UNLV/Department of Teaching & Learning

Elementary Lesson Plan Template

UNLV Student:
Lesson Plan Title:
Date:
Grade Level:

Nyjaa Peterson
Seasons
11-19-15
Kindergarten

PSMT Name:
Lesson Plan Topic:
Estimated Time:
School Site:

Miss Panduro
Seasons
50min.
Rex Bell

1. State Standard(s):
CCSS.ELA-LITERACY.L.K.1.F
Produce and expand complete sentences in shared language activities.
SL.K.3 Ask and answer questions in order to seek help, get information, or clarify
something that is not understood. (K-ESS3-2)
K-ESS2-1. Use and share observations of local weather conditions to describe patterns
over time.
2. Teaching Model(s):
Direct
3. Objective(s):
Students will be able to identify the four seasons and their weather features.
4. Materials and Technology Resources
Paper
Crayons
Handout
pencil
5. Instructional Procedures:
a. Motivation/Engagement:
Bring students to the carpet and ask questions about the weather today and seasons to
assess prior knowledge. Show multiple pictures of types of weather and after explaining
them have students tape them to the corresponding season.
b .Developmental Activities or Learning Experiences:
Have students share with a partner their favorite seasons and with guidance and given
sentence frames they will write three sentences.
My favorite season is_______.
I like _______ because________.
In the _______ it _________.
Examples.
winter
winter
I get to drink hot chocolate

winter
snows
Students will then create a drawing to illustrate their writing.
c. Closure:
Students will present their writing to the class using the Elmo.
d. Extension:
Students will receive a handout out that has four trees in it, each in its own square. They
will label each tree either summer, winter, fall or spring. After labeling they will have to
color each section according to what it will look like during that season.
6. Accommodations, Modifications and Differentiations for Diverse Learners:
Pictures for those students who are ELL to help with their understanding.
7. Assessment and Evaluation of Learning:
a. Formative: I will be walking around to check understanding and to make sure
they are formulating the sentences the correct way. As well as having their
sentences be realistic for one given season of their choosing.
b. Summative:
Students will turn in all work and I will assess whether or not they understand the
differences in the season based on the description they gave on their writing as well as the
handout.
8. Homework Assignment:
n/a
9. Reflection:
a. Strengths:
I made sure to explain all vocabulary words as well as get the students and engaged with
starting with a game. I checked understanding when I was going over the material and
was able to see that the students had a clear understand of what was being taught. I gave
students time to think about what their favorite season by having them share it with a
partner as well as explaining why they chose that holiday. I became a lot less nervous as
the lesson began and was able to use her classroom management strategies to keep the
students engaged and on task.
b. Concerns:
Im still working on my directions and making sure that students understand my
expectations and what Im asking them to do.
c. Insights:
My mentor teacher suggested having them repeat orally exactly what their going to do.
This is a great way for me to know if I need to not only explain it again but also show
examples. I might have to even have them do some of the work with me to begin and
then let them continue on their own at their pace.

Lesson Plan

Nyjaa Peterson
Title: Survival
Grade level: Kindergarten
I.

Standards/Objectives

Next Generation Science Standards

K. Interdependent Relationships in Ecosystems: Animals, Plants, and Their
Environment
Students who demonstrate understanding can:
2-LS4-1. Make observations of plants and animals to compare the diversity of life in
different habitats. [Clarification Statement: Emphasis is on the diversity of living things
in each of a variety of different habitats.] [Assessment Boundary: Assessment does not
include specific animal and plant names in specific habitats.]

Science and Engineering Practices

Obtaining, Evaluating,
and Communicating
Information
Obtaining, evaluating,
and communicating
Disciplinary Core Ideas
information in K2
builds on prior
experiences and uses
observations and texts
to communicate new
information.
Communicate solutions
with others in oral ESS3.A: Natural Resources
Living things
and/or written forms
need water, air, and resources from the land, and they live in places that have
using models and/or
the things they need. Humans use natural resources for everything they do. (Kdrawings that provide
ESS3-1)
detail about scientific
ideas. (K-ESS3-3)

Crosscutting Concepts

Patterns
Patterns in the
natural and human designed world can be observed and used as
evidence. (K-LS1-1)

Connections to other DCIs in Kindergarten:

K.ETS1.A(K-ESS3-3)
Articulation of DCIs across grade-levels:
1.LS1.A (K-LS1-1),(K-ESS3-1); 2.LS2.A (K-LS1-1); 2.ETS1.B (K-ESS3-3); 3.LS2.C (K-LS1-1); 3.LS4.B (K-LS1-1);4.ESS2.E (KESS2-2); 4.ESS3.A (K-ESS3-3); 5.LS1.C (K-LS1-1); 5.LS2.A (K-LS1-1),(K-ESS3-1); 5.ESS2.A (K-ESS2-2),(K-ESS3-1); 5.ESS3.C
(K-ESS3-3)
Common Core State Standards Connections:
ELA/Literacy
R.K.1
W.K.1

