Winona State TPA-Referenced Lesson Plan

Teacher Candidate Name: ________ Grace Florin __________

Grade & Subject Area:_____________ Science _______________
Date for Planned Lesson:________ March 6th, 2023 ____________
Personal Goal: What lesson delivery skill do you want to improve?
I want to improve how detailed I am with information for the kids.

*Examples are given in the right-hand column. When submitting your

lesson plan, you may either replace the given examples or leave them
intact.
Lesson Title Quiz and Investigation 4 Prelab
MN/CC State Standard(s) 5P.3.2.2.1 Apply scientific ideas to design, test, and refine a device
- direct quote from MN standards that converts energy from one form to another.* (P: 6, CC: 5, CI:
documents PS3, ETS1, ETS2)
- if only focusing on one part of a
given standard, underline the part
being focused upon
Central Focus Test a device that converts energy from one form to another.
- derived from standard,
- communicates general goal
Learning Target for this Lesson Understand the difference between forces and identify balanced and
- concisely says what students will be unbalanced forces.
able to know and do
- start with appropriate language
function (active verb)
Academic Language (AL) Balanced forces, unbalanced forces, frictional force, normal contact force,
a. Domain-specific Acad vocabulary coefficient or friction
b. General Academic vocabulary Force, gravity, motion, weight, speed, acceleration, friction
(words used in school across many
subject areas) The diagram shows ___ forces. We know this because the arrows are ___.
c. Syntax Sentence Frame: Example In Lesson Part 2 Assessment, students will be given the chance to use
sentence that students can use vocabulary while trying to complete question 1 with their pod-mates.
to accomplish target
d. Point in lesson where students will
be given opportunity to use
Academic Vocabulary (Note: It
is important that this appear in
TPA videotape segments
Needed modifications/supports VF will have extra help with being able to complete the work with pod-
a. Identify how some form of mates. Having the open dialogue will help VF better understand the
additional support will be material.
provided for some aspect of the
lesson for given student(s)
- visual, graphic, interactive
- reduced text, rewritten text, fill-in the
blank notes, word banks
- graphic organizers, sentence frames
Resources & materials needed SDR booklet, book, pencil, highlighter, testing folder, chair, table, desk.
Lesson Part
Phase 1
State Target & Activate Prior
Knowledge
a) Post the learning target
statement and indicate whether
the teacher or student(s) will read Teacher will have students open SDR booklets
it aloud
b) Engage students in activity to
elicit / build prior background
knowledge
Phase 1 Assessment
Explain the plan to capture data
from this phase of the lesson
Phase 2 Teacher Input / Inquiry
- Explain procedures
- Demonstration the task
- Teacher think aloud
Phase 2 Assessment
Explain the plan to check for
understanding of steps /
procedures demonstrated in
this phase
Phase 3 Guided Practice
- Paired/collaborative work
- Teacher(s) may roam & assist
Phase 3 Assessment
Explain the plan to check for
ability to apply demonstrated Teacher will have students give a thumbs up or
steps/procedures during
guided practice
Activity description / teacher does Students do
Teacher will have students take out their testing Students will take out
folders. testing folders.
Teacher will have students take quiz on Students will put names
Investigation 3 (open book). on quizzes.
Teacher will collect quizzes. Students will take
quizzes.
to page 24. Students will give quiz
Teacher will go over vocabulary and how it was to teacher.
used in previous lessons. Students will open to
Teacher will evaluate who answers and see page 24 in SDR
what is known throughout the class. booklet.
Teacher will say learning target “Understand the Students will raise hand
difference between forces and define balanced to answer questions on
and unbalanced forces.” vocabulary words.
Students will listen
when teacher is talking
Teacher will make a mental note on who
volunteers during vocabulary questions.
Teacher will break students into 4 groups. Students will listen to
Teacher will explain what each group is going to
directions.
be demonstrating. Students will work with
Teacher will give students 5 minutes to think of
group to come up with a
an example to show their classmates. demonstration together.
Teacher will have students present their Students will present
demonstrations in front of the class. their demonstrations in
Teacher will check to see if groups understoodfront of the class.
what they were demonstrating. Students will sit and
Teacher will ask follow up questions about each
listen quietly while
demonstration. others are presenting.
Students will answer the
questions that are
asked.
Teacher will have students flip to page 25 in Students will copy what
their SDR booklets. teacher puts on the
Teacher will do 1.a. with the class. board for 1.a.
Teacher will have students work with pod-mates Students will listen to
to answer 1.b-1.f on pages 25-26. directions quietly.
Students will work with
pod-mates to complete
the rest of problem 1.
Teacher will ask pods to explain what they Students will answer
wrote for specific problems, and why. questions if called on.
down if they agree with what their classmates Students will show what
wrote. they are feeling with
their thumbs.
Phase 4 Independent practice Teacher will have students look at page 27 in Students will listen to
- Individual student work their SDR books. directions.
Teacher will have students listen to directions.
Teacher will have students do 2.a. as a class. Students will work
Teacher will tell students 2.b-2.f is individual individually on the rest
work. of the prelab.
Teacher will tell students problem 3 is individual
work
Phase 4 Assessment Teacher will walk around and see check Students will quietly
Explain plan to check for ability to progress on how students are doing. work.
apply demonstrated Students will raise
steps/procedures during hands if they have
independent practice questions.
Phase 5 Restatement & Closure Teacher will have students by a show of thumbs Students will show with
a) Restate learning target up, middle, or down, how they feel about the their thumbs how they
b) Explain a planned opportunity subject. feel.
for students to self-assess
their perceived level of Teacher will go over answers with students, so Students will write
mastery for the target. they have the correct answers. correct answers if
needed.
Phase 6 Summative Next Steps Reteach Extend Transfer to
Attach a class roster (first names Slightly new topic
only) with space to indicate Loralee
for each student the needed Ezra
next steps of instruction. Knox
Kyra
Ethan
Olive
Nick
Cal
Isaac
Vivian
Keith
Piper
Grant
Charlie
Drew
Jackson
Mack
Mason
Amelia
Evie
Reyna
Esmé
Jackson
Charlie