USF Elementary Education Lesson Plan Template

____________________________________
Grade Level Being Taught: Subject/Content: Science
K

Name:
Group
Size:

Date of Lesson:

Lesson Content
What Standards (national
or state) relate to this
lesson?
(You should include ALL
applicable standards. Rarely
do teachers use just one:
theyd never get through
them all.)

Essential Understanding
(What is the big idea or
essential question that you
want students to come away
with? In other words, what,
aside from the standard and
our objective, will students
understand when they finish
this lesson?)
MW: What one piece will
students walk away with
understanding after engaging
in this lesson?

Science Content Standard: SC.K.P.8.1: Sort objects by observable properties, such

as size, shape, color, temperature (hot or cold), weight (heavy or light) and
texture.
A. All objects and substances in the world are made of matter. Matter has two
fundamental
properties: matter takes up space and matter has mass.

B. Objects and substances can be classified by their physical and chemical properties.

Essential question:
What questions can we ask about objects, organisms, and events in the
environment?
What distinct environments support different types of organisms?
Science concept:
Organization and Development of Living Organisms
Asking questions and making observations
Process skills/science practices:
Observing
Inferring
Classifying
Communication
Nature of Science:
Science explains and predicts
Science demands evidence

USF Elementary Education Lesson Plan Template

____________________________________
Grade Level Being Taught: Subject/Content: Science
K

Name:
Group
Size:

Date of Lesson:

One thing students will walk away understanding after my lesson is how to sort objects or
animals based on their characteristics, and how to observe objects to find out their
characteristics.
Objectives- What are you
teaching?
(Student-centered: What will
students know and be able to
do after this lesson? Include
the ABCDs of objectives:
action, behavior, condition,
and degree of mastery, i.e.,
"C: Given a sentence written
in the past or present tense,
A: the student B: will be able
to re-write the sentence in
future tense D: with no errors
in tense or tense contradiction
(i.e., I will see her
yesterday.)."
Note: Degree of mastery does
not need to be a percentage.)
Rationale
Address the following
questions:
Why are you teaching this
objective?
Where does this lesson fit
within a larger plan?
(Within grade level AND K5 education)
Why are you teaching it
this way?

I am teaching this lesson to teach my students how to ask questions, make observations,
describe the different structures of animals, and how to sort them based on their
characteristics.
This fits within a larger plan because as the students get older, they will need to be able
to ask questions about things they do not understand, they will need to be able to make
observations and how to interpret those observations. Students will also need to know
how to sort objects or animals based on their characteristics.
I am teaching it this way because by reading the first two pages, I can model how to

USF Elementary Education Lesson Plan Template

____________________________________
Grade Level Being Taught: Subject/Content: Science
K
Why is it important for
students to learn this
concept?

Evaluation Plan- How will

you know students have
mastered your objectives?
Address the following:
What formative evidence
will you use to document
student learning during
EACH phase of the lesson?
What summative evidence
will you collect, either
during this lesson or in
upcoming lessons? Be sure
to include a scoring guide.

What Content Knowledge

is necessary for a teacher
to teach this material?
Be sure to cite all
resources you used to
learn the content

Name:
Group
Size:

Date of Lesson:

describe the animals based on their characteristics. I am also giving the students time to
practice their observation skills and being able to sort the animals into different
categories based on the animals characteristics. I am also able to model how to ask
questions.
It is important for students to learn this concept because they will be building on this
knowledge as they get older and they will be expected to know how to ask questions and
make observations.
Formatives Evidence:
Engage: Asking the students several questions about observing the books
illustrations of the animals and the coral reef.
Explore/ Explain: When allowing the students to practice their observation skills,
I will be walking around to her the conversations about how they want to sort their
animals. Another formative for this portion of my lesson is the ocean animal
sorting worksheet and then I will be asking the students questions after to
understand what category they chose to sort their animals in and why.
Elaborate: While reading the book Coral Reef Animals, I will be asking several
questions throughout to model how to ask questions when you are reading. I will
also be able to make sure the students are paying attention during the read aloud
and finding out what they have learned already.
Evaluate: Coral reef question books
Summative Evidence
I will have the students make me a small poster about one coral reef animal and they will
have to list the characteristics. (I will help the students spell as well as give them an
example)
As the teacher, in order to teach this lesson, I need to know that observation are when
something is noticed and is recognized that it is important. It is also the primary tool
used to collect and record data. The students will be collecting and recording data based
on the ocean animals and then sorting the animals into categories. As the teacher, I also
need to know that it is import for students to learn how to ask good questions to promote
self-motivated learning. In order for students to ask good questions, I need to ask
questions myself and to give students good feedback on their questions

USF Elementary Education Lesson Plan Template

____________________________________
Grade Level Being Taught: Subject/Content: Science
K

Name:
Group
Size:

Date of Lesson:

What background
knowledge is necessary for
a student to successfully
meet these objectives?
How will you ensure
students have this
previous knowledge?
Who are your learners?
What do you know about
them?
What do you know about
their readiness for this
content?
What misconceptions
might students have about
this content?

