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Lesson Plan

Teachers Name: ____________________________________ Subject: Science

Monday
Student Expectation

1.1 Scientific investigation and


reasoning. The student conducts
classroom and outdoor
investigations following home and
school safety procedures and uses
environmentally appropriate and
responsible practices.

Topic: Scientific investigation

Grade: First grade

Technology
Tuesday

Wednesd
ay

Thursday

Friday

1.1. (A), (B), (C)

1.1. (A), (B), (C)

1.1. (A), (B), (C)

1.1. (A), (B), (C)

The student is expected to:


(A) recognize and demonstrate safe practices as
described in the Texas Safety Standards during
classroom and outdoor investigations, including wearing
safety goggles, washing hands, and using materials
appropriately
(B) recognize the importance of safe practices to keep
self and others safe and healthy
1.3 Scientific investigation and
reasoning. The student knows that
information and critical thinking are
used in scientific problem solving.
The student is expected to:
(C) describe what scientists do.

Verbs
Lesson Objective
(Must be Posted
Daily)

Recognise, describe.

Recognise, describe.

Recognise, describe.

Recognise, describe.

Recognise, describe.

Scholars will analyze what a scientist is by


using visual data.

Scholars will analyze


the meaning of safety
by using visual data.

Scholars will
recognize safe
practices in real
world situations.

Scholars will demonstrate


safe practices in real world
situations.

Scholars will conclude safety


routines and the importance of
scientist.

DOL
(Must be Posted
Daily)

Given an image of a scientist, TSW use a


response card to describe the meaning of the
illustration using the learned vocabulary with
100% accuracy.

Given
4images
of
safety, TSW use a
response
card
to
describe the meaning in
each illustration using
the learned vocabulary
with 100% accuracy.

Given
3
illustrations
of
correct
safety
behavior TSW will
discuss with their
table the safety
procedures
seen
with
100%
accuracy.

Given a real life experience


example TSW will role-play
safety procedures seen with
100% accuracy.

Given a real life experience the


student will identify and label
3out of 3 safety procedures that
are important for our class,
school and community.

Routines (min.)
Bell Ringers
Reteach/Revisit
Vocabulary
Math
Facts/Chants
Problem
Solving

Bell Ringers:

Bell Ringers:

Bell Ringers:

Bell Ringers:

Bell Ringers:

Journal writing

Journal writing

Journal writing

Journal writing

Journal writing

Hook:

Hook:

Hook:

Hook:

Hook:

Science Safety
Contract: Read and
discuss safety rules in
the classroom. Discuss
the importance of
signing the contract and
the consequences that
may occur if the
contract is broken.

Science Safety
Contract: Review
safety rules in the
classroom.
Teacher will
continue modeling
each safety rule
around the
classroom.

Teacher will act out incorrect


safety procedures to Scholars.

Review oral choral response by


asking What a scientist does?

Direct Instruction:

Direct Instruction:

Teacher will explain the


difference between the correct
and incorrect safety practice,

Review and recall with students


the vocabulary of the week with
Scholars

Guide Practice:

Guide Practice:

Direct Instruction:
Introduce safety as the
vocabulary word. Use
Science Fusion SE 35
with Scholars as they
explore and learn about
safety.

Direct Instruction:

Teacher will give examples of


correct and incorrect safety
behaviors. Teacher will ask if
it was a safe routine. Students
will respond with yes or no
answers followed by further
explanation to their answers.

Review the original anchor


chart and brainstorm further
student
knowledge.
Add
responses to anchor chart.

Aligned Instruction
Hook (min.)
Direct
Instruction (min.)
Guided
Practice (min.)
Closure (min.)

What is a scientist? Engage


Scholars in a discussion about what a
scientist is and prior knowledge.
A scientist is someone who asks
questions
A scientist uses tools and safety to do
experiments
A scientist uses steps to solve problems
Direct Instruction:
Introduce scientist as the vocabulary word. Use
Science Fusion SE 35 with Scholars as they
explore and learn about scientists.
Guide practice:
Together with the teacher Scholars
will create an anchor chart by asking
students to brainstorm
What a scientist is? Explain and Begin using
science journals.

Guide practice:
Together with the
teacher
Scholars
will
create
an
anchor chart by
asking students to

Teacher will role


model and discuss
washing
hands,
walking to and
back from science
section along with
other
necessary
safety rules.
Guide Practice:

Once white boards


have been
distributed,
students will draw
the safety

brainstorm.
What being safe is?
Explain and continue
using science journals.

Questions/Multiple
Response Strategies
Used

+ Who is a scientist?
+ What does a scientist do?
+ Why are scientist important

Teacher asks What


safety is. Teacher and
Scholars will respond
quickly
with
a
characteristic. Ex Not
getting hurt, being
perfect, necessary.

procedure they
think is more
important.

Teacher and
Scholars practice
safety procedures
for the first time
receiving and
using white
boards.

Quick responses with thumbs


up or down for correct and
incorrect safety rules.
+ Do we need
practice being safe?

to

+ Is it important to practice?
+ What is safety?
+ How can we be
safe?
+ Why is it important to
be safe?

+
Are
safety
procedure
important?

all

+ Besides the scholar,


teachers and scientist,
who
else
in
our
community
can
be
scientist?
+
How
will
the
community
be
if
scientists
and
safety
rules did not exist?

+ Why or why
not?
+ Are all
procedures the
same?

Independent Practice

Scholars draw a picture of themselves as a


scientist. Students fold their picture and place it
in their journal.

Scholars review safety


contract independently.
Students sign and date
contract.
Safety
contract is placed inside
journal.

Scholars discuss
with their table the
safety procedure
seen in each real
life image.

Given a real life experience


example Scholars will roleplay a safety procedure that
corresponds Ex washing
hands.

Scholars will draw and label


safety rules discussed during the
week.

Small Group
Instruction Activities
Reteach/Revisit
Extensions

Tier 1. Scholar discusses lesson with classmates


from other tables.
Scholar assists students from tier 2.
Tier 2. Scholar works with students from tier 1
in their own desks.
Tier 3. Scholar works with teacher in small
group table.
Scholar receives further support from teacher.

Scholar
discusses
lesson with classmates
from other tables.
Tier
1.
Scholar
discusses lesson with
classmates from other
tables.
Tier 2. Scholar works
with students from tier
1 in their own desks.
Tier 3. Scholar works
with teacher in small
group table.

Scholar discusses
lesson
with
classmates from
other tables.
Idem Tier1, 2,3.

Scholar discusses lesson with


classmates from other tables.

Scholar discusses lesson with


classmates from other tables.

Idem Tier 1,2,3.

Idem Tier 1,2,3.

Scholar receives further


support from teacher.

Special Education
Accommodations/Mo
difications

Work will be modified based on IEP.

Work will be modified


based on IEP.

Work will be
modified based on
IEP.

Work will be modified based


on IEP.

Work will be modified based on


IEP.

Homework

Scholars discuss with family members the


characteristics of a scientist.

Scholars discuss with


family members the
characteristics of safety.

Scholars
will
observe
safety
procedures
at
home.

Scholars will demonstrate


safety procedures at home.

Scholars
will
demonstrate
safety procedures at home.

Materials/Resources/T Journal, table partners, whole group instruction.


echnology

Journal, table partners,


whole group instruction

Journal,
table
partners,
whole
group instruction

Journal, table partners, whole


group instruction

Journal, table partners, whole


group instruction

Notes