Indiana Wesleyan University

Elementary Education Lesson Plan Template

Science
2007 ACEI Standards
READINESS
I.
Goals/Objectives/Standard(s)
A. Goal(s) Students will understand what makes a living or non-living thing.
B. Objective(s) After completing the stations, students will be able identify if something is
living or non-living and explain why.
C. Standard(s): SEPS.7 Engaging in argument from evidence. Scientists and engineers use
reasoning and argument based on evidence to identify the best explanation for a natural
phenomenon or the best solution to a design problem. Scientists and engineers use
argumentation, the process by which evidence-based conclusions and solutions are reached,
to listen to, compare, and evaluate competing ideas and methods based on merits. Scientists
and engineers engage in argumentation when investigating a phenomenon, testing a design
solution, resolving questions about measurements, building data models, and using evidence
to evaluate claims.
1.LS.1 Develop representations to describe that organisms have unique and diverse life
cycles but all have in common birth, growth, reproduction, and death.
II.
Materials
Two hula hoops
Objects to sort into living and non-living
Fish, bowl, food
Computers and iPads for technology station
Technology website
http://downloads.bbc.co.uk/bitesize/ks1/science/living_things/play/container.swf

III.

Space:
Students are in desks for anticipatory set
Students rotate between 4 stations. One at the computers or iPads, one at the kidney
table, one at the carpet, and one at the table in the front of the class
Students return to their desks for closure
Time: 40 minutes
Anticipatory set: 2 minutes
Lesson presentations: 8 minutes per station (32 minutes)
Transitions between stations: 1 minute per each (4 minutes)
Closure: 2 minutes
Management:
Students will have a teacher at each station to direct learning
Students will be in same groups they are in for literacy stations
I will ring a bell signaling time to rotate
Students go back to their desks after each station, then I ring the bell again and they
go to the next station
Anticipatory Set (2 minutes)
Walk in the class with a scientist lab coat on
Hello class, I am an expert scientist, and I am here to teach you how to be a scientist
too! I heard that yesterday you talked about living and non-living things, so I am going
to tell you some questions that I always ask when I am wondering if something is living
or not. I always ask
Show on poster: Does it eat? Does it grow or change? Does it move? and does it
reproduce?
So as you are going around to your different stations, I want you to think about these
questions too!
Purpose: Today we are going to learn more about living and non-living things so we can know
more about our world and how it works!

PLAN FOR INSTRUCTION

(ACEI 1.0)
IV.Adaptation to Diverse Students-- (ACEI 3.2)

Since 11 of my 18 students are ADHD, I created different stations that get them up and
moving every 8 minutes.
Students are also grouped according to ability level, so I can adjust my questions or
discussion accordingly at each station.
If RyMar, Keelan, or Noah are having a tough day, I will pull them aside and have a
conversation with them about how I have a really fun lesson planned and I really want
them to be a part of it, but if they cant follow directions or keep it together, I will have
to call the behavioral specialist.

V.

Lesson Presentation (Input/Output) (36 minutes)