Teaching Methods
(What teaching method(s) will

Students might think that coral reefs are just a plant.

Students might not know what kind of animals live in coral reefs or that coral reefs
are located in the ocean.

Lesson Implementation
You will utilize the 5E teaching model for this lesson. Below, write out the purpose for
each phase of the 5E model.

USF Elementary Education Lesson Plan Template

____________________________________
Grade Level Being Taught: Subject/Content: Science
K
you use during this lesson?
Examples include guided
release, 5 Es, direct
instruction, lecture,
demonstration, partner word,
etc.)

Name:
Group
Size:

Date of Lesson:

Engage: This phase of the 5 E's starts the process. An "engage" activity should do the
following:
Make connections between past and present learning experiences
Anticipate activities and focus students' thinking on the learning outcomes of
current activities. Students should become mentally engaged in the concept,
process, or skill to be learned.
Explore: This phase of the 5 E's provides students with a common base of experiences.
They identify and develop concepts, processes, and skills. During this phase, students
actively explore their environment or manipulate materials.
Explain: This phase of the 5 E's extends students' conceptual understanding and allows
them to practice skills and behaviors. Through new experiences, the learners develop
deeper and broader understanding of major concepts, obtain more information about
areas of interest, and refine their skills.
Elaborate: This phase of the 5 E's extends students' conceptual understanding and
allows them to practice skills and behaviors. Through new experiences, the learners
develop deeper and broader understanding of major concepts, obtain more information
about areas of interest, and refine their skills.
Evaluate: This phase of the 5 E's encourages learners to assess their understanding and
abilities and lets teachers evaluate students' understanding of key concepts and skill
development.

Step-by-Step Plan
(What exactly do you plan to
do in teaching this lesson? Be
thorough. Act as if you needed
a substitute to carry out the
lesson for you.)

Time

Who is
responsibl
e (Teacher
or
Students)?

Each content area may require a different step-by-step format. Use

whichever plan is appropriate for the content taught in this lesson.
For example, in science, you would detail the 5 Es here
(Engage/Encountering the Idea; Exploring the Idea;
Explanation/Organizing the Idea; Extend/Applying the Idea;
Evaluation).

USF Elementary Education Lesson Plan Template

____________________________________
Grade Level Being Taught: Subject/Content: Science
K
Where applicable, be sure to
address the following:
What Higher Order
Thinking (H.O.T.) questions
will you ask?
How will materials be
distributed?
Who will work together in
groups and how will you
determine the grouping?
How will students
transition between
activities?
What will you as the
teacher do?
What will the students do?
What student data will be
collected during each
phase?
What are other adults in
the room doing? How are
they supporting students
learning?
What model of co-teaching
are you using?

15-20
min.

Teacher

15
min.

Students

15
min.

Teacher

Name:
Group
Size:

Date of Lesson:

Engage: Introduce the book Over in the Ocean: In a Coral Reef to

the students. Begin asking the students about coral reefs. For
example: Have you ever heard of a coral reef? And From looking at
the cover of the book, what do you think might be in a coral reef?
Next show the student the art work throughout the book and explain
to the students that the illustrator had to careful observations of the
animals in the book by studying them in nature.
After explaining that the book is going to teach the students about
animals who live in the coral reef, begin reading the book. Then
reread the story so the students can observe the different animals
that live in a coral reef and their characteristics. Model before
allowing students to do on their own.
Explore/ Explain: Students will be practicing their observation
skills by using ocean animal models. Groups students into pairs and
pass at one model at a time ask questions to get the students
thinking about the characteristic of their model. Then pass out
additional models so that each pair of students have 6 each. I will
give the students a sorting worksheet with a Venn diagram for the
students to sort their animals into two groups. Model how to sort the
animals into two different groups and then have students do it in
their group on their own. When everyone is finished, the students
should walk around the classroom to observe how their classmates
have sorted their animals. Then I will ask the students questions:

What different characteristics did you use to sort your

animals?

