USF Elementary Education Lesson Plan Template (S 2014) Name: Jacqueline De Jesus

Grade Level Being Taught: 3rd Subject/Content: Science Group Date of Lesson: 10/16/17
Size:18

Lesson Content
What Standards (national or
state) relate to this lesson? SC.3.P.8.2- Measure and compare the mass and volume of solids and liquids.
(You should include ALL applicable
standards. Rarely do teachers use SC.3.P.8.3- Compare materials and objects according to properties such as size, shape, color, texture, and
just one: theyd never get through hardness.
them all.)

Essential Understanding
(What is the big idea or essential Big Idea- Describing and Measuring Matter
question that you want students to
come away with? In other words, Essential Question- How can you describe and measure matter using the basic properties?
what, aside from the standard and
our objective, will students Learning Target- How can you understand and describe matter by defining the vocabulary words in this
understand when they finish this unit through a foldable and small class demonstrations.
lesson?)
Objectives- What are you
teaching? Objectives-
(Student-centered: What will
students know and be able to do Given the vocabulary of the unit, students will be able to share their prior knowledge on each word in a
after this lesson? Include the table word web activity.
ABCDs of objectives: action,
behavior, condition, and degree of Given the reading on page 190 to page 209, students will be able to complete a vocabulary foldable in
mastery, i.e., "C: Given a sentence which they define the words (matter, texture, mass, volume) and show an illustration.
written in the past or present tense,
A: the student B: will be able to re- Given some small class activities/demonstration, students will have a clearer understanding of the
write the sentence in future tense D: vocabulary used in this science unit.
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: This objective is being taught after students have completed the energy unit as well as the light unit.
USF Elementary Education Lesson Plan Template (S 2014)
Grade Level Being Taught: 3rd
Why are you teaching this
objective?
Where does this lesson fit
within a larger plan?
Why are you teaching it this
way?
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 this lesson?
What summative evidence will
you collect, either during this
lesson or in upcoming lessons?
Name: Jacqueline De Jesus
Subject/Content: Science Group Date of Lesson: 10/16/17
Size:18
Students have taken the chapter test and are ready to move on in the science curriculum. This chapter is
on matter and in order for students to have success, they must be able to understand the vocabulary that
is being used. It is for this reason that we spend an entire lesson introducing the topic and going over all of
the vocabulary. In earlier years and in other lessons, students have been asked to describe various objects
and materials. In third grade students will understand how their descriptions are related to the properties
of matter. It is important for students to learn this concept because matter is all around us and is anything
that has mass and takes up space.
Students will be on task, focused, and engaged in this lesson.
Students will complete the word web activity in their groups, to give me a sense of what the class knows
about matter and the specific vocabulary in the unit.
Students will then read and complete the vocabulary foldable. I will be walking around the classroom to
ensure that all students are on task and understanding what they are writing in the foldable. I should see a
definition along with the illustration. The Illustration should match the vocabulary word and provide
them with an example.
We will then go over each word as a class and complete a small class activity to provide the students with
a deeper understanding of each word.
Matter- Students will write down an example of matter and then hold up their answers. I will then quickly
scan the room and advise students that everyone is correct because matter is everywhere and all around
us.
Texture- I will have four boxes with various objects in each. Each group will have a couple minutes with
each box to feel the object, describe its texture, and predict what it is.
Mass- Students will be presented with various objects and have to answer the question: which object has
more mass. They will all be given flip cards that they can raise in the air depending on what they think.
After their participation, we will put the objects on a scale and see which object had more mass.
Volume- Students will see two different size jars filled with the same amount of water. However, they will
USF Elementary Education Lesson Plan Template (S 2014)
Grade Level Being Taught: 3rd
What Content Knowledge is
necessary for a teacher to teach
this material?
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?
Name: Jacqueline De Jesus
Subject/Content: Science Group Date of Lesson: 10/16/17
Size:18
not know the amount of water and are asked to take a vote on which jar has more volume. After the
voting, the students will see me pour each jar of water into a measuring beaker and will understand that
they actually had the same amount of volume.
The students will then be asked to write down one thing they learned and share it with a table partner.
The teacher must have knowledge of Matter as a whole and understand that it is anything that has mass
and takes up space.
The teacher must have knowledge of and be able to describe all of the vocabulary in this unit, including
matter, texture, mass, and volume.
The teacher must able to demonstrate the meaning of each word, by engaging the class in group activities.
Learners- 18 third graders
- They are ready for this science unit because they have already been taught about ways to describe
objects, which is necessary for them to know in order to understand and explain the properties of
matter.
- Students also have completed and mastered the objectives in the previous science unit on energy.
Students must
- Be able to complete a foldable with a definition and related picture.
- Be able to navigate and read the text for the desired information.
- Be able to think critically and be engaged in the class demonstrations/activities in order to add to
their understanding of the vocabulary.
In this unit, students tend to not understand the difference between some of the vocabulary words and
words that they are already familiar with. For instance, students do not understand that texture is not the
same as describing the hardness of an object. Also, students often think that the word mass has the same
meaning as the word weight. Although they are related, they mean two different things. Some of the
wording used in the reading may also be new or confusing to them.
USF Elementary Education Lesson Plan Template (S 2014) Name: Jacqueline De Jesus
Grade Level Being Taught: 3rd Subject/Content: Science Group Date of Lesson: 10/16/17
Size:18

Teaching Methods
(What teaching method(s) will you
use during this lesson? Examples
include guided release, 5 Es, direct
instruction, lecture, demonstration,
partner word, etc.)
Lesson Implementation
I will use a variety of teaching methods in my lesson and adjust them to best fit the learning needs of my
students.
Opening- direct instruction, group activities, class discussion
Building understanding- Individual work- vocabulary foldable, class demonstrations/ activities, class
discussion

Close- wrap up, students individually write something new they learned, table partner sharing.

