Guiding Principle #2:

Demonstrating Excellence in
Planning and Practice
 Example #1: Fractions/ Decimals Lesson Plan
1. Title or Topic of the Lesson and Grade Level: Multiplying Fractions and Decimals and Grade
Five

2. Lesson Essential Question(s): How can students use their understanding of fractions and
decimals to deepen their comprehension in multiplication?

3. Standards:
Standard B. Apply and extend previous understandings of multiplication and division to
multiply and divide fractions.6.Solve real world problems that involve multiplication of fractions
and mixed numbers, e.g., by using visual fraction models or equations to represent the problem.

CC.2.1.5.B.1 Apply place-value concepts to show an understanding of operations and rounding

as they pertain to whole numbers and decimals.
4.
Learning Objectives Assessments
The student will be able to estimate the The students will be assessed based upon
answer of decimals before multiplying the their worksheets and how they fill out
decimals together. The students will be their worksheets. The teacher will first
working with estimating and then will demonstrate how to estimate correctly to
solve the decimals by multiplying the the students. The teacher will see if they
numbers as whole numbers. The students need to re-assess the material based upon
will then shift the decimal point the answers that the students write.
accordingly.
The student will be able to demonstrate The students will be assessed based upon
their knowledge on fraction multiplication their completion of the worksheet. The
and apply it to real life scenarios. The students will be given word problems and
students will see examples of how to use they will have to solve the fraction
fraction multiplication in everyday multiplication problems. The students
scenarios. Afterwards, the students will will then use their knowledge of fraction
create their own real world examples using multiplication and apply these skills to
fraction multiplication. create and solve their own word
problems. The students will be assessed
upon the accuracy and the content of
their word problems.
The student will be able to apply their The teacher will model and show the
knowledge on decimals to work together to problem to the class. There will be a total
multiply the decimals. The students will of 7 to 9 students for this lesson and they
have to use their knowledge on decimals to will be assessed on where to shift the
shift the decimal to the correct location in decimal point and how to multiply
the answer. decimals. There are a series of problems
which they will work on solving in the
worksheet.
5. Materials:
 Pencils
  Worksheet: Estimations in Multiplying Decimals
 Worksheet: Spring Showers Fraction Multiplication
 Worksheet: Multiplying Decimals Shifting the Decimal Point
 Answer Sheets
 Number Cards
 4 index cards labeled: 0.1, 1,10, 100
 Calculators
 Number cards: 0-9 (4 of each)
 Counters

6 . Pre-lesson assignments and/or prior knowledge: The students will have prior practice
working with multiplying fractions. The students will also have prior experience working with
decimals and powers of ten.

7. Lesson Beginning: This lesson will be for smaller group instruction opposed to whole class
instruction and will be practice instruction opposed to remedial instruction. To start this lesson
off, the teacher will be working with 7-9 students and will call them to gather in either the back
of the room or outside depending upon how many students there are. Once, the students are
gathered together, the teacher will prompt the students what fractions/decimals are and the
importance of them. This activity will get the students thinking about fractions and decimals
before going into the activity.

