Indiana Wesleyan University

Elementary Education Lesson Plan Template

CAEP 2018 K-6 Elementary Teacher Preparation Standards
Courtney Favreau

LESSON RATIONALE
This lesson needs to be taught because objects are designed and adapted everyday to
provide insight into a concept not readily available to study and to provide a more efficient
life for individuals,

READINESS
I. Goals/Objectives/Standard(s)
A. Goal(s)- Students will understand how to design, test, and improve paper airplanes.
B. Objective(s)

1. After completing this lesson, students will be able to create a paper model of an
airplane.
2. After completing this lesson, students will be able to collect data for flight
distance and other factors impacting the plane.
3. After completing this lesson, students will be able to recognize how engineers
create models to test products and alter them to become the most efficient.

Standard(s): 3-5.E.1 Identify a simple problem with the design of an object that reflects a need
or a want. Include criteria for success and constraints on materials, time, or cost.
(CAEP K-6 3.c)
II. Management Plan

Time:

-Anticipatory Set: (5 Minutes)

-Instruction: (10 Minutes)

-Guided Practice/Independent Practice: (40 Minutes)

-Closure: (10 Minutes)

Space:

Anticipatory Set: Students will be seated at their desks

Instruction: Students will be seated on the ground in the front of the room.

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 Guided Practice: Students will be seated at their assigned seats.

Independent Practice: Students will be working around the room in pairs and then out in the
hallway to test their airplanes.

Behavior: Students will be expected to:

➢ Engage during instruction by taking notes and participating in the discussion

➢ Sit quietly at their seats and raise their hands to be called upon
➢ Respect other students when they are speaking or asking questions
➢ Actively participate during independent practice

Materials:

➢ Airplane designs (1 for each student)

➢ Plane Design Instructions

➢ Flight Distances Worksheet

➢ Tape measure

➢ Tape

➢ Glue

➢ Overhead Projector

➢ Paper clips

III. Anticipatory Set

Teacher will go up to the document camera with a regular 8 ½ by 11 sheet of paper. “I was
thinking of what I could make with this piece of paper and I think I came up with something”.
Teacher will begin to fold the paper and make an airplane out of it underneath the document
camera. Students will watch the teacher to try and determine what he/she is making. Alright, I
think I am finished, what do you think I made?”. Allow students to respond that you made a
paper airplane. “Yes, I made a paper airplane. By a show of hands, how many of you have made
a paper airplane before? How did you know how to make a paper airplane?”. Allow a few
students to respond and share their ideas.

IV. Purpose:

Today we will be learning how to create an efficient paper airplane and make adaptations
to improve it’s distance and flight. This is important because airplanes are an important
mode of transportation and they must be efficient to bring people from one place to
another.

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PLAN FOR INSTRUCTION
V. Adaptation to Individual Differences and Diverse Learners

Learning Disabilities: During the different activities, students will be monitored by the
teacher and student teacher and assisted as needed. Additional one-on-one time for
discussing directions and concepts may be necessary.
Mental Illness: Adequate time will be provided for each activity so that students do not
have to rush through each activity. Guidance will be provided by the teacher and
student teacher for each activity.
Intellectual Disabilities: A student will be assigned to a partner so that through the
paper airplane designs and trials so they are able to work together and bounce ideas off
of one another. Provide student with a diagram that depicts the forces acting on an
airplane as a reminder. The student may also be informed of the activities prior to
beginning the lesson.
Highly Intuitive Learners: Allow these students to answer some of the posed questions. It
could be beneficial to use their assistance in demonstrating part of the lesson.
(CAEP K-6 1.b)

VI. Lesson Presentation (Input/Output)

Mini-Lesson: “Today we are going to begin by discussing four main forces that affect
airplanes. These forces are lift, weight, thrust, and drag”.
Begin video on the four forces.
*Video Link: https://www.youtube.com/watch?v=wFTHh-6jIT8
Allow students to ask questions after the video.

