Extended Lesson Plan Template 263v4r

LESSON PLAN TEMPLATE Class ProfileTeacher Name: Elle Poustforoush Subject/Grade Level: Science/3rd GradeLesson Date/Time: Wednesday, March 1st: 10:35 a.mInstructional Goals and ObjectivesContent Standard (1a): What standard(s) or portion of a standard does your lesson address? ESS2.D: Weather and Climate Patterns Patterns of change can be used to make predictions. (3-ESS2-1),(3-ESS2-2) Cause and Effect Cause and effect relationships are routinely identified, tested, and used to explain change. (3-ESS3-1) W.3.7 Conduct short research projects that build knowledge about a topic. (3-ESS3-1) MP.5Use appropriate tools strategically. (3-ESS2-1) 3.MD.A.2Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem. (3-ESS2-1) 3.MD.B.3Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step 塗 ow many moreand 塗 ow many lessproblems using information presented in bar graphs. (3-ESS2-1) Content Learning Outcomes (1c): What are the conceptual understandings, content, and/or procedural knowledge that you want students to learn? What do you want students to understand, know or be able to do in relation to the standard(s)? Through this lesson students will be able to understand what precipitation and evaporation are, identify it's role in the water cycle, and be able to plan an experiment to determine the rate of evaporation.

Assessment (1f): What formal or informal assessment at the close of the lesson will serve as evidence that students have met the lesson objectives (e.g.: student work, exit slip, etc.). What formative assessment will be used during the lesson? The informal assessment will be their planning sheet that they will fill out in small groups and we will discuss at the end of the lesson. The formal assessment will be at the end of the experiment. They will turn in their data charts, findings, and write a short summary of what they found during the experiment. Art Form Standard (1a): What art form(s) do you want the students to learn? What do you want students to understand, know or be able to do in relation to the art standard(s)? Students will need to draw their ideas according to scale and show a visual representation of what their experiment will look like.

Art Form Learning Outcomes (1c): What are the conceptual understandings, content, and/or procedural knowledge that you want students to learn? What do you want students to understand, know or be able to do in relation to the standard(s)? At the end of the lesson the students will show understanding of their experiment plan through their visual representation. They will learn how a visual representation can help others understand their project and plan.

Academic Language taught or reviewed (1b, 1e): What academic language will be taught or reviewed? Students will review the water cycle, and the vocabulary (precipitation, evaporation). Students will be taught about visual representations, drawing to scale, rate of evaporation, different ways to measure evaporation, and events/locations that could affect their experiments (I.e, having it inside vs. outside, temperatures, and weather)

LESSON PLAN TEMPLATE

Student ProgressPrerequisite Skills (1a, 1b): What prerequisite skills are essential for students to be successful in accomplishing the objectives? Students need to have a basic understanding of what the water cycle is, and how evaporation works.

Prior Knowledge (1a, 1b, 1f): What do students need to know and understand in relation to the objectives? What data (formal or informal) provides evidence for their prior knowledge? Students need to know about the water cycle. We have done readings on the water cycle, discussed and practiced the vocabulary by doing tableaus, and filled out a water cycle diagram.

What student misunderstandings/misconceptions do you anticipate, and how will you address those (1a, 1b)? I expect them to misunderstand what the end outcome will be of this experiment and how to measure the rate of evaporation. I also expect them to misunderstand the concept of how to use different liquid measurement tools. I will address these by having the students work alone, then in small groups, then as a whole class to make sure the objective is clear but they come to it in their own way. I will also demonstrate in another lesson how to measure the water left in the bottle.

ProceduresMaterials (1d): What materials, resources, and/or technology will be used in the lesson? How will they the instructional outcomes for this lesson? The students will need their science books, and pencils. I will provide the plan sheet for them to fill out. I will also need the anchor chart we did with the water cycle. The students will use the science books to review the different parts of the water cycle, specifically evaporation. The plan sheet will be a guide for them to plan their experiment and as an informal assessment. There won't be technology because my mimio is broken. Structures/Procedures (1e): What structures and classroom routines/procedures will increase academic engaged time in this lesson? My students really enjoy Think-Pair-Share and we will be doing that in class. We will also use our 杜 irrorpartners, small group and small group seating for the plan sheet time. I will use the claves to get attention, along with 敵 ive Me 5 We will CHAMP out our expectations for the different parts of the lesson.

