Indiana Wesleyan University

Elementary Education Lesson Plan Template

Science
2007 ACEI Standards
Big Idea: Hand in Hand
READINESS
I.
Goals/Objectives/Standard(s)
A. Goal(s)Students will be able to make connections with each other and
the world around them.
B. Objective(s) After completing a sorting activity with pumpkins and
gourds, students will be able to classify objects by at least 3 observable
properties.
C. Standard(s): 2.PS.1 Plan and conduct an investigation to describe and
classify different kinds of materials by their observable properties.
II.

Materials:
An assortment of pumpkins and gourds (about 10)
Observation chart (25)
Total Time: 40 min

III.

Anticipatory Set (6 min):

I will ask the students if they have ever been to a pumpkin patch before
and allow a couple minutes to share experiences. Then I will bring out my
bag of pumpkins and gourds.
Raise your hand if youve ever been to a pumpkin patch before. What
was it like? What did you do at the pumpkin patch? (call on a couple
students) Well I have a surprise for you! Today, Im bringing a mini
pumpkin patch here in our classroom!
Purpose (1 min): Scientists sort things all the time into different groups,
like how animals are sorted into mammals, amphibians, and reptiles. As
we look at all these pumpkins and gourds, I want you to try to think like a
scientist as we describe them.

IV.

PLAN FOR INSTRUCTION

(ACEI 1.0)
V.

Adaptation to Diverse Students

For my students with attention deficits or problems with off-task
behavior, I will use pre-correction and prompting to keep them
focused. Karter also has his usual accommodations with his wiggle
chair and Velcro.
For my students with difficulties in writing, I will provide a sentence
stem for the writing prompt.
(ACEI 3.2)

VI.

Lesson Presentation (18 min)

I will pose a question to the students in order to formulate a list of qualities

that students can observe about the pumpkins/gourds on the board.
When you are choosing that perfect pumpkin to take home from the
pumpkin patch, what are some things you look for? (I will provide prompts
when necessary to lead to answers such as: size, color, texture, shape, and
weight and record student responses on the board)
I will model for them how to sort the pumpkins/gourds based on the
properties they came up with. We will practice sorting together.
So, if we were to sort these pumpkins and gourds into groups based on
their size, I could put all the small ones over here, the medium ones right
here, and the large ones over there (place one example in each group).
Where would I put this one? (continue until all the pumpkins/gourds are
sorted).
I will have the students record data on 3 pumpkins/gourds of my choosing
on their observation charts. They will choose properties that they want to
use to classify them and them record their observations. After they finish,
they will answer the question and a few students will share.
Another important thing that scientists do is record data as they make
observations. That means that they take notes on what they see or learn.
Im going to pass out these observation sheets that will help us record data
like scientists. Up here at the top, we will write a property such as size or
any of the other properties we listed here on the board. Then, we will write
large for pumpkin #1 in this box right here. Then, we write the size of #2
right here and the size of #3 right here. Then we can pick a new property
and do the same thing. Use these pumpkins that I numbered up here at the
front and record your observations. You can use any properties you want to
take notes on. Youre the scientists!
(ACEI 2.2)
(ACEI 3.3)
VII.

Check for understanding (7 min)

After the students complete their charts, they will answer the question at
the end. I will call on a few students to share their answers.
Once youre finished recording your data, I want you to write about which
one is your favorite and why. Dont just tell me you like it because its
cute. Tell me that you like small, white, smooth pumpkins the best, for
example. You can write My favorite pumpkin is #___ because _____
(response time) Ok, raise your hand if pumpkin #1 was your favorite. Why
did you say that _____?

VIII.

Review learning outcomes / Closure (8 min)

We will have a large group discussion on what properties they chose.
What were some of the properties you chose to classify your pumpkins
and gourds? What are some other properties you can think of? What if we
cut them open, would there be more properties we could consider? What
are some other things that you can think of that we might be able to
classify into groups?

PLAN FOR ASSESSMENT

Formative: I will be listening for evidence of students knowing
various properties one can use to classify objects in our discussions.
Summative: I will be looking for understanding of how to classify
objects into various groups on their observation sheets.
(ACEI 4.0)
REFLECTION AND POST-LESSON ANALYSIS
1. How many students achieved the lesson objective(s)? For those who did
not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability
levels?
a. Blooms Taxonomy
b. Gardners Multiple Intelligences
7. How could I make this lesson more inquiry-based?
8. Were my students being active learners or was my lesson more teacherdriven?
9. Was I able to successfully active prior knowledge and facilitate the
constructive-integration process?
2007 ACEI Standards