You are on page 1of 5

DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION

ELED 4300 SCIENCE LESSON PLAN TEMPLATE


Teacher Candidate __Kim Thurman___ Grade Level _K_ Title ____Science-Fall_________
CONTEXTUAL FACTORS (classroom factors)
Contextual Factors:
A.M.
There are 21 students; 11 boys and 10 girls.
P.M.
There are 20 students; 9 boys and 11 girls.
ELL Students & QIA levels:
A.M.
EmanuelIntermediate
LindsayBeginning
AlaricBeginning
P.M.
DavidBeginning
MadisonBeginning
EmelyBeginning
Students with an IEP:
A.M.
MaddoxGoes to resource for reading
R.J.Goes to resource for reading, speech
Reesespeech
P.M.
Leahgoes to resource for reading, speech
Emelyspeech
Hallespeech
High level learners:
A.M.
Ethanreading, some science
Hudsonreading, math
Jaydenhas talked to me about science
P.M.
Treyzonreading
Behavior:
A.M.
EmanuelSlow to follow directions. Has a problem with talking on the rug and bothering his peers.
R.J.Likes to bug other students around him. Currently on a behavior plan where he earns tokens for good behavior.
When he gets 5 then his parents take him to a movie.
Alarictalks out of turn in a loud voice.
P.M.
Madisoncant sit still, tends to hurt the other children.
Davidalways takes his shoes off and cant sit still or appropriate on the rug.
Classroom environment:
In the front of the classroom there is a rug that has 26 rectangles each for a letter of the alphabet. There is a projector, a
Promethean board, an Elmo, and a visual timer. When the students arent at the rug they sit at 5 different tables. In the
back of the room there is a rainbow table for small group instruction and a reading corner with stuffed animals and books.
There is also a playground right outside.

WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be able to do?)
State Standard/Objective:
Kindergarten Standard 2: Earth and Space Science. Students will gain an understanding of Earth and Space Science
through the study of earth materials, celestial movement, and weather.
Objective 3: Compare changes in weather over time.
a. Observe and record that weather changes occur from day-to-day and weather patterns occur from season to
season. SIOP 3
Content Walk-Away:
I will talk about the difference between summer and fall leaves. SIOP 1,10
Language Walk-Away:
I will talk about the difference between summer and fall leaves. SIOP 2,10
Vocabulary: chlorophyll SIOP 9
TEACHER BACKGROUND INFORMATION:
Seasons change as our earth (tilted at 23.5 degrees) revolves around the sun. When we receive more direct sunlight, the
result is summer heat; as the earth tilts away from the sun, we lose heat and experience winter cold. If one hemisphere is
experiencing summer, the opposite is experiencing winter. Midway between the summer and winter solstice (when the
North Pole is pointing as close to or far away from the sun) spring and fall occur.
Fall officially starts at the end of the summer solsticeusually on September 21st or 22nd. The history of fall began with
the time of harvest for people who depended on farming to survive. This time was even called harvest because it was
when fruits and vegetables were ready to be picked and stored.
One major sign of fall is the changing leaves. Leaves change color as a way to protect themselves from the temperatures
of winter. During winter, there is not enough light or water for photosynthesis. The trees begin to stop making food so the
chlorophyll (the green pigment) disappears. Chlorophyll is a dominant color pigment so it hides the other colors. Because
the trees stop making food, photosynthesis stops as well. The chlorophyll in the leaves breaks down allowing the other
colors to finally show.
Sources:
www.crh.noaa.gov/lmk/?n=seasons
www.teach-nology.come/themes/holidays/fall/
www.sciencemadesimple.com/leaves.html
www.uen.org
ASSESSMENT EVIDENCE (What evidence do I need to show
the students have learned the Walk-Away?) 5E-Evaluate
Formative Evidence (checking for understanding throughout the
lesson):
Students are participating in discussions about fall. They are
pointing out the sights and sounds of fall in the story. They are
following the rules on their leaf hunt. They are having
meaningful discussion about the differences in their leaves.
Content Walk-Away Evidence (Summative):
Students will talk about the difference between summer and fall
leaves.
Language Walk-Away Evidence (Summative):
Students will talk about the difference between summer and fall
leaves.
Approx.
Time
2 min
SIOP 26