Guided Practice: After reviewing the important vocabulary terms, ask the students
how many different ways there are to create a paper airplane. Allow students to
discuss and share their ideas, perhaps even drawing an image on the board.
“As you all can see, there are many ways to create a paper airplane. Today, each of you
will have the opportunity to create your own paper airplane. However, first, I would
like you to create a hypothesis, or an educated guess about what factors will help the
airplane to fly the farthest. You may include the shape of the wing, the length of the
plane, the weight of the plane, the length of the wings, etc. At the top of the worksheet I
am going to hand out to you, please write down your hypothesis. Remember, it is okay
if your hypothesis is not correct”. Pass out Flight Distances Worksheet.

Independent Practice: Students will work in pairs that are assigned by the teacher.
These partners will be based on which students work well together and their
intellectual strengths.
In pairs, students will choose one of the provided airplane designs and follow the
directions given for that design. Then, they will fly their plane and measure how far
it traveled and how long it took from the release until the plane hit the ground. This
will be repeated two more times. Each test flight will be recorded in the table and
the average will be calculated. Then, the same process will be demonstrated except
students will be given a blank piece of paper in which they can completely make up

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 their own creation for a paper airplane. Students should write down what they did
to make the airplane their own.

*Prior to the lesson, the teacher will allocate efficient space such as out in the
hallway or in a large room. Also, he/she will use masking tape to create a starting
spot and locate measurements of whole feet.
(CAEP K-6 3.d)

VII. Check for understanding

During the hypothesis creation, the co-op teacher and I will be walking around to check
the progress of each pair. If students are not on the right track, we will encourage the
pairs by reminding them of what factors may influence the flight of a plane.

During the paper airplane trials, I will be monitoring the students’ progress and guiding
them through the activity. I will help the students determine which factors are affecting
their paper airplane.

VIII. Review learning outcomes / Closure

When students have completed their paper airplane trials and recorded all their data, I will create a
class graph so that each pair can record their averages for the models/design they tested. Then, I
will bring the students back together and ask them a few questions about the lesson such as, “What
are the four forces that affect an airplane?, What part of creating your paper airplane did you find the
most difficult?, and What was your favorite part about making your paper airplanes?”. I will allow a
few students to respond to each question. Then we will examine the class graph and determine
which factor made the airplanes fly the greatest distance. Ask the students to review their
hypothesis and write down at the bottom of the provided worksheet if their hypothesis was correct,
why or why not?

PLAN FOR ASSESSMENT

Formative:
-The co-op teacher and I will be walking around throughout the guided practice and independent
practice to gain insight into each student’s level of comprehension, even making notes on a
clipboard if necessary.
-As students design their own paper airplane I will watch for how students consider different
factors that will impact the flight of the airplane.
Summative:
-At the end of the lesson, students will complete a model of an airplane using their own resources.
They must consider the four forces and the factors that influence how a plane flies. Students will be
able to share their airplanes and test them out.i (CAEP K-6 3.a)

REFLECTION AND POST-LESSON ANALYSIS

(CAEP K-6 3.b)
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?

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6. What adjustments did I make to reach varied learning styles and ability levels?
7. Was two an efficient group size for the paper airplane flight trials?
8. Were students motivated throughout the lesson to complete each activity, why or why not?
9. How could I have more effectively communicated information such as important
vocabulary?

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 Indiana Wesleyan University
Elementary Education Lesson Plan Design and Assessment Rubric