So I heard you just learned a new strategy on how to be a scientist! And she said to
ask these different questions to know if something is living or non-living. Now I am
going to tell you about four different stations that you will go to to learn more about
living and non-living things.
You are going to stay in your same groups that you use for literacy stations in the
morning, and I will have on the board where all of you rotate. There will be a teacher or
helper at each station to tell you what to do and to help you. (Will discuss objective of
each station and directions with each teacher as well as having an instruction sheet at
each station)
The technology station will still be at the computers with a few of you using the iPads
at your desks. The back table will be with me and we are going to observe a real fish!
On the carpet, you will be with Miss Z and you are going to sort some objects in hula
hoops. At the circle table, you are going to learn a new song with Miss Rittenhouse.
Now I need you to push in your chair and get ready to go to your first station.
Ring bell and students go to first station. After 8 minutes, ring the bell, students clean
up and go back to their desks, I ring the bell again and they rotate to the next station.
Continue for all for stations
(ACEI 2.2)
(ACEI 3.3)
VII. Check for understanding.
Have a name chart at my station to check for each students understanding. Check
their name if the student answers my questions correctly or shows understanding
about the topic.
VIII. Review learning outcomes / Closure (2 minutes)
Have the class return to their seats after all the stations and sing the living song together.
PLAN FOR ASSESSMENT
For my formative assessment, I will observe the students at my station as well as watch the
students at other stations. I will make sure all of the students are on task and listening to their teacher
helpers.
For my summative assessment, I will check students names on a sheet when they come to my
station to see if they are understanding the content.
(ACEI 4.0)
REFLECTION AND POST-LESSON ANALYSIS
1. How many students achieved the lesson objective(s)? For those who did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
a. Blooms Taxonomy
b. Gardners Multiple Intelligences
7.
Were the student able to learn the song in the time allotted?
8.
Were the students respectful of all the different teachers in the classroom?
Revision Date: September 12, 2016
2007 ACEI Standard

Fish Observation directions:

-

I will have a live fish in a bowl at the kidney table.

I will let the students observe the fish from different angles
I will ask the students if they think the fish is alive. How do they know?
Ask what things keep the fish alive? What does he need to survive?
Address four questions: Does it eat? Does it grow or change? Does it move?
With extra time, students will draw a picture of the fish and make sure to
include the different things about the fish that either proves he is alive/or
keeps him alive (example: food, fins, clean water, swimming)

Hula Hoop Sort directions:

- Students will work as a group and take turns sorting objects into hula hoops of
living and non-living things. There will be one hula hoop for each
- I will have a variety of objects such as different animal and plant toys, pencils,
erasers, glasses, etc.
- When it is their turn, the student will pick one object and put it in the correct
hula hoop, then the student will explain why he or she chose to put that object
in the hula hoop
- Each student in the group will take a turn until all the objects are sorted.
- Can take all the objects out and start over if there is more time

Living Song directions:

- At this station, the teacher will introduce The living song
- Sang to the tune of Frere Jacques: the lyrics are

It is living!
It is living!
I know why!
I know why!
It eats and breathes and grows!
It eats and breathes and grows!
Its alive!
Its alive!

The students will assist the teacher in creating motions to go along with the
song.
The teacher will scaffold the song first and then let the students sing with her
She will sing it all the way through twice, then sing the first part and let them
repeat
Then she will sing the first and second part and let the students repeat and so
on until they know the whole song

Technology Station directions:

- The website will already be pulled up on each computer and iPad
- Each student at the computer will have headphones and each student with an
iPad will be able to listen with their sound on a lower level
- Students will play through the game on the medium level listening to
directions

If the student finishes the first level, he or she can move onto the next two
levels until the end of the station

Understoo
d content

Had some Did not

understand understa
ing
nd
content

RyMar
Keelan
Ayden C.
Aydn R
Lexi
Dariah
Heaven
Brody
Samuell
Gezelle
Noah
Jendaya
Carmon
Paxton
Levi
Lamarian
Libby

Indiana Wesleyan University

Elementary Education Lesson Plan Design and Assessment Rubric
Science

Goals
Objectives
Standards

Anticipatory
Set

Purpose

Needs Improvement
1
Lesson objectives are
poorly written and/or
have little or no
connection to learning
goals or standards.
Little connection
exists between
objectives and lesson
activities and
assessments.
The anticipatory set is
missing or has little or
no connection to the
goal or content of the
lesson.

Emerging
Competence 2
Lesson objectives are
correlated with
learning goals and
standards. The
connection between
objectives and lesson
activities and
assessments is weak
or unclear.

Competent 3

The connection
between the
anticipatory set and
lesson objectives and
content is weak or
unclear.

The anticipatory set is

clear and direct and
focuses students
attention on the
lesson.