Modifications/Accommodations (ELL, IEP,


GATE, etc.)
Behavior: Reminds students of the expectations at
the rugcrisscross applesauce and they are giving
themselves a hug. Proximity control. Provide with
alternative assignments if they cant handle what the
class is doing.
ELL: Show pictures of fall and provide examples of
senses. Partner with students that understand the
topic so they can help them if they struggle.
HLL: Ask about background knowledge. Ask to
provide more examples. Ask if they can see other
examples of fall other than the changing leaves.
Prompt to describe a characteristic that is different
from the changing colors or ask them to explain why
the leaves change.

ACTIVE LEARNING PLAN


Approximate length of entire lesson: _30_ minutes.
Teaching time: from _1:00_to _1:30__
Pretest Before Lesson Begins
Hand out the piece of paper with seven different colored leaves. Ask the students to take out a pencil
and circle all of the fall leaves then to hold it up in the air for a teacher to come pick up.

5 min
SIOP 26

Activate/Building Background Knowledge


Today we are going to talk more about the season fall. SIOP 8 Lets read our goal for the day. Read
objective. SIOP 1,2 What do you know about fall? SIOP 15 What do you wear? (Jackets, boots, hats,
gloves.) What does it feel like? (Chilly) Taste? (Apple pie, turkey.) Smell? (Apple cider, leaves,
pumpkins.) Sound? (Leaves crunching, scary Halloween noises, kids jumping in a pile of leaves.)
What does it look like? (Colorful, dead, leaves falling, fallen leaves.) SIOP 6,7,14,16,18,23,24,29
These are all great observations about fall. SIOP 29 But I have a question. Why do the leaves change
color in the fall? Lets watch a video that will teach us why this happens.
Watch video: http://www.mightybook.com/MightyBook_free/pexi/leaves.html (Why do leaves
change color?) SIOP 4,6,10,12,13
Wow! I learned something new! I learned that trees make their own food using sunlight and
chlorophyll. Everyone say that with me. SIOP 9,14 Chlorophyll is green and it is what makes leaves
their green color. Trees stop making food in the fall so the other colors like red, yellow, and brown
show up.
Would someone like to share something they learned from that video? Call on two or three people to
share something new they learned.
Formative assessment:
Learning Goal
Students are thinking about their
experiences with fall and
watching a video that explains
why the leaves change color.

Success Criteria
Students are giving appropriate
examples of experiences theyve
had during fall and sharing
something they learned from the
video. SIOP 16

Assessment Strategy
Ask about how they experience
fall with all 5 senses and listen to
their discussion. Ask a few
students to share one thing they
learned after watching the video.
SIOP 15,30

Modification/accommodations: (ELL, IEP, GATE, etc.)


Behavior: If students cant handle sitting on the rug move them to a new spot or have them sit next to a
teacher.
ELL: Show a picture of fall and give an example of each of the 5 senses. SIOP 4
HLL: Ask if read books about fall. SIOP 7
8 min
SIOP 26

Focus Lesson (I do it) 5E-Engage


Today we are going to focus on the leaves that change color in the fall. As we read this story, pay
attention to colors and sounds. SIOP 6,11,12,13,14,22
Read the story Were Going on a Leaf Hunt. (On the PowerPoint.) As students start catching onto the
phrases that are repeated, they may join in. SIOP 10,22
Formative Assessment:
Learning Goal
Students will listen to the story
and focus on the colors and
sounds.