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Rationale
The Beginning
Candidate
Rationale Candidate demonstrates
little or no understanding
of how planning is
related to how children
CAEP K-6 1.a grow, develop, and learn.
Readiness
The Beginning
Candidate
Goals/ Lesson objectives are
Objectives/ poorly written and/or
Standards have little or no
connection to learning
goals or standards. Little
connection exists
INTASC 4 between objectives and
lesson activities and
CAEP K-6 3.c
assessments.
The anticipatory set is
missing or has little or no
connection to the goal or
Anticipatory Set content of the lesson.
InTASC 8
The statement of
purpose is ambiguous or
worded so generally that
Purpose the connection with the
content of the lesson is
not apparent.
Plan for Instruction
The Beginning
Candidate
Few or no instructional
opportunities are
Adaptation to included. Any
Individual instructional
Differences and opportunities are not
Diverse developmentally
Learners appropriate or adapted
to individual students.
CAEP K-6 1.b
InTASC 2
Diversity
Plan for Instruction, cont.
The Developing
Candidate
Candidate uses
understanding of how
children grow and
develop across the
developmental domains
but is unable to state how
the lesson is related to
that knowledge.
The Developing
Candidate
Lesson objectives are
correlated with learning
goals and standards. The
connection between
objectives and lesson
activities and
assessments is weak or
unclear.
The connection between
the anticipatory set and
lesson objectives and
content is weak or
unclear.
A statement of purpose
is included in the LP, but
has little power to
motivate students and
capture their
imaginations.
The Developing
Candidate
Instructional
opportunities are
provided in this lesson;
however, they are not
adapted to individual
students.
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The Competent The Accomplished
Candidate Candidate
Candidate uses Candidate uses
understanding of how understanding of how
children grow and children grow and develop
develop across the across the developmental
developmental domains domains, and is able to
while articulating the articulate the theoretical
rationale for the lesson. foundations for the lesson.
The statement of rationale
describes developmentally
appropriate and
challenging learning
experiences and
environments.
The Competent The Accomplished
Candidate Candidate
The lesson plan contains The lesson plan contains
objectives that connect clearly stated content
goals and standards with objectives. Objectives are
lesson activities and logically connected to
assessments. appropriate goals and
standards and are
consistent with lesson
activities and assessments.
Instructional planning is
based on individual
student needs.
The anticipatory set is The anticipatory set
clear and direct and connects the current
focuses students’ lesson with previous and
attention on the lesson. future learning and
focuses students’ minds
and attention on the day’s
lesson.
The statement of purpose The statement of purpose
is clearly connected to has the power to capture
the content of the lesson the imaginations of
and is presented in terms students and motivate
that are easily them to accomplish the
understood by students. expected learning.
The Competent The Accomplished
Candidate Candidate
Instructional Specific instructional
opportunities are opportunities are provided
provided in this lesson. in this lesson that
The opportunities are demonstrate the
developmentally candidate’s understanding
appropriate and/or are of individual learner
adapted to individual characteristics and how
students. these differences might be
used to maximize a
student’s learning. Unique
instructional opportunities
are included for individual
students.
 The Beginning The Developing The Competent The Accomplished
Candidate Candidate Candidate Candidate
The candidate’s lesson is The candidate’s lesson The candidate’s lesson
The candidate’s lesson somewhat demonstrates an demonstrates strong
is not developmentally developmentally understanding of developmentally
appropriate. appropriate. developmentally appropriate practice
Lesson appropriate practice. including a variety of
Presentation The candidate’s lesson The candidate’s lesson ways to teach content.
does not use includes the basic level of The candidate’s lesson
appropriate modeling modeling. includes both modeling The candidate’s plan
and guided practice. and guided practice. includes multiple ways to
The lesson presentation model and guide practice.
InTASC 5 includes activities that The lesson presentation
CAEP K-6 3.f The lesson presentation
includes little encourage student includes relevant The lesson presentation
opportunity for participation, but lack activities that encourage supports student
students to engage in purpose or depth. student participation and motivation through
relevant and active critical thinking. relevant and collaborative
learning. activities to engage
learners in critical
thinking and problem
solving.
The candidate’s plan is The candidate’s plan is The candidate’s plan is The candidate’s plan is
not differentiated for differentiated according differentiated according differentiated according
subsets of students or to a subset of learners and to learners and includes a to learners and includes a
individual students. includes modifying variety of instructional variety of instructional
Differentiated content or instructional approaches that address approaches that address
Instruction processes. individual interests and individual interests and
preferences for learning. preferences for learning.
CAEP K-6 3.d
The candidate
differentiates content by
modifying difficulty,
depth, or complexity of
materials.
Little or no provision is A guided practice section The lesson plan includes a Plans to check for student
included to check for is included in the lesson plan and the means to understanding of the
Check for student understanding plan, but the connection check for student content are an integral
Understanding or to reteach concepts with the lesson understanding of the part of the lesson, and
that elude students presentation is weak lesson. A provision is include frequent
InTASC 4
during the initial and/or unclear. included to reteach all or questions and other
presentation. part of the lesson to all or actively engaging forms of
part of the class. formative assessment
during guided practice.