The statement of
purpose is ambiguous
or worded so
generally that the
connection with the
content of the lesson
is not apparent.

A statement of
purpose is included in
the lesson, but has
little power to
motivate students and
capture their
imaginations.

The statement of
purpose is clearly
connected to the
content of the lesson
and is presented in
terms that are easily
understood by
students.

The lesson plan

contains objectives
that connect goals
and standards with
lesson activities and
assessments.

Outstanding 4
The lesson plan
contains clearly stated
content objectives.
Objectives are
logically connected to
appropriate goals and
standards and are
consistent with lesson
activities and
assessments.
The anticipatory set
connects the current
lesson with previous
and future learning
and focuses students
minds and attention
on the days lesson.
The statement of
purpose has the
power to capture the
imaginations of
students and motivate
them to accomplish
the expected learning.

Readiness
Instructional Technology
The candidate seeks appropriate ways to evaluate and employ technological tools, resources, and
skills as they apply to specific content and pedagogical knowledge, assessment practices, and
student achievement. The selection of appropriate technological tools reflects the candidates
ability to make sound instructional decisions that enable all students to achieve the expected
outcomes. INTASC 6.i, 8.g, 8.o
Plan for Instruction

Adaptation
to Diverse
Students
ACEI
Standard
3.2

Lesson
Presentatio
n
Science
ACEI
Standard
2.2

Needs Improvement
1
Few or no instructional
opportunities are
included. Any
instructional
opportunities are not
developmentally
appropriate or
adapted to diverse
students.

Emerging
Competence 2
Instructional
opportunities are
provided in this
lesson; however, they
are not adapted to
diverse students.

The lesson plan

demonstrates a lack
of understanding of
the fundamental
concepts in the areas
of physical, life, earth,
and space sciences.

The lesson plan

demonstrates an
emerging
understanding of the
fundamental concepts
in the areas of
physical, life, earth,
and space sciences.

Competent 3

Outstanding 4

Instructional
opportunities are
provided in this
lesson. The
opportunities are
developmentally
appropriate and/or are
adapted to diverse
students.

Specific instructional
opportunities are
provided in this lesson
that demonstrate the
candidates
understanding of how
students differ in their
development and
approaches to
learning. The
instructional
opportunities are
adapted to diverse
students.
The lesson plan
demonstrate a broad
understanding of the
fundamental concepts
in all four areas of
physical, life, earth,
and space sciences.

The lesson plan

demonstrates
understanding of the
fundamental concepts
in most of the areas of
physical, life, earth,
and space sciences.

The candidates
science lesson is not
age appropriate. He
or she does not use
the inquiry process
appropriately in
lessons.
The lesson does not
convey the basic
elements of the
nature of science to
students.

Lesson
Presentatio
n
ACEI
Standard
3.3

Check for
Understand
-ing

Review
Learning
Outcomes

The candidates
lesson is somewhat
age appropriate. He
or she does not use
the inquiry process
skillfully in lessons.
The candidates uses
some elements of
inquiry in his or her
lesson design.
The candidates
lesson conveys a
limited understanding
of the basic elements
of the nature of
science to students.

The lesson
presentation does not
encourage elementary
students
development of
critical thinking and
problem solving.

The lesson
presentation includes
little provision for
students
development of
critical thinking and
problem solving.

Little or no provision is
included to check for
student understanding
or to reteach concepts
that elude students
during the initial
presentation.

A guided practice
section is included in
the lesson plan, but
the connection with
the lesson
presentation is weak
and/or unclear.

Lesson closure is not

included, or is not
related to the goals
and/or content of the
lesson.

Lesson closure is
weak and/or poorly
written.

The candidate
demonstrates the
ability to design ageappropriate science
lessons.
The candidate uses
the basic elements of
inquiry in his or her
lesson design.
The lesson conveys
the basic elements of
the nature of science
to students.