Success Criteria
Students are pointing out the
colors they see (red, orange,
yellow, brown) and the sounds
they hear (squish, squash,
swoosh, splash, add crunch.)
SIOP 23,24

Assessment Strategy
Students are following the rules
on the rug and being attentive as I
read the story. They are pointing
out the sights and sounds of fall.
SIOP 30

Modification/accommodations:
Behavior: Sit them in places on the rug where they wont be distracted or be a distraction.
ELL: Point to the words while I read them.
HLL: Ask them to point out other examples of different senses they might think of while I read.
7 min
SIOP 26

Guided Instruction (We do it) 5E-Explore


How come there werent very many green leaves in the story? Because green leaves around mostly
found in the summer season, not the fall. Why? Because there is more sunlight to make food. So
remember that green leaves are found in the summer and red, brown, and yellow leaves are found
in the fall.
Now we are going to go on a leaf hunt of our own! Just like the children in our story we are going to
find colorful, fall leaves. Because the leaves havent really started changing color yet around our
school, as I was in Salt Lake City this weekend I gathered some colorful leaves for you to find.
Each of you will find two leaves. As you are hunting for leaves, try to find one leaf that would be
an example of a fall leaf and one that would be an example of a summer leaf. When we come back

to class we will be putting the leaves on a graph to see all the different colors we found at our school.
Be sure to stay in the playground. Any questions? SIOP 6,11,16,18,20,21,25
Formative Assessment:
Learning Goal
Students understand that because
it is fall there are different colored
leaves to find outside.

Success Criteria
Students are finding one summer
and one fall leaf.

Assessment Strategy
Students are following rules as
they go on a hunt for colorful
leaves. And they are choosing one
green leaf and one colorful leaf.
SIOP 30

Modification/accommodations:
Behavior: Proximity control. SIOP 5
ELL: Give them examples of the kinds of leaves they will find and choose. SIOP 4
HLL: While they are searching for leaves, ask them if they can see any other, less obvious, signs of fall. For
example, the chilly air, dying plants, etc. SIOP 5
3 min
SIOP 26

Collaborative/Cooperative (You do it together) 5E-Explain


Bring the class back to the rug.
Were we able to find one summer and one fall leaf? Lets find out. Turn to the partner I assigned
and talk to them about your leaves. Tell them which one is the summer leaf and which one is the fall
leaf. Then compare the colors, shapes, sizes, or anything else you can think of. Ill ask one
partnership to share what they talked about. Any questions? Wait time. SIOP
6,11,12,15,16,17,18,20,22,29
I want everyone to hold up their summer leaf so I can come pick it up because we are going to focus
on our fall leaves. We are going to put our fall leaves on this graph. There are different columns for
the different colors of leaves we found. Lets read the colors together. As I call groups to come put
their leaves and names on the graph, the rest of you will be working on an art project.
Formative Assessment:
Learning Goal
Students are able to tell the
difference between a summer and
a fall leaf. They can see that leaves
come in all colors, shapes, and
sizes. They can also discuss the
differences with a partner.

Success Criteria
Students hold up their summer
leaf and recognize their fall leaf
color and can place it under the
correct column.

Assessment Strategy
Observe students communicating
with each other about their
leaves. Listen for children
comparing summer/fall, color,
shape, and size. SIOP 30

Modification/accommodations:
Behavior: Place them with children that wont distract them and will keep them focused on what they are
supposed to be talking about. SIOP 17
ELL: Place with partners that can and are willing to help them compare their leaves. SIOP 17
HLL: Partner with children that struggle so they can get the conversation started. SIOP 17
4 min
SIOP 26

Independent (You do it alone)/Post Test 5E-Elaborate


For this art project, you are going to draw the two leaves you found today. Choose a color crayon
that matches your fall leaf and a color crayon that matches your summer leaf. What are we going
to color with? Crayon. If you finish early, draw something you would find or do in the fall. Any
questions? Now everyone go back to your desk and start working quietly. SIOP 6,11,12,16,22,25
After the graph is complete, talk about it (look under closure) and give post-test. Review the test and
ask which colored leaves they colored. (Shouldnt include green.)
Summative Assessment: Students will draw the difference between summer and fall leaves. SIOP 30
Modification/accommodations:
Behavior: Have another teacher sit next to them while I help with the graph.
ELL: Teachers may need to prompt the students to draw one summer and one fall leaf and maybe something
else they know about fall. SIOP 5
HLL: Ask these students to come up with something other than the leaves changing color. Or ask them to
explain why the leaves change color.

