USF Elementary Education Lesson Plan Template (rev.
Sum19)
Grade Level Being Taught: 1st
Title of Lesson
Meeting your students’ needs as
people and as learners
What Standards (national or state)
relate to this lesson?
(You should include ALL applicable
standards.)
Understanding the standards over
time
What misconceptions might
students have about this content?
Objectives- What students will
know or be able to do after the
instruction – the learning outcomes
Content (WHAT students are
learning- look to the standard)
Action (HOW students will show it-
there might be clues in the standard)
Measure (HOW WELL they need to
do it)
Name: __Angelica Garcia_____
Subject/Content: Science Group Size:22 Date of lesson: 11/20
Part 1: Lesson Content
“Catch A Bubble” - SCIENCE
How does this lesson connect to the interests and cultural backgrounds of your students?
 N/A
How does this lesson connect to/reflect the local community?
 Many of my students play with bubbles. I thought this investigation would intrigue them because it
involved something they enjoy.
SC.1. N. 1.3- Keep records as appropriate - such as pictorial and written records - of investigations conducted.
SC.1.N.1.2- Using the five senses as tools, make careful observations, describe objects in terms of number,
shape, texture, size, weight, color, and motion, and compare their observations with others.
Trace the standard to the previous grade level. What have students already learned or been exposed to related to
this standard?
SC.K.N.1.3- Keep records as appropriate -- such as pictorial records -- of investigations conducted.
Trace the standard to the next grade level. What will students learn next related to this standard?
SC.2. N.1.3- Ask "how do you know?" in appropriate situations and attempt reasonable answers when asked
the same question by others.
SC.2.N.1.2-Compare the observations made by different groups using the same tools.
o Students may record data in the wrong part of their table.
o Students may not be able to analyze data to form a conclusion.
Some examples:
--Students will be able to accurately (measure- how well) differentiate (action- how) between potential and
kinetic energy (content- what).
--Based on what they read In the first half of a fiction story, students will be able to write (action- how) a
reasonable (measure- how well) prediction (also part of the action) for how the main character will respond to a
challenge in the second half (content- what).
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Students will be able to accurately record data to complete a conclusion on a what material can catch a bubble.
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USF Elementary Education Lesson Plan Template (rev. Sum19)
Grade Level Being Taught: 1st
(Note: Degree of mastery does not
need to be a percentage.)
Level(s) of Thinking
Assessment Plan- How will you
know students have mastered your
objectives?
Assessment Scoring/Rubric
What are the criteria for how you will
assess student learning/student work?
If you’re using a rubric, include your
rubric here.
Name: __Angelica Garcia_____
Subject/Content: Science Group Size:22 Date of lesson: 11/20
Using Bloom’s Taxonomy or Webb’s Depth of Knowledge, which level(s) of thinking is/are called for in the
standard? __Level 2: Basic Application of Skills and Concepts__________
Which level(s) of thinking is/are called for in your objective? ___Remember/Understand________
Why did you choose this level(s) of thinking?
 Students are applying previously conducted the finding a question and making a prediction part of the
science experiment process. Using previous knowledge, students will be able to collect data to analyze
and come up with a solution.
Describe your assessment plan:
 Students assessment will be: A data table
Guidelines will include:
Material Trial 1 Trial 2 Trial 3 How many times
did the bubble
NOT pop?
Aluminum Foil
Wax Paper
Paper
Floor
Is your assessment formative or summative? Why did you make that assessment decision?
 Formative- The data table
How does it align with your objective?
 Students will be conducting and recording a science investigation to determine the conclusion of their
experiment.
Assessment guidelines will include:
 Students will be assessed on the completion of the chart.
 Students will be assessed based on the analysis of the trials.
o Being able to fill in the last column of the table and find the material that catches a bubble the
best.
Part 2: Lesson Implementation
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USF Elementary Education Lesson Plan Template (rev. Sum19)
Grade Level Being Taught: 1st
Management & Environment
(integrated throughout your step-
by-step plan):
 How will you arrange
yourself and the students
(location in the classroom,
seating)?
 What processes & procedures
will you use? How and when
will you communicate those
to students?
 What expectations will you
have for the students? How
and when will you
communicate those to
students?
 What strategies will you use
if students do not meet your
expectations? Are there
specific students who require
a more extensive
management plan? What will
that consist of?
 What will students do if they
complete the task quickly?
Materials
(What materials will you use? Why
did you choose these materials?
Include any resources you used. This
can also include people!)
Name: __Angelica Garcia_____
Subject/Content: Science Group Size:22 Date of lesson: 11/20
Arrangement-
 Engagement-
o T- At the projector.
o S- In their seats.
 Whole- Group Instruction-
o T- Standing in investigation area.
o S- Sitting on the floor.