8. Instructional Plan: The teacher will call the students to either the back of the room or outside
to transition them to start the lesson. The following steps will occur:
 The teacher calls the students to the back of the room or outside of the room.
 The teacher will then ask the students what fractions are and how we see fractions in real
world scenarios.
o Ex: You can use fractions with a pizza since there are eight slices.
o Ex: You can use fractions with money. For example, one dime would be 1/10.
One quarter would be ¼ of a dollar. A nickel would be 5/100.
o Ex: Fractions can be used with time. For example, 30 seconds of a minute would
be 1/2 in fractions.
 The teacher will prompt the students and ask them a similar question, but ask the students
what decimals are. The teacher will then ask the students to give examples and explain
where they see decimals in every day life. This will be connecting fractions and decimals
to their lives. This warm-up will take about 5-8 minutes.
o Ex: Decimals can be used when dealing with money. $1.50 is an example of how
to use decimals.
o Ex: Decimals also can be used when determining the weight of an object.
 Afterwards, the teacher will introduce the first worksheet: Spring Showers in Fraction
Multiplication. The teacher will model how to do the first problem with the students.
o Ex: Alicia’s garden has 16 flowers in it. Alicia took ¼ of the flowers out of her
garden. How many flowers did Alicia take out of her garden?
 The teacher will then work with the students together to solve the second problem.
 When the teacher is finished working on the second problem, she will allow the students
to work alone to solve the third and fourth question.
 If the students finish this early the students will be given an opportunity to create their
own real life word stories based off of the number sentence provided.
 After the students create the word story, they will be told to solve the problem. This
should take about 20 minutes.
 When done with this worksheet, the teacher will then transition into the next worksheet:
Estimations in Multiplying Decimals.
 Before starting the worksheet the teacher will ask the students the definition of what
estimation is.
 The teacher will go over the instructions and then model the first problem with the
students.
 The teacher will then allow the students to work on the following two problems. The
teacher will go around and help students who need assistance with the problems. If the
students finish this early, they can write on the back of the sheet why estimating is
important in fractions. This should take about 15 minutes for the students to complete.
 The teacher will then introduce the last worksheet which is Multiplying Decimals:
Shifting the Decimal-Point.
 The teacher will follow the same steps as before and start off by modeling the first
problem.
 The teacher will then proceed to do the problem as a group.
 The teacher will then allow the students to work on the rest of the problems.
 If the students finish early, I will have them explain the different powers of ten on the
back of the sheet.
 With the remaining time, the students will be paired together to play the game Doggone
Decimal. This will take around 20-25 minutes. The students will each receive an
instruction sheet:
o The instructions to the game are:
1. Shuffle the number cards and add 4 cards to each player.
2. Shuffle the index cards, place them number-side down, and turn over the
top card. The number that appears is the target number.
3. Use 4 cards and have 2 counters to form 2 numbers. Each number must
have 2 digits and a decimal point. Try to form numbers whose product is
as close as possible to the target number. The decimal point can go
anywhere in a number- for example: .48, 4.8, 48.
4. Multiply your numbers. Then use a calculator to check your partner’s
product. Record your number sentence on the gameboard next to the target
number.
5. The player whose product is closer to the target takes all 8 cards.
6. Repeat Steps 3-5 with a new target number and new number cards.
7. The game ends when all of the target numbers have been used. The player
with more number cards win. In the case of a tie, play one tie-breaking
round.
 If the students finish early, they can replay the game again. The students will have
scrap paper so they can multiply the decimals.
 During the last five minutes to ten minutes, the teacher will tell the students to stop
playing the game and ask them to write one way they can use both fractions and
 decimals in their lives. This can be one of the examples they used before or it could
be different.
o Differentiation: There are a couple of different ways the teacher plans to
implement differentiation throughout the classroom. This lesson will
accommodate to all different learners including auditory, visual, and kinesthetic
learners. This lesson accommodates to visual learners because of the game the
students will be playing and the worksheets they will be completing. This lesson
also accommodates to auditory learners since the teacher will be explaining the
instructions and modeling the problems. Lastly, this lesson accommodates to
kinesthetic learners since the students will be doing hands on activities throughout
77the game. The teacher will also be going around and helping students who need
help. Lastly, for students who finish early there are activities for them to do when
they are done. These activities are listed in my instructional plan.

o Questions:
What are fractions and decimals?
How can you use fractions in your everyday life?
How can you use decimals in your everyday life?
How do you know when to shift the decimal point?
What steps do you follow in order to multiply decimals?

o Classroom Management: This lesson will not be for the whole class so there will
be a maximum of nine students the teacher will be working with. The teacher will
distribute the worksheets herself to the nine students and each student will receive
the same worksheets. The students will be grouped in pairs for the game. There
may be one group of three if there are less students in the class. The teacher will
group the students based off of where they are sitting. In order to save time, the
teacher will group the students who sit next to each other together,

o Transitions: The students will be sitting in the same seats for the duration of the
lesson however, when the teacher is handing out the materials she will explain the
instructions in order to keep them focused.