3 min
SIOP 26

Closure/Review of walk-aways, vocabulary, and essential questions


(Note: Closure includes student interactions, reflection, and/or demonstrations.)
Lets look at our finished graph. Which color did we find the most of? How about the least? How can
we tell? SIOP 12,13 Are all the leaves the same shape? How about the same size? SIOP 6,11,15 The
leaves that we found today are all special just like each of you.
When you go home tonight I want you to look at trees by your house. Do they have leaves that are
different colors? Which color do you see the most of? And then tell me what you found. SIOP 6,21

SIOP Indicators
Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary materials, 5-Adaptation
of content, 6-Meaningful activities
Building Background: 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary
Comprehensive Input: 10-Appropriate speech, 11-Clear explanation, 12-Variety of techniques
Strategies: 13-Students use learning strategies, 14-Scaffolding, 15-Higher-order thinking,
Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19-Opportunity for L1 students
Practice/Application: 20-Hands-on materials, 21-Activities to apply content/language knowledge, 22-Language skills
(reading, writing, listening, speaking)
Lesson Delivery: 23-Content objective supported, 24-Language objective supported, 25-Students engaged, 26-Pacing
Review/Assessment: 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment
TEACHING NOTES
What do I need to remember to do? What materials do I need to have ready? What is the approximate time needed for
this lesson?
Approximately 30 minutes. Video explaining why leaves change color, PowerPoint with book and chart, leaves, tape,
paper for leaf drawings.
REFLECTION AFTER LESSON
How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning? How can I transfer
what I learned from teaching this lesson to future teaching? What was effective and not effective? What goals can I set
to improve my practice and student learning?
I can use the summative assessment data by comparing the pre-test answers to the post-test answers. If the students
did a better job circling just the fall leaves while participating in the post-test, then learning occurred. If students showed
no improvement between the two tests, then either my teaching directions werent clear enough, my lesson delivery was
inadequate, the students truly didnt understand the content, or they didnt truthfully answer the questions as best as they
could.
Formatively, each time I observed students gathering leaves, putting fall leaves on the graph, or just talking about their
fall and summer leaves in general, I was able to witness their understanding of the objective. When students brought me
two fall leaves, it usually took me asking Which leaf is your fall leaf? for them to turn around and bring me back one of
each like they were supposed to. In this situation, as the teacher, I know the activity wasnt clear or they didnt follow
directions, but they still understand the content. Other the other hand, I had students I had to re-teach while standing on
the playground because they still didnt understand there was a difference between summer and fall leaves.
One of the most effective things about this lesson was that it was engaging for the students. They enjoyed learning
about fall leaves and discovering them in a hands-on way. By the end I believe they understood the difference between fall
and summer leaves mainly because they got to interact with them. One positive I can take away from teaching this lesson
twice in my two kindergarten classes, is that I noticed improvements from the AM lesson and the PM lesson.
One improvement I can make for the next time I teach this lesson would be to give the students more opportunities to
use the subject language or vocabulary. Also, I neglected to post or read the walk-away for this lesson so the students were
never explicitly told the direction they would take or where they should direct their focus. One last improvement I could
make is to review the objective again during the closure. Use that time as a last formative assessment for me to ensure
understanding.
Some goals I can set to improve my overall teaching would be to: be precise and clear with any directions I give, be sure
to provide opportunity and encourage students to use the subject language and vocabulary, and create solid, thorough
assessments I can use to truly understand if each individual student understands the content.
Note: You must arrange to have at least 40 minutes to teach your lesson.

You might also like