W.K.2
W.K.7
SL.K.5
Mathematics MP.2
MP.4

With prompting and support, ask and answer questions about key details in a text. (K-ESS2-2)
Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the
topic or the name of the book they are writing about and state an opinion or preference about the topic or book.
(K-ESS2-2)
Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they
name what they are writing about and supply some information about the topic. (K-ESS2-2),(K-ESS3-3)
Add drawings or other visual displays to descriptions as desired to provide additional detail. (K-ESS3-1)
Reason abstractly and quantitatively. (K-ESS3-1)
Model with mathematics. (K-ESS3-1)
K.CC

Counting and Cardinality (K-ESS3-1)

K.MD.A.2

Directly compare two objects with a measurable attribute in common, to see which object has more of

Objective/s:

Students will be able to understand the difference between plants and

animals and their habitat

Students will be able describe habitat in their own words.

Students will be able to list what plants and animals need to survive

Prerequisite learning and/or key concepts:

Students know the characteristics of plants and animals.
Students understand that both animals and plants are living things.

Students understand that animals or plants of the same species are similar.

II.

Materials and/or Technology Resources

Description and quantity:
Science notebooks (one per student), pencils, Elmo document camera and
projector
Distribution strategy:
The materials the students need will already be at their desk.
Collection strategy:
The teacher will collect students science notebooks from time to time and
provide appropriate feedback.

III.

Procedures
Motivation/Engagement:
The teacher begins the lesson by asking the students to get out their science
notebooks and write down everything they think they need to survive. The
teacher will then call on students to respond aloud. Some examples: We need
food. We need water. We need a place to live. Etc
After those responses teacher will make the link between animals and humans
and how we are a type of animal based on the things we need to survive as
well.
Teacher will then have students write in their journal the things they think
plants need to survive. And again some students will be asked to respond
aloud. Some examples: Plants need light. Plants need dirt. Plants need air.
(All responses given by students need to be in complete sentences.)
To make sure all students share, the teacher will have them pick a friend at
their table to share one thing they think and animal and a plant need to
survive.

Exploration:
The teacher begins by explaining how scientists make observations and record
their findings, which is their data. And from that they check for patterns in
order to make predictions, which they later test to confer if it is indeed true
and a fact. Teacher will explain that that is what they will be doing today.
Teacher is going to play a slide show that shows animals doing different things
like eating another animal, drinking water, sleeping in its home. Then the
teacher will show a slide show on plants on how they grow and what they need
in order to grow and survive. They will see pictures of plants in different
environments as well as animals in different habitats.
During these slideshows, teacher will be asking students questions like what
do you see? What is the animal eating? Is there light for plants to grow?
Is there food for animals to eat? Etc.
Explanation:
Students are then to create a chart in their science notebooks. They will label
four columns: Plant, Animal, Habitat and Will it survive?
The teacher will then put up another slide show that has two pictures per slide.
The pictures will either be a plant and a habitat or an animal and a habitat.
Under each picture will be the name as well as a description of that plant,
animal, or habitat.
For every picture, students will write in their science journal the name of the
plant or animal as well as the habitat given. They will then write yes or no to
answer the question Will it survive? in the given habitat. They will then check
with their table to discuss whether they all got the same answer.
After checking to make sure everyone has finished and has the correct
answers, teacher will summarize how plants and animals all have different
habitats and how each cant survive without the necessary things they find in
their own habitat.
Elaboration:
Teacher will give the students a list of plants, animals and habitats. Students
will pick two, either a plant and a habitat or an animal in a habitat. They are to
try and pick an animal or plant that will survive in the habitat that they picked.
After students have chosen two and discussed with their group whether or not
what they chose will survive in the habitat, they will then draw a picture in
their science notebooks of their plant or animal in the habitat.

Accommodation, Modifications and Differentiations for Diverse

Learners:
The teacher ensures groups are heterogeneous, and not just based upon
academic ability. The teacher mixes students from different linguistic, social,
gender, and ethnic groups. The teacher requires students to work in small
groups (in groups of 3 or 4). Allowing them to check each others work to make
sure everyone has an understanding. The multiple pictures in the slide show
allow for ELLs to see the context rather then simply hearing it in the lesson.

IV.