 Independent Work-
o T- Roaming the room providing support.
o S- At their desks.
Process & Procedures-
 Transitions- Students are told to move quickly and quietly.
 Attention- “EYES ON ME”, “EYES ON YOU”
 Participation- Students are expected to raise their hand when wanting to participate in discussion
Expectations-
 Students will respect their peers
 Students will give their best effort in their work
 Students will be at level 0 during independent work.
 Students will be at a level 2 during whole- group experiment.
 Student will be actively listening and participating in the whole-group instruction.
Management-
 When students get antsy on the carpet, teacher will say “Criss, cross, apple sauce” “snip, snap, hands in
lap” to redirect focus.
 Expectations of students will be repeated at a whole-group attention level if a majority seems to be off
task and not engaged. Extensive behavioral (L.M, S.R, K.H)- simple redirection of “Are we making
good choices?” if students decide to continue to distract others a one-to-one conversation will be held
with either CT or other teacher to get back in control.
Task Complete-
 Students will have a completed chart and have answered their conclusion, ready for whole-group
discussion.
 Pencil
 Science Investigation Packet
 3 sheets of aluminum foil
 3 sheets of wax paper
 3 sheets of letter paper
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USF Elementary Education Lesson Plan Template (rev. Sum19)
Grade Level Being Taught: 1st
Differentiating Instruction
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.)
Name: __Angelica Garcia_____
Subject/Content: Science Group Size:22 Date of lesson: 11/20
 Floor
 bubbles
How will you differentiate instruction in this lesson? Circle those that apply:
Process Product Content Readiness Interest Learner Profile
Describe what/how you will differentiate:
1. Process-
a. My groups are differentiated by their completion of the task the previous day. I
allowed for students to have extended time based on my grouping to finish writing
the procedures of the experiment.
2. Readiness-
a. For my last group of students, I had written down the materials for them because
they are still in the letter strings development of writing. I did this to assist in the
step of the experiment to where they can focus on the trial and results rather than
copying down words.
Which specific students will benefit, and why?
3. Process- L.M, A.V, J.M, E. JB, K.R, G.O, R.F, E.W, J.G, N.V, J.B, Y.M
4. Readiness- R.F, N.V, Y.M
What accommodations will you make for students who are English Language Learners? (Refer to your
ESOL Strategies checklist and list specific strategies)
 Pre-Production Level: I would provide the student with a translated packet for record keeping, along
with support from a bilingual student.
o Use Google Translate to communicate directions to individual student (Y.M)
o Providing a translated list of the definitions of the procedures of the investigation.
 Early Production Level: Providing a translated list of the procedures.
 Speech Emergence Level: Student would have the support of teachers/peers.
 Intermediate Fluency Level: Student would have the support of teachers/peers.
What accommodations will you make for students who have an IEP or 504 plan?
 Students will be provided with an ESE specialists support who will pull the small group for instruction
following the lesson.
What accommodations will you make for students identified as gifted and have an EP (education plan)?
 If there were to be a gifted student in my lesson, I would give these students the task of assisting other
students in finding the results of the experiment from the trials.
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USF Elementary Education Lesson Plan Template (rev. Sum19)
Grade Level Being Taught: 1st
References (Planning of
instruction should be guided by
research-informed
approaches. Acknowledge
references used to inspire lesson
ideas.)
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.)
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 you as the teacher say?
 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?
Name: __Angelica Garcia_____
Subject/Content: Science Group Size:22 Date of lesson: 11/20
Science Curriculum
1. What is the content area for this lesson? ______Science__________________
2. What is the expected lesson structure for a lesson taught within this content area? In other words, what
lesson structure is appropriate for teaching within this content area? (5Es; guided/gradual release/etc.)
____Whole-group_______
3. Step-by-step plan:
Time Actions
12:30- 12:31 T- Gather whole- group attention using “EYES ON ME.”
S- Responds “EYES ON YOU”
12:31- 12:35 T- Engages students and introduces the objective.
 “Who can tell me what we are investigating in science?”
S- Respond with hands raised or not raised
 “What material can catch a bubble”
T-
 “Right! Today we are going to use our materials for our science investigation, who
can tell me what some of your hypothesis are?”
S-
 Possible answers (wax paper, letter paper, aluminum foil, or floor)
T- Directions
 “Awesome! For those friends that are done with copying down the procedures we
created yesterday, they may join me on the floor by the sink”
 Students of group 1- J.B, K.R. T.N, J.R, J.A, S.C
 “My friends that are not done, the procedures are on the board. You have 10
minutes to finish copying them down in your science journal.
12:35-12:55 Trial #1-
S- Sitting in a circle in front of the sink and chart on the back door.
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: __Angelica Garcia_____

