Southwestern Elementary Lesson Plan
Teacher: Mrs. Morings
Pacing: Week 23
SOL/Essential Skills, knowledge and
processes
Note the SOL verb as well as the SOL
content
Objective(s)The objective must have
both content and performance. This
should represent a clear target for
students and teachers.
Week of: Feb. 4-7’ 13
Subject: Science
Time: 1:10-2:05
SOL K.1g,h,j,k-K.3a,b- K.4e, K.5a-c, K.8a-b
K.1
The student will demonstrate an understanding of scientific
reasoning, logic, and the nature of science by planning and
conducting investigations in which
g) a question is developed and predictions are made from one or
more observations;
h) observations are recorded;
i) picture graphs are constructed;
j) unusual or unexpected results in an activity are recognized; and
k) objects are described both pictorially and verbally.
K.3
K.4
K.5
K.8
The student will investigate and understand that magnets have an
effect on some materials, make some things move without touching
them, and have useful applications. Key concepts include
a) magnetism and its effects; and
b) useful applications of magnetism.
The student will investigate and understand that the position,
motion, and physical properties of an object can be described. Key
concepts include
e) relative positions and speed of objects.
The student will investigate and understand that water flows and has
properties that can be observed and tested. Key concepts include
a) water occurs in different phases;
b) water flows downhill; and
c) some materials float in water, while others sink.
The student will investigate and understand that shadows occur
When light is blocked by an object. Key concepts include
a) shadows occur in nature when sunlight is blocked by an
object; and
b) shadows can be produced by blocking artificial light sources.
Essential Vocabulary
Content words that students need to
obtain mastery of new skills
Anticipatory Set
focuses the
students’ attention and gets them
ready to receive instruction. It may also
provide a brief review of previous
learning. This is an opportunity to get
students excited about the new skill or
content
Pre-assessment
identifies
students’ prior knowledge and informs
teachers prior to the beginning of
instruction. Multiple methods of
assessments both formal and informal
should be used.
Shadows magnets
light
Downhill flow artificial
water
solid
object sink
liquid
gas observations speed
float
M- Have students stand where light is located and tell what they see .
T- Hey, MOVE- Have students to stand and move around light- what
happened to their shadows?
W – Read a book on Shadows.
Th– TW have students to make shadows with their hands (anmals- rabbit,
dog, etc).
F- Parent Conferences
M – How can you make a shadow?
T–
W–
Th –
F-
Southwestern Elementary Lesson Plan
.Research-based
Instructional Strategies
Materials
A variety of materials are used to
engaged students in learning.
Activating prior knowledge
Identifying similarities & differences
Summarizing & note taking
Reinforcing effort & providing recognition
Nonlinguistic representations
Setting goals & providing feedback
Structured small groups
Generating & testing hypothesis
Homework & practice
Differentiation
text
notebook
writing paper
chalk/dry erase board
audio/visuals
overhead projector
MCPS
transparencies
activity sheets
thesaurus/dictionary manipulative
scissors
glue
calculator
other:
teacher made activities
Input/Modeling (IP/M)
gives students examples of the expected demonstration of skills. Teacher provides direct instruction on the
skills, vocabulary and knowledge needed for mastery. Input-What knowledge/critical attributes will I communicate to students so they will understand the
objective? Modeling-How will I show or demonstrate the skill so students will be able to do it?
Guided Practice (GP)
students practice their new skill(s) with the support of the teacher. How will I check to see if students are
developing an understanding of the new skill?
Independent Practice (IPd )provides opportunities for students to develop competence. What opportunities can I provide for
students to parctice their new learning without teacher supervision.
IP/M TW write vocabulary on the board about Shadows. SW talk about real/artificial ligt.
Monday
GP SW make a chart comparing and contrasting real/artificial light. The students will draw pictures and
discuss.
IP- Student will draw a picture with light being used
outside and inside. Discuss the two kinds of light.
IP/M –
Tuesday
TW discuss how the sun can change things and dry up water. Also, discuss how the sun
helps with Shadows and how it looks on the other side of the earth. TW use globe to show
How the sun rotates.
GP- Have students model how the earth rotates and the sun provides
light one side at a time.
IP-TW use globe and call students to spend globe and show the
results of sun’s light on the earth.
Wednesday
Southwestern Elementary Lesson Plan
IP/M – TW show and explain how students can create shadows, TW
review terms for making shadows. Also, student will watch Brain
Pop, Jr. on the I-cart.
GP – Students will discuss what it takes to create a shadow, also,
the students will use a flashlight and I-cart.
IP- SW create shadows using objects in front of f light. (SHADOW
PUPPET)
Thursday
IP/M – TW read a book about Groundhog’s Day.
GP- SW discuss Groundhog’s Day! Did he see his shadow and
what does it mean?
IP- Student will illustrate a picture in detail showing the
groundhog- shadow/no shadow?
FrIday
IP/M GPIP –
Assessment gathers information to M –
determine if students have mastered the
lesson content, concept or skills.
Assessments should be traditional (multiplechoice, paper pencil) and nontraditional (sorts,
self-assessments, products)
Closure summarizes or culminates the
day’s lesson. This is an opportunity for
students to process and store their new
learning.
T–
W–
Th –
F–
Teacher will review what had been done that day!
Southwestern Elementary Lesson Plan
Homework meaningful homework
provides students with additional opportunities
to practice skills taught in class. Homework
should be an extension of the lesson.
Students in need of
extension based on pre and post
assessment
Students in need of
support based on pre and post
assessment
Paraprofessional Schedule-
M–
T–
W–
Th –
F-