Step-by-Step Plan Time Who is Each content area may require a different step-by-step format. Use whichever
(What exactly do you plan to do in 1:10 to responsibl plan is appropriate for the content taught in this lesson. For example, in science,
teaching this lesson? Be thorough. 2:00 e (Teacher you would detail the 5 Es here (Engage/Encountering the Idea; Exploring the
Act as if you needed a substitute to or Idea; Explanation/Organizing the Idea; Extend/Applying the Idea; Evaluation).
carry out the lesson for you.) Students)?

Where applicable, be sure to 15 Opening-

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
minutes Student -Explain to the class that today they are starting a new unit in science on matter.
and Read the learning target to the students that is displayed on the bored.
teacher -Then explain to the students that at each group they will receive a paper with
responsibi one of the vocabulary words written on it. For 2 minutes, they must write down
lities are anything they know about the word or what they think it means. We will switch
explained four times.
in each - Pass out the papers, put two minutes on the timer, and rotate the sheets.
section of - When done, collect the sheets and go over some of the ideas the class presented.
the lesson.
Building understanding-
30 -Tell students to take out their science textbooks and open to page 190-209. Have
minutes students read and complete a foldable on the four vocabulary words.
- Pass out the paper for the foldable and model expectations. (Each foldable must
have a definition and an illustration).
-As students complete the foldable, ensure that they are all focused and working.
- When done, go over each word and do the related class demonstration/ activity
USF Elementary Education Lesson Plan Template (S 2014) Name: Jacqueline De Jesus
Grade Level Being Taught: 3rd Subject/Content: Science Group Date of Lesson: 10/16/17
Size:18

supporting students learning? that is described below:

What model of co-teaching are
you using? Matter- Students will write down an example of matter and then hold up their
answers. I will then quickly scan the room and advise students that everyone is
correct because matter is everywhere and all around us.

Texture- I will have four boxes with various objects in each. Each group will have
a couple minutes with each box to feel the object, describe its texture, and predict
what it is.

Mass- Students will be presented with various objects and have to answer the
question: which object has more mass. They will all be given flip cards that they
can raise in the air depending on what they think. After their participation, we
will put the objects on a scale and see which object had more mass.

Volume- Students will see two different size jars filled with the same amount of
water. However, they will not know the amount of water and are asked to take a
vote on which jar has more volume. After the voting, the students will see me
pour each jar of water into a measuring beaker and will understand that they
actually had the same amount of volume.

Close-
5 -Have students put materials away and close up the lesson by having each
minutes student take 2 minutes to write down something new they learned.
-Then give them 2 more minutes to share with their table partners and engage in
a mini discussion.

What will you do if a student struggles with the content?

I will be able to walk around the room and individually assist those students that need guidance. I
will provide them with further examples or an alternative definition in order for them to gain a
clearer understanding of the vocabulary words. For this reason, I am also doing a
demonstration/activity for each word.

What will you do if a student masters the content quickly?

USF Elementary Education Lesson Plan Template (S 2014) Name: Jacqueline De Jesus
Grade Level Being Taught: 3rd Subject/Content: Science Group Date of Lesson: 10/16/17
Size:18

If a student masters the content quickly, they will be expected to provide and describe various
examples of each vocabulary word. They should be able to add new ideas or thoughts to the class
discussions.

Meeting your students needs as If applicable, how does this lesson connect to the interests and cultural backgrounds of your
people and as learners students?

Matter is everywhere! It is so important that students understand this and can describe matter
and various objects using the different properties that include texture, mass, and volume. The
students also really enjoy the science lessons and will love the activities/demonstrations. They are
true science thinkers.

If applicable, how does this lesson connect to/reflect the local community?

Students will be able to describe the matter all around them. They will also be able to sort objects
and describe them based on properties in later lessons and later grades.

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

Students who need additional challenge during this lesson will be asked to share their thinking
during the class discussions. I also believe that all students will need to have an understanding of
the vocabulary before they can move on to more challenging concepts/activities. For this very
reason, we all start by learning about the vocabulary in the science unit.

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

Students who need additional language support will always have access to a dictionary and if
needed, they can have the words translated to them in their native language. I will work with these
students individually if needed or they may work with a partner. These students will also benefit
from the class activities/demonstrations because it provides them with a concrete example and a
visual.

Accommodations (If needed) J- This student needs to be constantly reminded to stay on task. I will continuously check on this students
USF Elementary Education Lesson Plan Template (S 2014)
Grade Level Being Taught: 3rd
(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!)
Name: Jacqueline De Jesus
Subject/Content: Science Group Date of Lesson: 10/16/17
Size:18
and make sure he is working instead of doodling.
B- This student has no problem completing his work, but likes to seek attention and has behavioral issues.
I will closely monitor this student and ensure that he is not distracting others during the lesson.
A and H- These students are not allowed to work together because they would not get anything done, for
this reason they will not be allowed to partner up. They are at the same table group, so I will just have to
ensure that they are staying on task.
Word webs for each vocabulary word
Timer
Science textbooks
Paper for foldable
Pencils and crayons
White bored
Activities: paper, 4 boxes with objects inside, objects to predict the mass with, flip cards for students, a
scale to measure actual mass, two glass containers of different sizes, water, to measuring beakers