Review Lesson closure is not Lesson closure is weak Lesson closure relates Lesson closure is clearly
Learning included, or is not and/or poorly written. directly to the lesson correlated to the content
Outcomes/ related to the goals purpose and/or objective. of the lesson and actively
Closure and/or content of the engages students in
lesson. summarizing the essential
InTASC 4 elements of the lesson.
No independent Independent practice Assignments or activities Independent practice
Independent practice activities are activities are not well are included that provide activities are highly
Practice/ included in the lesson, conceived and/or written; students with the correlated to lesson
Extending the or activities are student accomplishment opportunity to practice objectives and content
Learning unrelated to the of IP activities is not likely learned skills; All and lead to student
content of the lesson. to result in lesson mastery activities match lesson mastery.
InTASC 5
objectives.

Plan for Assessment

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 The Beginning
Candidate
The lesson plan does not
Formal and include formative
Informal assessment activities, or
Assessment there is little or no
correlation between
CAEP K-6 3.a planned assessment
InTASC 6
activities and lesson goals
and objectives. Any
assessments included are
not developmentally
appropriate for the
students.
Instructional Technology
The candidate seeks appropriate ways to evaluate and employ technological tools, resources, and skills as they apply to
specific content and pedagogical knowledge, assessment practices, and student achievement. The selection of
appropriate technological tools reflects the candidate’s ability to make sound instructional decisions that enable all
students to achieve the expected outcomes. InTASC Standard 7
The Beginning
Candidate
Integration of The lesson plan reflects
Technology educational decision
making regarding
InTASC 7 available technology
that adversely impacts
Technology
Thread student learning and/or
fails to engage students
at the necessary level to
meet lesson objectives.
Evaluation
The Beginning
Candidate
Reflection and Self-answer questions
Post-Lesson are not included in the
Analysis lesson plan.
CAEP K-6 3.b
InTASC Standard 9
The Developing
Candidate
Formative and summative
asessment activities are
included in the lesson, but
they are not well
correlated to and/or do
not cover the full range of
LP goals and objectives.
The assessment strategies
do not promote
development of each
individual student.
The Developing
Candidate
The lesson plan reflects
insufficient or misaligned
decision making regarding
available technology;
statements indicating the
use of instructional,
assistive, or other
technologies are written
in general terms or in
terms unlikely to impact
student learning.
The Developing
Candidate
Self-answer questions
are included, but do not
fit the content or
purposes of the lesson.
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The Competent
Candidate
A plan for formal and
informal assessment
throughout the lesson is
included. The assessment
strategies are uniquely
designed for the
individual students.
The Competent
Candidate
The lesson plan reflects
educationally sound
decisions regarding
available technology
(including, but not limited
to, instructional and
assistive technologies) to
support learner needs and
the curriculum.
The Competent
Candidate
The lesson plan includes
all required self-answer
questions. Questions are
included to plan, monitor,
and adapt instruction
based on the lesson
assessments.
Revision Date: August 21, 2018
CAEP 2018 K-6 Standards
The Accomplished
Candidate
Formal and informal
assessments strategies
are a seamless and
integrated part of the
lesson. The assessments
are highly correlated to
the learning objectives
and promote continuous
intellectual, social,
emotional, and physical
development of each
student.
The Accomplished
Candidate
The lesson plan reflects
educationally sound
decisions regarding
available technology
(including, but not limited
to, instructional and
assistive technologies)
that engage students,
enhance the learning
process, and/or extend
opportunities for learning.
The Accomplished
Candidate
Additional self-answer
questions are included that
specifically address unique
lesson content and
methodology. Questions are
included to plan, monitor,
and adapt instruction based
on the lesson assessments.
2013 InTASC Standards