Student Assessment/Evaluation (formative and/or summative)

Formative:
During the slide show where the students are to be discussing and recording
their data on their tables of whether or not the given plant or animal will
survive in the habitat, the teacher will be walking around making sure
students have an understanding of what a plant and animal each need to
survive.
Summative:
The teacher will be collecting their science notebooks to assess whether or not
the students have achieved the above stated objectives.

UNLV/Department of Teaching & Learning

Elementary Lesson Plan Template
UNLV Student:
Lesson Plan Title:
Date:
Grade Level:

Nyjaa Peterson
Sequence Counting
10-12-15
Kindergarten

PSMT Name:
Lesson Plan Topic:
Estimated Time:
School Site:

Mrs. Panduro
Counting & Cardinality
50min.
Rex Bell ES

1. State Standard(s):
K.CC.A.3- Know number names and the count sequence: Write numbers from 0 to 20.
Represent a number of objects with a written numeral 0-20.
2. Teaching Model(s):
Direct
3. Objective(s):
Students will be able to represent a number of objects with a written numeral 0-20.
4. Materials and Technology Resources
-Notecards
-Stickers
-Markers
-Counting cards with objects
-Handout
5. Instructional Procedures:
a. Motivation/Engagement:
Students will come to the carpet for review of the numbers 0-20. After going through the
number line we will then use flash cards that have a number and corresponding objects to
match the number. I will first model identifying the number on the card and then counting
the objects. The students will then do it with me. After doing them in order I will then
choose random numbers for them to identify and count the corresponding objects.
Making sure that they reference the number line if they dont know what the number is
out of sequence.
b .Developmental Activities or Learning Experiences:
The students will be given a handout that asks them to first identify the number given and
then count and color the amount of objects that corresponds to that number. While doing
the worksheet, students have to make sure that their coloring makes sense and stays in the
line. They will also have to check and make sure that the amount of objects colored in
matches the number they were given.
c. Closure:
Students will be able to recognize an amount of objects with a given number and know
number names.
**Have students focus on me and as a class we will count aloud to the number 20. Then I
will display a problem like their worksheet on the white board and have a student come
up and solve it, then ask the class if they agree or disagree, thumbs up or down.***
d. Extension:
They will play a game called Number Memory Match Up. Each table will have a set of
20 cards and on ten of them will be the numerical digit 0-10 and on the other ten there

will be stickers that show an amount of 0-10. All the cards will be mixed together and
face down. The students will have to turn over two cards and see if they represent the
same number. If they do not they flip them back over and its the next persons turn. If
they match, they keep that pair to themselves and the next person gives it a try.
6. Accommodations, Modifications and Differentiations for Diverse Learners:
The class is broken up into tables that are differentiated based on their academic level.
After I have explained the activity whole group, I will then go to my tables that need
more assistance and help them. The cards they will receive will look the same but instead
be two sets of number 0-10/
7. Assessment and Evaluation of Learning:
a. Formative:
I will be walking around to monitor and assess students work as they are doing it.
b. Summative:
I will collect the worksheets at the end and assess who understood the lesson and who did
not.
8. Homework Assignment:
None.
9. Reflection:
My lesson went so well! I kept my students engaged and the best part was that
they actually understood what I taught them. For my closure I asked several students to
tell me what we learned and to demonstrate it and they were able to. After my lesson my
mentor teacher looked so impressed that I literally feel like that was the moment where I
realized that this is really what I want to do with my life and how passionate I am about
teaching. During my lesson I made sure to praise the students every time they did
something correct or answered a question that it really made the other students become
more excited as the lesson went on. I was constantly checking their understanding of the
lesson as I was going through it and I think that helped me a lot because when a student
didnt know an answer I went back to do more examples of what I was explaining to
make sure everyone got it. Glancing at the clock every 10 to 15 minutes really helped me
keep my time management under control.

UNLV/Department of Teaching & Learning

Elementary Lesson Plan Template
UNLV Student:
Lesson Plan Title:
Date:
Grade Level:

Nyjaa Peterson
Bats!
Oct. 22, 2015
Kindergarten

PSMT Name:
Lesson Plan Topic:
Estimated Time:
School Site:

