USF Elementary Education Lesson Plan Template (rev.
F18)
Grade Level Being Taught:
What Standards (national or
state) relate to this lesson?
(You should include ALL applicable
standards.)
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)
(Note: Degree of mastery does not
need to be a percentage.)
Level(s) of Thinking
Name: ____________________________________
Subject/Content: Group Size: Date of Lesson:
Part 1: Lesson Content
 SC.1.P.13.1- Demonstrate that the way to change the motion of an object is by applying a push or
a pull.
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).
-------------------------------------------------------------------------------------------------------------------------------------
 Students will be able to accurately differentiate between a push or a pull.
 Students will be able to identify the difference between a push and a pull by sorting scenario
pictures with 100% accuracy.
Using Bloom’s Taxonomy or Webb’s Depth of Knowledge, which level(s) of thinking is/are called for in
the standard?
SC.1.P.13.1- Application
Which level(s) of thinking is/are called for in your objective?
- Students will be able to accurately differentiate between a push or a pull. – Comprehension
- Students will be able to identify the difference between a push and a pull by sorting scenario
pictures with 100% accuracy. - Application
Why did you choose this level(s) of thinking?
SC.1.P.13.1- This standard is application because students have to demonstrate a push or a pull by
applying that force to an object.
USF Elementary Education Lesson Plan Template (rev. F18)
Grade Level Being Taught:
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.
Understanding the standards
over time
Name: ____________________________________
Subject/Content: Group Size: Date of Lesson:
The second objective is considered application because demonstrate falls under the application domain
using Blooms Taxonomy. In addition, students are participating in a hands-on activity.
Describe your assessment plan:
Students will be given a sorting worksheet where they will have to cut and paste the pictures into either a
push column or pull column.
Is your assessment formative or summative? Why did you make that assessment decision?
This assessment is formative. The reason I chose to do a formative assessment is because I am using it to
see if the students met my objectives.
How does it align with your objective?
This directly aligns with my objectives because by sorting the pictures into the two categories of push or
pull, students are demonstrating their understanding and differentiating between the two.
If students sort the pictures 100% correctly, then they will receive a check plus. If they miss one or two
pictures, they will receive a check and be asked to go back and fix their mistake. If they incorrectly sort
more than two pictures, they will receive a check minus and also be asked to correct themselves.
Trace the standard to the previous grade level. What have students already learned or been exposed to
related to this standard?
SC.1.P.13.1- For this standard in Kindergarten, students have learned to observe that a push or pull can
change the way an object moves. This is very basic and on Blooms Taxonomy as remembering.
Trace the standard to the next grade level. What will students learn next related to this standard?
SC.1.P.13.1- Going onto second grade, the students investigate how applying pushes and pulls effects
different objects. In addition, they look into how applying a greater force (push or pull) applies a greater
change in motion.
USF Elementary Education Lesson Plan Template (rev. F18) Name: ____________________________________

Grade Level Being Taught: Subject/Content: Group Size: Date of Lesson:

What misconceptions might  Students are unaware that some objects can be pushed and pulled.
students have about this content?  Some students are unaware that some things can move, even when there is no longer a force
being applied to it.
Part 2: Lesson Implementation
Management & Environment  Students will be in their assigned spot on the carpet while we review the concepts of push and
(integrated throughout your pull.
step-by-step plan):  Students are expected to be respectful, listen carefully, participate, and follow directions on the
 How will you arrange carpet.
yourself and the students  Students will turn and talk while on the carpet about what a push and pull is. Before doing this, I
(location in the classroom, will explicitly tell students that they are expected to use their quiet voices, while discussing only
seating)? the topic at hand, and being respectful to their partner.
 What processes &  I will use an attention getter to get students attention back to me. I will remind students to raise
procedures will you use? their hand and ask if they would like to share.
How and when will you  When calling students back to their seats, I will remind students that only the quietest and most
communicate those to well-behaved tables will get called on. I will call them by color (Red, Blue, Yellow, or Green).
students?  If any students misbehave on the carpet they will be warned. After they get a warning, they will
 What expectations will you be asked to move down a color.
have for the students? How  Throughout the day, students are consistently reminded of expectations.
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 it
they complete the task
quickly?
USF Elementary Education Lesson Plan Template (rev. F18) Name: ____________________________________

Grade Level Being Taught: Subject/Content: Group Size: Date of Lesson:

Materials  Picture Card

(What materials will you use? Why  Sort
did you choose these materials?  Jack Hartmann Video
Include any resources you used.
This can also include people!)