9. Closure: During the last five minutes to ten minutes, the teacher will tell the students to stop
playing the game and ask them to write one way they can use both fractions and decimals in their
lives. This can be one of the examples they used before or it could be a new example.
 Example #2: Microscope Lesson Plan
History of Microscopes and Forensic Scientists

4. Title or Topic of the Lesson and Grade Level: History of Microscopes and Forensic
Scientists, Grade Five.

5. Lesson Essential Question(s):

 Why are microscopes important and who uses them in their career?
 What is the role of forensic scientists and how do they use microscopes to solve crimes?

6. Standards:
Standard - 3.1.5.A9: Use appropriate tools and technologies to gather, analyze, and interpret
data and understand that it enhances accuracy and allows scientists to analyze and quantify
results of investigations.
Standard- 8.1.6 A-Understand chronological thinking and distinguish between past, present
and future time.
Standard- 8.1.6 D- D. Describe and explain historical research.

4.
Learning Objectives
Students will be able to compile research
on a Forensic Scientist given to them. The
students will need to be organized when
compiling their research and include the
websites they used to gather research.
Students will be able to identify the steps
needed to set up a microscope before use.
The students will be doing this through a
virtual microscope.
Assessments
Students will be assessed based off of the
research they gather and how they fill out
the research worksheet. The teacher will
assess the students based off of how in
depth their research is and the details
they provide.
The students will be assessed based off
of the completion of the online
laboratory. The teacher will review with
the students each step and will ask the
students questions based off of the
instructions.

5. Materials:
Teacher: PowerPoint on the History of Microscopes, Worksheets, Projector, SmartBoard
Student: Pencils/Pens, Worksheets, Chromebooks, poster

6. Pre-lesson assignments and/or prior knowledge: The students will be working with the parts
of the microscope the day prior. The students will also be exposed to how to use the chromebook
prior to the lesson.

7. Lesson Beginning: The teacher will have the students seated at their desks and will start the
class off with the PowerPoint. The teacher will provide a quick review of what happened
yesterday. The teacher will ask the students what a microscope is as a review of the prior content
day. The teacher will have a classroom discussion based upon the topics.
8. Instructional Plan: Total time approximately 45 minutes.
 The teacher will begin the class with the students at their desks and provide a quick
review of what the students learned yesterday. The teacher will ask:
o What is a microscope and why do we use them?
o Can I have a volunteer to ask what the different parts of the microscope are? What
are their functions?
 Once finished with the review the teacher will begin her PowerPoint presentation and
will go over which jobs use microscopes in their field. One of the jobs that use
microscopes is forensic scientists. The teacher will emphasize forensic scientists and will
tell the students to keep this job in mind while the teacher goes through the PowerPoint.
This should take about 5-7 minutes.
 The teacher will then call the students by rows to grab their chromebooks from the back.
On the PowerPoint, there will be a link the students will go to.
 Once the students get to the website, there will be an online microscope lab. The students
will do the first two steps of the lab. The teacher will be doing this with the students
together.
 The teacher will then call the students by rows to return their chromebooks.
 Afterwards, the teacher will continue with her PowerPoint. The following slides will
occur:
o Slide One: Cover Page (History of Microscopes and Forensic Scientists)
o Slide Two: What is a microscope and why do we use it?
o Slide Three: Let’s Take Out the Chrome-Books! (Students will take out their
chrome-books)
o Slide Four: When it All Began…The Invention of the Microscope (This is about
Zacharias and Hans Jansen
o Slide Five: Check Point #1: What did Zacharias and Hans Jansen discover and
how did they discover it?
o Slide Six: Anton Van Leeuwenhoek and the creation of the first real microscope.
o Slide Seven: Check Point #2: What did Anton Van Leeuwenhoek view under the
microscope?
o Slide Eight: Carl Zeiss and Update to the Microscope
o Slide Nine: Modern Compound Microscopes
o Slide Ten: What is the Role of a Forensic Scientists?
o Slide Eleven: Check Point #3: What is the role of Forensic Scientists? Why are
they important?
o Slide Twelve: Video About Forensic Scientists
o Slide Thirteen: Famous Forensic Scientists (Henry Lee, Clea Koff, and Alec
Jefferys).
 After the PowerPoint, the students will be doing further research on Famous Forensic
Scientists. The students will be completing a worksheet about one of the three Forensic
Scientists on the slides. They will be doing their research on the chromebooks. The
students will be given about 20 minutes to do their research. The worksheet will have the
following information:
o Name of the Forensic Scientist given
o Where they attended school
 o Two major cases they have worked on
o Three interesting facts about their Forensic Scientist
 If the students finish early, they will be asked to create a poster about their forensic
scientist. The teacher will stress that this poster should only have the most important
information gathered from their research.
 Once the students have completed their assignment, I will ask for some student
volunteers to share their information to the class. This will take about 5-7 minutes.