Mrs. Panduro
Parts of Bats
45 min.
Rex Bell ES

1. State Standard(s):
Physical Science: Structure and Function
(Next Generation Science Standards didnt have one for Kindergarten.)
2. Teaching Model(s):
Direct
3. Objective(s):
Students will be able to identify parts of a bat and its function.
4. Materials and Technology Resources
-Elmo
-Blue construction paper
-2 Bat parts handouts
-Crayons
-Glue
-Scissors
5. Instructional Procedures:
a. Motivation/Engagement:
b .Developmental Activities or Learning Experiences:
After going over the parts of the bat and what a function was and the function for each
part, students went back to their seat and started on the worksheets. They had to first
color in each part of the bat and then cut them out and paste them in the right order that
was modeled to them in my instruction. They then had to raise their hand for me to check
it and if correct, they went on to labeling each part of the bat, drawing a line to connect
the word to its matching part.
c. Closure:
I would ask questions like, who can name a part on a bat? Can someone tell me the
function it? Can someone remind us what our objective was for today, what did we
learn?
d. Extension:
For those who finished early, they partnered up to check each others work but to also talk
about the parts of the bat and their function together.
6. Accommodations, Modifications and Differentiations for Diverse Learners:
Their classes have already been broken up by performance level throughout the 4
classrooms and I had the higher achieving students.
7. Assessment and Evaluation of Learning:
a. Formative:

Walked around the room checking for understanding, monitoring students work. I made
sure their coloring made sense and that they were coloring inside the lines.
b. Summative:
Collected the work to be later displayed in the classroom and for proper labeling, etc.
8. Homework Assignment:
n/a
9. Reflection:
My lesson actually didnt go as well as I hoped it would.
a. Strengths:
The behavior of my students was amazing. They stayed on task and were able to
complete their work. My students listened to directions and remained engaged in the
lesson the entire time, I was pretty impressed with them.
b. Concerns:
The lesson took a lot longer than I anticipated, therefore, I need to make sure that when
planning my lessons I take things into account. For example if I need to explain
something slower and in more detail or even just explain everything all over again if my
students didnt get it.
c. Insights:
I need to constantly check for student understanding when I am giving directions and
give more examples when introducing them to new words. I realized that when they got
to the labeling portion of the handout that they didnt actually know what the words said,
they couldnt read them. I should have given more examples of the words and made sure
they were able to identify them before giving them the handouts.

UNLV/Department of Teaching & Learning

Elementary Lesson Plan Template
UNLV Student:
Lesson Plan Title:
Date:

Nyjaa Peterson
American Flag
11-9-15

PSMT Name:
Lesson Plan Topic:
Estimated Time:

Mrs. Panduro
American Flag
1 hour

Grade Level:

Kindergarten

School Site:

Rex Bell

1. State Standard(s):
CCSS.ELA-LITERACY.SL.K.2
Confirm understanding of a text read aloud or information presented orally or through
other media by asking and answering questions about key details and requesting
clarification if something is not understood
CCSS.ELA-LITERACY.SL.K.4
Describe familiar people, places, things, and events and, with prompting and support,
provide additional detail.
CCSS.ELA-LITERACY.SL.K.5
Add drawings or other visual displays to descriptions as desired to provide additional
detail.
2. Teaching Model(s):
Direct
3. Objective(s):
Students will be able to explain what the United States Flag looks like as well as what the
stars and stripes on it mean.
4. Materials and Technology Resources
Flag print out
crayons
5. Instructional Procedures:
a. Motivation/Engagement:
Bring students to the carpet and activate prior knowledge of the American flag. Use
PowerPoint to keep students interacted and engaged.
b .Developmental Activities or Learning Experiences:
Explain to the students what the United States Flag is and how it represents our country.
Have students count the stripes and explain what they symbolize as well as the stars on
the flag. Show student a map of the 50 states for better understanding of where they live
and how the flag represents those 50 states. After explaining how our flag represents our
country they will then create a flag that represents themselves.
c. Closure:
As students are finishing, get the classes attention and go over what they learned, asking
questions about the flag to check for understanding.

d. Extension:
Have students cut out their flags and put them on construction paper.
6. Accommodations, Modifications and Differentiations for Diverse Learners:
The classrooms are differentiated based on students academic ability.
7. Assessment and Evaluation of Learning:
a. Formative:
Walk around classroom, checking for understanding and engaging students who need it.
Have students explain their drawing and how what they have drew represents themselves.
b. Summative:
Drawings have to make sense as well as students coloring in the lines.
8. Homework Assignment:
n/a
9. Reflection:
a. Strengths:
As I was talking about the flag I was able to incorporate review in counting and
comparing numbers. Also, checked for student understanding by requiring them to give
examples. Made sure to bring the class back together to end the lesson with a closure. We
recalled the objective and addressed questions about the flag to represent the topic.
b. Concerns:
Need to make sure when introducing new vocabulary that I explain each word. Make sure
to have extension activity for early finishers.
c. Insights:
When students bring up things that represent their culture and individuality make sure to
foster multicultural and respect for individuality. Use every opportunity to apply skills
they already know.