Differentiating Instruction 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:

 If a student is struggling on the sorting assignment, I or my Ct will pull them to work one on
one/small group with them on it.
 If a student does extremely well on the sorting assignment, they will be able to choose a picture
from the picture cards and describe if it is a push/pull in their science notebook. They will also
have to explain why/how they know.
 For students who are more of a visual learner, the picture cards and music video will help them
enhance their understanding.
 For students who are auditory learners, my explanations and the music video will enhance their
learning.

Which specific students will benefit, and why?

USF Elementary Education Lesson Plan Template (rev. F18)
Grade Level Being Taught:
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.)
Meeting your students’ needs as
people and as learners
Name: ____________________________________
Subject/Content: Group Size: Date of Lesson:
 Multiple students will benefit from these differentiated strategies. My below level, on-level, and
above level students will get the chance to get one-on-one attention and/or more challenging
work.
 Students who are auditory or visual learners will benefit from strategies listed above because I
am catering to their learning style.
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: Wordless picture book titled, “Pushes and Pulls” shows arrows. I would use
this for students at this level to determine if the picture is either a push or pull. I would also label
the pictures in Spanish to help them understand what is going on in the picture.
 Early Production Level: Wordless picture book titled, “Pushes and Pulls” shows arrows. I would
use this for students at this level to determine if the picture is either a push or pull. I would also
label the pictures in Spanish to help them understand what is going on in the picture.
 Speech Emergence Level: I would choose six colored photographs for them to sort by push or
pull. If necessary, I can label the photographs so that the student understand what is happening in
the picture.
 Intermediate Fluency Level: For this lesson, they should be able to do this lesson successfully.
If needed, I would pull a small group if necessary to work on this lesson.
What accommodations will you make for students who have an IEP or 504 plan?
Depending on the IEP or 504:
 Prompting/Praise
 Repeated directions
 Proximity control
What accommodations will you make for students who have an EP plan?
 For students who are gifted, I would have them choose a photograph and identify if it is a push or
pull using their correct science vocabulary. I would have them explain how they know it is a push
or a pull.
If applicable, how does this lesson connect to the interests and cultural backgrounds of your
students?
N/A, this does not apply to this lesson.
USF Elementary Education Lesson Plan Template (rev. F18)
Grade Level Being Taught:
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: ____________________________________
Subject/Content: Group Size: Date of Lesson:
If applicable, how does this lesson connect to/reflect the local community?
N/A, this does not apply to this lesson.
What is the content area for this lesson? Science
1. 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.): guided/gradual release.
2. Step-by-step plan:
Time: Action Steps:
12:15 – Students will be sitting on the carpet. I will redirect their attention from shared reading to
science.
12:15-12:25 - I will be reviewing push or pull with the students. We will be reviewing the anchor chart
we made the day before and participating in turn and talks with a partner.
12:25-12:35 – I will call each table back to their seats. At this time, we will be going over picture cards
that either depicts a push or a pull. I will have students turn and talk with their partner about if it is a
push or a pull and why.
Some questions I could ask:
 Is this a push or a pull?
 How do you know this is a push/pull?
 What in the picture shows you it is a push or a pull?
 Could it be both a push and a pull?
12:35-12:40- I will play Jack Hartmann Music video for students.
12:40-12:45- Students will be given their sort assignment by this week’s paper passer. I will instruct
students to cut out all of their pieces and sort them as either a push or a pull. I plan on circling the
classroom in search of students that might need extra help. If students finish early, they will be given a
picture card that we had not yet gone over, and they will be asked to write in their science notebook if it
is a push or pull (or both) and how they know.