Grouping (1e, 1f): How will you group students (whole class, small groups, pairs)? How will you use data to assist you in forming these groups? I will have students together as a whole class, then break into groups. They will use their 杜 irrorpartners and desk groups to work together. These groups are pre-organized based off STAR reading scores, TenMarks scores, and Class Dojo data. I will also pull my special education students (all in one group already) to confirm they understand. Instructional SequenceWhat opportunities will you provide for students to make sense of what they are learning and construct new knowledge? (1e) Students will provided with 鍍 hinktime to make sense of what they are learning and then 菟 airtime to consult with other students in the class. During these discussions they will confirm what they are learning and gain new knowledge from their partner. We will come together as a whole group to share our ideas and confirm or create new ones. How will you make content relevant to studentsinterests and cultural heritage? (1b) My students love science, especially hands on science. This activity is making the content relevant because they already see evaporation but don't know how to communicate the process. I will also explain how they can do this in the future at home to show their families or in future grades.

What strategies, linked to lesson objectives, will you use to maximize participation of all students for the entire instructional block? (e.g. discussion, student talk, inquiry, questioning, reflection) (1a, 1c, 1e) Students will participate in whole class discussions, partner/small group sharing, asking questions to one another, filling out the plan sheet, and reflecting on their plan at the end.

What opportunities are you providing for students to engage in higher level thinking (e.g. analysis, synthesis, application) (1e) Students will be asked to plan their experiment alone first. This will have them reach a higher level thinking in order for their experiment to work. They will then work with peers to analyze their plan, ask questions, and make revisions.

What questions do you plan to ask students so that they can demonstrate their reasoning? (1e) “Why are you placing the bottle outside/inside 努 hat do you think the outcome will be 塗 ow are you going to measure the water in the bottle every day? 努 hat are some factors that will make the water evaporate faster/slower?”

Student and Teacher Interactions (1e): Outline your sequence of instructional activities. 1Whole group discussion: review vocabulary, water cycle, and introduce lesson 2Students read pgs. In their books to review evaporation. 3Ask questions leading up to introducing the experiment. See above. 4Have my paper ers out the plan sheet. Make sure students put name on it. 5Go over the directions for the plan sheet. Have paper ers out sticky notes. Explain that students will have 鍍 hink timeand then 都 hare time The sticky notes are for them to write down their ideas, nothing should be written on their plan sheet yet. 6Students will be given 5 mins for think time, and 10 mins for their mirror partner time, and 10 minutes for side partner time. This time will be for them to share their ideas about their experiments. 7We will come together as a whole class to discuss their ideas and create new ideas or confirm their current ones. 8Students will then fill out their plan sheet with their small groups to finalize their ideas for their experiment.

Additional for Specific Groups of Learners Students with Disabilities ( 1b, 1c, 1d): What modifications and/or accommodations are needed for students with disabilities in this lesson? I have my special education students in the same group so I can them all together. Their sheet won't be modified but I will prompt them with more questions to help their comprehension.

Enrichment (1b. 1c. 1d): How will you enrich and deepen learning opportunities for students who have already achieved mastery? For students that have already achieved mastery I will ask them deeper level questions to see if that changes their experiment. I will possibly give them different factors I want them to work with, I.e, their water being in a closet or having a colored bottle instead of a clear one.

AssessmentHow will you communicate to students what proficiency or mastery looks like? What distinguishes mastery/proficiency from non-mastery/below proficiency) (1f) For this lesson proficiency is if they can come up with a basic idea of what evaporation is and develop a plan to show the rate of evaporation. Mastery would be the same, except with deeper level analyzing and questioning to develop a plan that has different factors in place. Students will be told this at the beginning of the planning activity.

What evidence will let you know that all students understand how to demonstrate proficiency/mastery?(1f) The student's discussions with each other and I will collect their plan sheets at the end of the lesson.

During the lesson, what are some of the different strategies you will use to check for understanding? (1e, 1f) I will be using lots of questioning to check understanding. I will also be listening to their discussions, checking their notes, and finally looking at their final plan.

Next StepsWhat will be your next steps after this lesson? (1a, 1c, 1f, 4a) After this lesson we will put our experiments into place, do a lesson on data collection and collect data, and try to determine the rate of evaporation. We will also discuss how different weather conditions have affected evaporation.

How will you record and utilize evidence of student learning to inform your next steps? (1a, 1c, 1f, 4b) I will do daily exit tickets, use their recording sheets and plan sheets to determine what I need to review or how to move on. Depending on their experiments I will create an end project for them to do or possibly provide a more scaffold formal assessment.