Grade Level Being Taught: 1st Subject/Content: Science Group Size:22 Date of lesson: 11/20

T- “The first step we need to take is labeling our data chart”

 “First you are going to number the materials”
o How many materials should we have?
S- “4”
T- “Good! Now we need to label our materials.”
 In the column next to number one, write Aluminum Foil.
 In the column next to number two, write Wax Paper.
 In the column next to number three, write Paper.
 In the column next to number four, write Floor.
S- Quietly copy down the materials.
T- “So what are we testing?”
S- “Which material can catch a bubble”
T- “Yes! So, if the bubble pops we are going to write “POP” on our chart, and if it does
not, we are going to write “NO”
 Any questions?
S- No
T- Begins the investigation-
 Places the aluminum foil on the ground and blows the bubbles.
 “Did it pop?
 S- Respond with the results.
 T- Records results and students copy
*REPEAT FOR ALL MATERIALS*

 WHEN THE TRIAL IS OVER- STUDENTS GO BACK TO THEIR SEATS

AND COMPLETE AN EARLIER ASSIGNMENT WHIL WAITING FOR
WHOLE GROUP INSTRUCTION.

*REPEAT STEPS FOR GROUPS 2 AND 3*

GROUP 2- L.M, A.V, J.M, E. JB, K.R, G.O

 Having students write the materials- shorten Aluminum Foil to Foil, Wax paper to
Wax.
GROUP 3- R.F, E.W, J.G, N.V, J.B, Y.M
 Pre- wrote lists for specific students highlighted- The other students copied like
group 2

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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: __Angelica Garcia_____

Grade Level Being Taught: 1st Subject/Content: Science Group Size:22 Date of lesson: 11/20

12:55- 1:05 Whole-group-

T- Gather whole- group attention using “EYES ON ME.”
S- Responds “EYES ON YOU”
T- Please grab your science journal and a pencil and make your way to the carpet.
S- Grab their materials and go down to the carpet quickly and quietly.
T- Raise your hand if you were my first group
S- First group raises their hand
T- Share your results from your trial.
S- Students share results
*REPEAT FOR GROUPS 2 AND 3*

T-
“What I would like you to do is go back to your seat and circle which material you would
use to catch a bubble”
 Dismiss students by row

S- Go back to their seats and complete task independently.

 Answer should be Wax Paper.