FRANKLIN COLLEGE

Education Department
Field School Lesson Plan
Name______Shelby Collier______________
Subject Area______Science_____________

Lesson Number_______2______
Grade Level_____3rd____

Date_____March 23, 2016___________ Start time______1:00_______ End time______2:00__________

Cooperating Teachers
Signature_______________________________________________________________________
Topic/Concept/Skill: Reviewing science vocabulary words
Related Standard: 3.1.2 Investigate how the loudness and pitch of sound changes when the
rate of vibrations changes (Music).
3.1.3 Investigate and recognize that sound moves through solids, liquids, and gases (air) (music).
Background: Prior Knowledge from going over the vocabulary words on a power point and
taking notes the day before.
Main Objective of Instruction:
Content objective: In order to help the students memorize (Blooms Knowledge) and apply
(Blooms Application) their science vocabulary words TSWBAT answer multiple choice
questions where the definition is in the question and the answers are the vocabulary words, and
listen to a definition and say the correct word that matches by the end of the review they should
be able to recall and repeat the vocabulary words and their definition.
Language Objective: Students will use clarifying questions to define science vocabulary words.
Teacher Materials/Resources: Answer key to mad libs sheet (attached), Projector (Elmo), 15
paper question cards (attached), fly swatter, white board, marker.
Student Materials: Recording Sheet (attached), Mad libs sheet (attached), Pencil, science
notebook, 15 questions to look at (do not need to keep with them), fly swatter.
Anticipatory Set (Introductory Approach):
https://www.youtube.com/watch?v=ImKzSpGXqOE
I chose this song because it is from Frozen and it is an appropriate and well-liked song for this
age group. I will not show the video, only play the sound.
1. The song will be playing when the students walk in to get ready for science.
2. The students will wonder why we are listening to music at this time.
3. I will introduce that we are going to review talking about sound waves and how there are
sound waves around us all the time, including when we are listening to music.
4. After the song is over we will begin by passing out the 15 questions on desks, evenly
spread throughout the classroom.
5. I will then pass out the individual recording sheets to every student.
Instructional Procedures (Whole Group):

1. The papers with the questions will be on the desks.

2. I will pair the students up according to who took good notes the day before and who did
not. (Intrapersonal MI)
3. Once they are paired I will explain the game scoot that they will play with the 15
question cards. (Bodily-Kinesthetic MI)
4. The instructions will be Each pair is going to start at a different question in an area of the
room and will work together to answer the question that is in front of you. When I say
scoot, I will give you about a minute each time, you are to move to a new question that
you have not been to before. You need to write the letter of the multiple choice answer
that you picked on your recording sheet and write down the silly word that is next to it
also. When you have finished your answer, you should not scoot until I say to do so, so
everyone will be done at the same time. Talk quietly with your partner about the answers
to make sure that other groups do not copy your answer when they get to that question.
THINK-PAIR-SHARE (Reading component for ENL)
5. Every minute or so, depending on how long they are taking on questions I will say scoot
until they have finished all 15 questions.
6. I will then instruct the students to go back to their own seats, without their partners, and I
will pass out the mad-libs recording sheet to each student when they are settled and quiet
in their own seats.
7. After everyone has their mad libs recording sheet I will pick up the 15 question cards from
the desks and project them one at a time on the Elmo.
8. Each time one is being projected they will look at their recording sheet, and fill in the blank
in their mad libs sheet that matches the silly word that they wrote down next to their letter
answer for each question
9. There are 15 blanks, and the silly words will fill in each one of these blanks in the same
order as the questions.
10.After they have filled in the blanks and we have gotten all the blanks filled in together I will
have a person volunteer to read what their mad libs says.
11.Since their mad libs answers could vary depending on if they got that particular question
right, I will then ask if there is anyone who had a mad libs that was slightly different.
12.After we have gone over enough mad libs to figure out the right answers and what the
blanks should be I will read the 100% correct one (from the key attached) and make sure
everyone is caught up and knows the right answers to the questions. (Listening
component for ENL)
13.If there are no questions at the end, we will move on to the closure.

Provisions for Individual and/or Group Differences:

For IEP student who is allowed to work with an assistant and allowed extra time, and
a small group setting:
I will pair him with someone who is a good student and can teach him how to answer the
questions the correct way using the notes we have taken in class. RECIPROCAL TEACHING
During the closure I will ask him to only do 3 vocabulary words instead of 5 in a sentence, and he
can use his notes for help.
On the ticket to leave I will give the definition and then say 3 words that it could possibly be and
make it more like a multiple choice question rather than having to know the vocabulary words by
heart.
For ENL learner:
He will be allowed to use the four corners vocabulary during the activity.
Will also only have to write 2 sentences using English (can use four corners and notes) and will
be able to write 2 in his home language. (Writing component for ENL)
Can also work with someone else on the mad libs because some of the slang/funny words may
need to be explained. I will pick this person and the ENL student can choose to work with this
person or by himself.

Closure:
1. The students will be separated into two equal teams of my choosing.
2. Each team will get a fly swatter.
3. I will write the vocabulary words on the board using a dry erase marker and spread them
out to cover most of the board.
4. The first person on each team will receive the fly swatter and wait for me to say the
definition of a word out loud to the entire class.
5. After I have said the whole definition the students are free to look for the word on the
board that matches the definition, and the first person to slap the word with their fly
swatter gets a point for their team.
6. Other teammates may not yell out answers or help the person who is up find the word on
the board.
7. The winning team may have a skittle when the game is over.
8. I will just play this game as long as time permits after the lesson is finished.
(Visual MI)
Evaluation of Learning:
As they are getting ready to pack up to leave since this will take place at the end of the day I will
do a TICKET TO LEAVE. The ticket to leave will be me saying a definition, and them having to
say the correct word that goes with it. Everyone should get one correct before they are allowed
to pack up. (Speaking component for ENL)

Independent Practice:

1. I will first ask the students to take out their science notebooks and get out a pencil
to write with. JOURNALS
2. I will then ask the students to pick 5 of the vocabulary words that they feel the
most confident about (APPLICATION- BLOOMS) and use them in a sentence
without looking back at their notes. (Interpersonal MI)
3. I will give them about 10 minutes to do this and if there is someone who wants to
share a sentence, and we have time, we can do that too.
4. At the end, I will ask them to turn in their journals so I can look over them and
make sure they know the words well enough to move on to the next unit.