teacher
Additional Resources and Materials Used to Increase Teacher’s Background Knowledge of the Content:

Tin, water, thermometer, sun light, paper, pencils.

Other Relevant Information
Clear Links to Learning Theories, Educational Research, and Principles of Development:

Connections to Technology and/or the Arts: