Supervisor Obs 2 Fall 2023

USF Elementary Education Lesson Plan Template (rev.
Sum19) Name: Sheyla Santini
Grade Level Being Taught: 3rd Subject/Content: Science/ Group Size: Date of Lesson: 11/17/2023
Physical Properties Whole Group
Part 1: Lesson Content

Title of Lesson
Physical properties of matter
Meeting your students’ needs as How does this lesson connect to the interests and cultural backgrounds of your students?
people and as learners I made sure to use examples that my students could connect to. For example, I used an object that I know
(supervisors) all of my students have interacted with in the past to have them observe and pick out physical properties.
I also included things that I know my students are interested in like cute animals and play-doh.
How does this lesson connect to/reflect the local community?
This lesson connects to the local community by allowing the students to find the physical properties of
things they can find in their community. For example, having them identify the physical properties of
pencils, cotton balls, and erasers.
What Standards (national or
state) relate to this lesson? SC.3.P.8.3: Compare materials and objects according to properties such as size, shape, color, texture, and
(You should include ALL applicable hardness.
standards.)
Understanding the standards Trace the standard to the previous grade level. What have students already learned or been
over time exposed to related to this standard?
(CPALMS/instructional planning In the second grade, students are introduced to physical properties and start to observe objects.
course)
SC.2.P.8: Observe and measure objects in terms of their properties, including size, shape, color, temperature,
weight, texture, sinking or floating in water, and attraction and repulsion of magnets.
Trace the standard to the next grade level. What will students learn next related to this standard?
In the fourth grade, students start to explore odor, taste, and attraction to magnets.
SC.4.P.8.1: Measure and compare objects and materials based on their physical properties including: mass,
shape, volume, color, hardness, texture, odor, taste, attraction to magnets.
What misconceptions might ● When I asked my students what the word physical means, one of my students said to move, which
students have about this content? could be another way to define the word physical.
(talk to your CT) ● Students might try to make inferences instead of just looking at the physical properties.
● Students might not have the proper vocabulary in order to adequately describe the physical
properties they are observing.
●
1
USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Sheyla Santini
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)
Measure (HOW WELL they need to Students will be able to accurately compare materials and objects based on their physical properties such
do it) as size, shape, color, texture, and hardness by sorting and classifying objects in the classroom.
(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 Using Bloom’s Taxonomy or Webb’s Depth of Knowledge, which level(s) of thinking is/are called
for in the standard? The level of Bloom’s Taxonomy that is called for in the standard is analyze because
it asks students to compare and sort objects based on their physical properties.
Which level(s) of thinking is/are called for in your objective? The level of thinking that is called for in
my objective is also analyze because the students are classifying and comparing objects based on their
physical properties.
Why did you choose this level(s) of thinking?
I chose this level of thinking because it correlates with the level of thinking called for in the standard and
since this is an introductory lesson on physical properties I wanted to keep it simple and easy for the
students to understand.
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Assessment Plan- How will you Describe your assessment plan:

know students have mastered I will be formatively assessing a couple times in my lesson. The first time I will be asking my students to
your objectives? write down the physical properties of animals on a sticky note and collecting the sticky notes. This will
tell me if they understand the definition of physical properties before we get to our group activity. The
last assessment will be their worksheet that they will be completing in their groups. They will also have
an exit ticket at the end of the lesson.
How does it align with your objective?
These assessments align with my objective because the assessments will test if the students know what
physical properties are and if they can compare objects based on those physical properties.
Is your assessment formative or summative? Why did you make that assessment decision?
My assessments are formative because this is their introduction lesson to physical properties.
Assessment Scoring/Rubric Sticky notes: I will be looking to see on the sticky notes if my students are beginning to understand what
What are the criteria for how you physical properties are. I will check to see if they have at least 1 physical property on there for an animal
will assess student they are describing.
learning/student work? If you’re Worksheet: On the worksheet I will be checking to see if they were able to do the group activities
using a rubric, include your rubric correctly.
here. Exit ticket: I am looking to see that they can correctly identify 4 physical properties and give me at least
one example of a physical property that they can see on an object in the classroom.
Part 2: Lesson Implementation
Management & Environment ● How will you arrange yourself and the students (location in the classroom, seating)?
(integrated throughout your At the beginning of the lesson I will be at the front of the class and my students will be at their
step-by-step plan): seats. Then when we move into our group work, the students will be spread out across the
classroom. There will be a group at the side table, a group on the carpet, a group at the other
table, and a group at their desks.
● What processes & procedures will you use? How and when will you communicate those to
students?
I will be using our blurt beans which they use everyday. If they interrupt or blurt out answers I
will take away a bean. I will also remind them that they are working to earn their class point. I
will also be putting student names on the BINGO board for good behavior. This will be
communicated at the beginning of the lesson and I will give reminders throughout the lesson as
well.
● What expectations will you have for the students? How and when will you communicate
those to students?
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I expect my students to be actively listening during instructional time and then when they are
working in groups I expect them to work nicely and collaborate with their peers and stay on task.
I will communicate these before the lesson as well as throughout the lesson as I walk around
while they are in groups.
● 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 do not meet my expectations I will take away a bean and I will also remind them that
they are not going to get their math point if they are not meeting my expectations. (My inquiry
project) I also have some students who have an individualized behavior plan that will help
students that need more reminders to stay on task. When the students are working in groups I
will use proximity interference to make sure that the groups are on task.
● What will students do if they complete the task quickly?
If they complete a task quickly they will be challenged to find more physical properties than
asked. They can also go on MyOn and read some books on physical properties on their computers.
Materials ● Smartboard
(What materials will you use? Why ● Pencil
did you choose these materials? ● Powerpoint
Include any resources you used. https://www.canva.com/design/DAF0Q9GNLoE/L4KWYRWoGGOTKhjQtJthJw/edit?utm_content
This can also include people!) =DAF0Q9GNLoE&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton
● Student science notebooks
●
●
Student science workbook
YouTube video of animals eating Too Cute Baby Animals Eating Food ASMR - Nom Nom
YouTube
🍔🍉 -
● Sticky notes
● Anchor chart
● Group instructions group instructions science
● Group worksheet
https://www.canva.com/design/DAF0YBgkq-M/ZOK08ESgOD_U4pSDh8xiLg/edit?utm_content=
DAF0YBgkq-M&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton
● Descriptive words for studnet reference
https://www.canva.com/design/DAF0YY0fd80/Vfb8z3_Aup358eiUr9hOOg/edit?utm_content=D
AF0YY0fd80&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton
● Different size stickers
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● Different seashells
● Play-Doh
● Stuffed animal
● Rocks
● Bag of random objects; pipe cleaners, cotton balls, sandpaper, rocks, erasers, pencils, crayons.
● Voice recording buttons
● Exit ticket
https://www.canva.com/design/DAF0YEDCBJw/3Ud8E8OdQ1oTpEAnTzhQVw/edit?utm_conten
t=DAF0YEDCBJw&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton
Differentiating Instruction How will you differentiate instruction in this lesson? Circle those that apply:
(adapting instruction to meet the
needs of individual students or Process Product Content Readiness Interest Learner Profile
groups of students)
Describe what/how you will differentiate:
I will differentiate the process by using voice recording buttons at each station. Before the lesson I
recorded my voice on each button with the instructions for each group and placed them at each group
along with printed instructions for that group. This is differentiating the process of giving instruction to
my students. It allows students to hear instructions in two different ways: audio and visual. I will
differentiate the product by having students show their knowledge in multiple ways on their worksheet. In
one group they will be drawing seashells, in another they will be working with stickers. This allows them
to show their knowledge without having to rely on writing.
Which specific students will benefit, and why?
These differentiations will benefit all students. The voice recorded instructions will greatly benefit ELL
students and by having students show their learning in different ways I am challenging the gifted students.
Differentiating Instruction How will you adapt this lesson to meet the needs of individual students or groups of students?
(adapting instruction to meet the (content? materials? level of support? pace? etc.). Make connections to your student asset profile.
needs of individual students or In my asset profile I noticed that my class gets bored and unengaged quickly so I designed my lesson to be
groups of students) at an appropriate pace where my students are always busy and engaged. I also made my lesson very
hands- on and used various objects and materials that the students could use to further their learning.
Accommodations 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: I will provide them with translated instruction, both written and oral, they
students (initials), and then explain will work closely with the group and I will provide them with examples of products.
5
the accommodation(s) you will ● Early Production Level:I will provide them with examples, allow them to work with a group and
implement for these unique provide written and oral instruction at each station as well as an example product at each station.
learners.) ● Speech Emergence Level:I will provide visual examples of expectations and provide written and
oral instructions at each station.
*If you don’t have students who ● Intermediate Fluency Level: I will have instructions for the groups available in written and oral
require these accommodations, format at each station. They will also have the opportunity to work with their peers.
describe what you WOULD do if you What accommodations will you make for students who have an IEP or 504 plan?
did have these students. For my students with IEPs and 504s I will give them constant reminders of the expectations and show
timers on the board to help them keep track of their timing. I will also give them more time on the exit
ticket if they need it.
What accommodations will you make for students identified as gifted and have an EP (education
plan)?
For my gifted students, I will further challenge them to explore other physical properties that we did not
go over in class such as; attraction to magnets, if the item floats or sinks, as well as mass and volume.
References (Planning of HCPS unit plans
instruction should be guided by Cpalms
research-informed My CT
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/ Physical properties
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.) Whole grou/ small group
Where applicable, be sure to
address the following: 3. Step-by-step plan:
Time: Action Steps:
◻ What Higher Order Thinking
12:20 The students are coming in from recess
(H.O.T.) questions will you ask? 12:25 I will use an attention getter to get their attention. I will tell them that today we are going to be
◻ How will materials be talking about physical properties. I will ask them if they have ever heard of physical properties and ask
some volunteers to tell me what they already know about physical properties.
distributed?
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12:30 I will then set a timer for 2 minutes and tell the students that they will have 2 minutes to get a
◻ Who will work together in
sharpened pencil and their science spiral notebooks out on their desk. I will also remind them to do their
groups and how will you best on this lesson because they are working to earn their class science point (inquiry project).
determine the grouping? 12:33 After my students are ready, I am going to show them a picture of an assortment of candy. I will give
◻ How will students transition them 2 minutes to talk to their table about what they notice about the candy and what words they can use
to describe the different pieces of candy. During this time I will walk around and listen to student
between activities?
conversation.
◻ What will you as the teacher 12:35 After the two minutes are up I will ask my students to raise their hands and tell me one thing they
do? talked about in their groups. I expect them to tell me how the candy is different colors, shapes, sizes, and
textures.
◻ What will you as the teacher 12:40 After our discussion I will ask my students to take out their science workbooks at turn to page 137. I
say? will give them one minute on the board to complete this task and they should give me a thumbs up when
they are ready.
◻ What will the students do?
12:42 Once everyone is on the correct page in their book, I will begin to read the section in their book
◻ What student data will be about physical properties with them out loud.
12:50 After we finish reading the section in our book and having a discussion on what we read, I am going
collected during each phase?
to be passing out a reference sheet that the students will need to glue in their notebooks. This sheet tells
◻ What are other adults in the us different descriptive words that we can use to describe physical properties of objects. I will give them
room doing? How are they time to glue this in their notebooks.
supporting students’ learning? 12:55 For this next part I will be passing out one sticky note to each student and asking them to write their
name on the sticky note. I am going to explain that while they are watching the video they are going to
choose one animal that they see in the video and use descriptive words to describe its physical properties.
I will give them an example. (The bunny has soft fur) Once everyone has their sticky note ready, I am going
to play a video of cute animals eating. I am going to remind them to choose one animal. I am going to walk
around and see what they are writing while the video is playing. The video is quite long so I will only play
about 5 minutes of the video. Once the video is done, I will ask my students to write down their example of
the sticky note. Once they finish, I will ask them to come to the front of the class and read some of their
examples. They will all put their sticky notes on the class anchor chart.
1:05 After the video, we will move into working in groups. I will pass out the group worksheet to each
student and assign each student to a group. After each student has a group, I will explain the instructions
for each group. I will remind them of the group work expectations. I will also remind them that they can
read the instructions or listen to the voice instructions at each table if they forget the instructions. Each
group will have 5 minutes to work and then they will switch.
7
Blue group: You are going to use your senses to make observations on the physical properties of the
Play-Doh, the stuffed bee, and the rock. You are then going to order them from softest to hardest and draw
them in order on your paper. You can also write some of their physical properties next to the drawings.
Red group: Using the bag of random objects, take turns picking an object without letting anyone else see.
Once you have your object in your hands, you are going to use describing words to describe the physical
properties of the object and everyone else is going to try and guess what object you picked. Then draw
your object and write its physical properties next to it.
Orange group: Carefully choose two shells from the bag and feel their textures. Draw them on your paper
and write some descriptive words to describe their physical properties. Try and choose two shells that
have different textures.
Pink group: Using stickers, you are going to be comparing sizes. Place them on your worksheet in order
from smallest to largest. Then use the ruler to measure them and write their length on your paper. (Use
centimeters)
1:30 Once all of the groups have visited all of the stations, they can tidy up their stations and turn in their
worksheets to the turn in bin in the back of the class.
1:35 The students will then go back to their seats. We will have a little review about what they remember
about physical properties.
1:40 Once we finish reviewing, the students will be completing their exit ticket. I will remind them to write
their name on their paper. Once they finish they can turn it in to the back turn in bin and go on i-Ready.

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USF Elementary Education Lesson Plan Template (rev.

Sum19) Name: Sheyla Santini

Part 1: Lesson Content

Objectives- What students will Some examples:

(connect back to 4504/CT

Assessment Plan- How will you Describe your assessment plan:

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