Were there animals that were hard to sort?

What questions do you have about the animals you have

been sorting?
Day two
Elaborate: I will explain to the students after reading the book
Over in the Ocean: In a Coral Reef, and sorting the animals based

USF Elementary Education Lesson Plan Template

____________________________________
Grade Level Being Taught: Subject/Content: Science
K

15-20
mins.

20
mins.

Students

Students

Name:
Group
Size:

Date of Lesson:

on their characteristics made you want to learn more about coral

reefs. Ask students where they think we can find more information
on coral reefs and what kind of books can we read to get true facts.
Before the lesson, come up with questions that reading the book
Coral Reef Animals Can inspire and write them on a sticky note.
Next, I will introduce the book and as I am reading the book aloud, I
will be modeling the questions I have come up with. Some questions
could be:

(Before reading) What is a coral reef? How is it made?

What is a habitat? (use glossary) (p.4)

How big can coral reefs get? (p.5)

Are there any coral reefs in the U.S? (p.7)

Is a sponge a plant or an animal? (p.14)

What is a predator? (Use glossary) (p.19)

Is a stingray a kind of fish? (p.23)

After reading

Did any of my questions lead to other questions?

What features of the book helped me find my answers?

Were any of my questions answered later in the book?

Explain to the students that thoughtful readers ask questions
before, during and after reading a story. Then Ill ask the students if
they had any questions while I was reading. I will also talk about
hearing other questions might inspire new questions from others.
Evaluate: I will discuss that questioning is very important in
science and that questions help lead scientists to answers about the
world. I will also tel them that as a class we will be making a Coral
Reef Question Book about coral reef animals. I will make 4 to 5
stations around the room with books or magazines on coral reefs. I
will allow students to walk around the room with a sticky note to jot
down any new information (if a student cannot read, then I will walk
around to help any struggling students). Then as a group, we
discuss what we learned and come up with questions.

USF Elementary Education Lesson Plan Template

____________________________________
Grade Level Being Taught: Subject/Content: Science
K

Name:
Group
Size:

Date of Lesson:

Day three
We will go over the questions we came up with from the day before,
then I will pass out writing paper. I will have students choose an
animal from one of the read alouds or the books and magazines
they looked through the day before. The students will need to draw
a picture of it, and then write two or three interesting questions
about their animal. I will walk around the classroom to help any
students who is having trouble. Then I will collect all the students
papers and make a book out of them.

What will you do if

a student struggles with the content?

What will you do if

a student masters the content quickly?

Meeting your students

needs as people and as
learners

If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
This lesson connects to students interest because many of my students are
curious and by teaching them about something new, they become very curious
and want to know more.
If applicable, how does this lesson connect to/reflect the local community?
Since we live in Florida, we are surrounded by the ocean. Students would be
very familiar with the community they are surrounded in and by teaching them
about coral reefs, then they will be familiar if they ever come across it.

USF Elementary Education Lesson Plan Template

____________________________________
Grade Level Being Taught: Subject/Content: Science
K

Name:
Group
Size:

Date of Lesson:

How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?

How will you differentiate instruction for students who need additional
language support?

Accommodations (If
needed)
(What students need specific
accommodation? List
individual students (initials),
and then explain the
accommodation(s) you will
implement for these unique
learners.)
Materials
(What materials will you use?
Why did you choose these
materials? Include any
resources you used. This can
also include people!)

Coral reef Toobs

Sticky notes
A variety of nonfiction books and magazines about coral reefs
Writing paper
Ocean animal sorting worksheet
The book Over in the Ocean: In a Coral Reef
The book Coral Reef Animals

USF Elementary Education Lesson Plan Template

____________________________________
Grade Level Being Taught: Subject/Content: Science
K

Name:
Group
Size:

Date of Lesson:

Works Cited
(2016). Retrieved from References: https://www.reference.com/world-view/observations-important14a4ba276ecf3247
Ansberry, K., & Morgan, E. (n.d.). Over in the Ocean. In Picture-Perfect Science Lesson (pp. 99-105).
Brain, M. (1998). The Importance of Questions. Retrieved from Emphasis on Teaching:
http://www.bygpub.com/eot/eot2.htm
The 5 E's. (2002). Retrieved from Enhancing Education: http://enhancinged.wgbh.org/research/eeeee.html