o Differentiation: This lesson will accommodate to all different types of learners:

including auditory, visual, and kinesthetic learners. The teacher will be
accommodating to auditory learners by discussing the history of Forensic Science
and Microscopes. This lesson will also accommodate to visual learners since,
there will be both visuals in the PowerPoint and the online laboratory. This lesson
lastly accommodates to kinesthetic learners since the students will be doing hands
on activities with the chromebooks and they will be doing research on a forensic
scientist. The teacher will also be going around the classroom and helping the
students who need help or assistance with completing their work. The students
will be grouped randomly in order to avoid grouping students by ability. This
lesson also accommodates for early finishers. Students who finish early will
create a poster of their work.

o Questions:
Who created the microscope and how is the first microscope different compared
to today?
What is the role of Forensic Scientists and why are they important? What do they
look at under the microscope?
How are the students going to become Forensic Scientists?
How do you properly set up a microscope? What are the steps of setting up a
microscope?

o Classroom Management: The students will be grouped into three different groups
and each group will work on a different forensic scientist. There will be 7 students
in each group. The grouping will be determined by the arrangement of desks in
the classroom. The teacher will have the students work together to gather the
research and create a poster to demonstrate their work. The teacher will distribute
the materials by asking each column to pass the worksheets to the person behind
them.

o Transitions: The teacher will use a clapping prompt when it is time to transition
between the different activities in the lesson. The teacher will also give the
students a time warning for when there is limited time left on the projects.

9. Closure: The teacher will close this lesson by having the students share their research with
the class.
 Example #3: Earth Day Lesson
1. Title or Topic of the Lesson and Grade Level: Earth Day (Art) and Grade Five

2. Lesson Essential Question(s): How can students visually represent the Earth by making a
model of the Earth? What vocabulary terms can the students identify about the Earth?

3. Standards:
NJ.1.5.D.1 Identify elements of art and principles of design that are evident in everyday life.

PA. Standard - 4.5.5.D

Explain how different items are recycled and reused.

4. A. Learning Objectives and Assessments:

Learning Objectives Assessments

The students will be able to design their
own Earth’s made out of tissue paper. The
students are able to be creative during this
assignment.
The students will be able to identify
different vocabulary words related to Earth
Day.
The teacher will assess the students based
off of the completion of this craft
activity. The teacher will see if the
students understood the instructions
based off of any questions they may
have.
If the students finish early, the students
will fill out the word search attached to
the packet given to them. The students
will learn and identify different
vocabulary words related to Earth Day.
The teacher will be able to assess the
students by their completion of this
worksheet.

5. Materials:
Teacher Materials: Model of the Earth
Student Materials: Scissors, tissue paper, glue sticks, cardstock, word search, pen/pencils or
highlighter, instructional sheet, plastic bags.

6. Pre-lesson assignments and/or prior knowledge: The students will have prior knowledge
on what Earth Day is and the importance of Earth Day. The students will know what the earth
looks like and that we live on Planet Earth.

