Sei sulla pagina 1di 3

SETON HILL UNIVERSITY

Lesson Plan Template Abridged


(May be adapted based on instructors needs)

Pre-Planning
TOPIC
Name
Subject
Grade Level
Date/Duration
Standards/
anchors/
competencies
PA/Common
Core/Standards
(Plus any others
as may be
required)
Formative
AND/OR
Summative
Assessment
Evidence
Objectives
A-B-C-D
Bloom's Taxonomy
Webb's Depth of
Knowledge (DOK)

Transportation (Boats)
Sarah Baird
Science
Pre-K
February 24, 2015
3.2.PK.A.6: Participate in simple investigations of
matter to answer a question or to test a prediction.

CK

Formal Evaluation
There will be no formal evaluation for this lesson.
Informal Evaluation
The students will be informally evaluated based on their
ability

The preschool student will be able to make predictions


about whether objects will sink or float independently 1
out of 1 times.
The preschool student will be able to record
observations about whether objects did sink or float
independently 1 out of 2 times.

Step-by-Step Procedures
RATIONALE for the
Learning Plan
DETAILS
Introduction
Activating Prior Knowledge
Review with children by asking what we are learning
about this week (transportation). Ask them to define
transportation if possible.
Hook/Lead-In/Anticipatory Set
Show students a boat and a bin of water. Ask if they
think the boat will sink or float. Put the boat in water to
see that it does float. Ask what I could do to make it
sink. Fill the boat with rocks/coins until it sinks. Ask why
they think the boat sank. Tell students that today they
will be testing other objects to see what sinks and what
floats.
Explicit
Big Idea Statement
Instructions
Physical properties help us to understand the world.
Big Ideas
Essential Questions
What are physical properties of objects?

CK

Essential
Questions

Lesson Procedure
Must include
adaptations &
accommodations
for students with
special needs
Accommodations,
Modifications

Materials
(reading,
technology,
equipment,
supplies, etc.)
Closure

How are physical properties of objects discovered?


What effect does energy have on the physical properties
of objects?
Key Vocabulary
Transportation
Sink
Float
Pre-Assessment of Students
N/A
Modeling of the Concept
Show student what it means to sink and float.
Emphasize how to use the objects in the water (not
splashing, etc.).
Show them how they will fill out their observation sheets
to keep track of what happened during the experiment.
Guiding the Practice
If needed, teachers will assist with filling out observation
sheets.
Transition
Transition students to tables by having them swim.
Providing the Independent Practice
Give students time in small groups to experiment with
the objects and see what sinks and what floats.
Adaptations/Accommodations for Students with Special Needs
A student with special needs will be seated in close
proximity to the teacher or another adult.
A student with special needs will be given choices when
prompted, rather than being given open-ended
questions.
A student with special needs will be redirected as
needed.

Other(This area
is to be
determined by
instructor OR
student as
needed)
Supervising

Plastic bins
Small objects (plastic eggs, coins, uncooked noodles,
plastic spoons, matchbox cars)
Observation sheets

Summary & Review of the Learning


Before leaving the table, the student should have a
completed observation sheet.
Homework/Assignments
N/A

teacher
comments and
signature
Teacher
Self-reflection
What
worked?
What would
you
change?