7. Lesson Beginning: The teacher will start this lesson off by discussing what Earth Day is.
The teacher will ask the students some ways they can help keep the Earth safe. The teacher will
mention the 3 R’s to the students: Recycle, Reuse, and Reduce. The teacher will ask the students
how they can incorporate the three R’s into their everyday lives to help protect the Earth.
8. Instructional Plan: This lesson should take about a half hour to complete. The following
steps will occur:
 The teacher will start the lesson by asking the students what holiday is coming up this
Sunday. The students will be seated at their seats for this part of the lesson. Based off of
the student’s responses, the teacher will do one of two things. If the students do not know
what holiday is on Sunday, the teacher will give the students hints about the holiday. For
example, “During this holiday, many people may clean up litter they find in the streets.”
 The teacher will then proceed to ask the students what the importance of Earth Day is and
will proceed to explain the three R’s: Recycle, Reuse, Reduce. This introduction should
take about 5 minutes to complete. The teacher will explain:
o Recycle: When someone recycles it means to convert waste into reusable
material. For examples, paper and plastic bottles can be recycled and reused. It is
important for everyone to recycle so resources can continue!
o Reuse: Reuse means to use materials more than once. For example, one way you
can reuse some items is using same dryer sheets more than once and old socks can
be used for cleaning.
o Reduce: Reducing is meant to make the amount of trash smaller. This can be
done when people are recycling and reusing.
 After this introduction, the teacher will introduce the craft the students will be making
for that day. The students will be making tissue paper Earths to represent Earth Day. The
teacher will show the students her model. If the students do not finish they will be
asked to put their materials in a plastic bag. The students will have about 20 minutes to
do this activity. The teacher will explain how she made her tissue paper Earth:
o First the students have to cut out little pieces of tissue paper and place them on
one side of their desks neatly.
o Then the students have to take out the circle that is on cardstock and their glue
sticks. The students will begin pasting the tissue paper on to the circle to make an
Earth. The teacher will emphasize that not all of the tissue paper has to be used
but the entire circle needs to be filled.
o Once the students are finished pasting the pieces of tissue paper on to the circle,
the students will cut the circle out with their scissors.
 Once the students are finished with the craft they will be given an acrostic poem to
complete of the word EARTH. Students will be given about 5 minutes to complete this
activity.
 If the students finish this task early, there will be a word search puzzle attached to their
packets that they can complete. This word search is about different Earth Day
terminology that should be kept in mind and considered.
 If the students still have time left to spare, they will be asked to write on the back of their
Earth’s one thing they will do during Earth Day. The teacher will provide a few
examples such as making sure the water is turned off while brushing their teeth or
picking up litter from the streets.
 To conclude this lesson, the teacher will ask for a couple of student volunteers to show
their Earth’s under the Doc Cam.

o Differentiation: This lesson will accommodate to all different types of learners.

This lesson accommodates to auditory, visual, and kinesthetic learners. The
 teacher has a brief conversation about what Earth Day is and explains the
instructions which are beneficial to auditory learners. This lesson also
accommodates to visual learners since a large part of this lesson is focused on
visual representations. The students will be able to create their own visual
representation/ model of the Earth. This lesson is also very hands on which allows
for kinesthetic learners to prosper. This lesson accommodates for students who
may finish early. The students will have a word search they can complete if they
finish early and if they finish that early they can also write on their Earth’s one
thing they can do on Earth Day. This lesson accommodates to struggling learners
since the teacher will be assisting students who are struggling.

o Questions:
What are the three R’s to consider during Earth Day?
What are ways we can incorporate the three R’s into our everyday lives and
schedules?
What is Earth Day and what is its importance?

o Classroom Management: The teacher will be the one distributing the materials to
the students. The students will get a packet of materials to complete (in this
packet will be the materials for the craft as well as the word search). The students
will be working independently for this lesson. This could potentially be messy; to
solve this dilemma the teacher will tell the students to make sure they put all of
the tissue paper into one pile on their desks. The students will have their own
boxes with glue sticks and scissors.

o Transitions: The teacher will use a clapping prompt to transition from one part of
this lesson to the next. The teacher will also give the students 5 minute time
warnings.

9. Closure: To conclude this lesson, the teacher will ask for a couple of student volunteers to
show their Earth’s under the Doc Cam.