The lesson
presentation includes
at least one teaching
strategy that
encourages
elementary students
development of
critical thinking and
problem solving.
The lesson plan
includes a plan and
the means to check
for student
understanding of the
lesson. A provision is
included to reteach all
or part of the lesson
to all or part of the
class.
Lesson closure relates
directly to the lesson
purpose and/or
objective.

Closure

The candidate designs

strong, agedappropriate lessons,
including a variety of
ways to teach science
(structured, guided,
open-ended inquiry,
etc.).
The candidate
successfully designs
multiple ways to use
inquiry (structured,
guided, open-ended,
etc.) in their lessons
to teach the
fundamental concepts
of science.
The lesson contains
information enabling
students to develop
understanding of the
nature of science.
The lesson
presentation includes
a variety of teaching
strategies that
encourage elementary
students
development of
critical thinking and
problem solving.
Plans to check for
student understanding
of the content are an
integral part of the
lesson, and include
frequent questions
and other actively
engaging forms of
formative assessment
during guided
practice.
Lesson closure is
clearly correlated to
the content of the
lesson and actively
engages students in
summarizing the
essential elements of
the lesson.

Plan for Assessment

Formal and
Informal
Assessment
ACEI 4.0

Needs Improvement
1
The lesson plan does
not include
assessment activities,
or there is little or no
correlation between
planned assessment
activities and lesson
goals and objectives.
Any assessments
included are not
developmentally

Emerging
Competence 2
Assessment activities
are included in the
lesson, but they are
not well correlated to
and/or do not cover
the full range of LP
goals and objectives.
The assessment
strategies do not
promote development
of each student.

Competent 3

Outstanding 4

A plan for formal and

informal assessment
throughout the lesson
is included. The
assessment strategies
are uniquely designed
for the students.

Formal and informal

assessments
strategies are a
seamless and
integrated part of the
lesson. The
assessments are
highly correlated to
the learning objectives
and promote
continuous

appropriate for the

students.

Reflection
and PostLesson
Analysis

intellectual, social,
emotional, and
physical development
of each student.

Self-answer questions
are not included in the
lesson plan.

Self-answer questions
are included, but do
not fit the content or
purposes of the
lesson.

The lesson plan

includes all required
self-answer questions.

Additional self-answer
questions are included
that specifically
address unique lesson
content and
methodology.

Lesson Plan Summative Assessment

Element
Goals Objectives Standards
Anticipatory Set
Purpose
Adaptation to Diverse Students
ACEI 3.2
Lesson Presentation
ACEI 2.2
Lesson Presentation
ACEI 3.3
Check for Understanding
Review Learning Outcomes Closure
Formal and Informal Assessment
ACEI 4.0
Reflection and Post-Lesson Analysis

Score

Total Score
Note to faculty
When used for submission in methods course, include data for ACEI
standards on collaborative site.
When used for student-teaching admission, all of the following apply.
Passing total score = 30/40
No individual element score < 2
Signed by faculty

Culminating Assessment
Developmen
t
Learning
Motivation
ACEI 1.0

Needs Improvement
1
The candidates lesson
plan suggests he or
she does not
understand the major
concepts, principles,
theories, and research.

Emerging
Competence 2
The candidates lesson
plan demonstrates a
limited understanding
of the major concepts,
principles, theories,
and research.

The candidates plan

does not provide
opportunities to
support students
development,
acquisition of
knowledge, and
motivation.

He or she designs
lessons with minimally
appropriate learning
opportunities.

Competent 3

Outstanding 4

The candidates lesson

plan demonstrates
understanding of the
major concepts,
principles, theories,
and research and uses
them in planning.

The candidates lesson

plan demonstrates
that he or she fully
understands all of the
major concepts,
principles, theories,
and research and uses
them effectively in
planning.

He or she designs
appropriate lessons
with adequate learning
opportunities that
acknowledge students
development,
acquisition of
knowledge, and
motivation.

He or she includes
learning opportunities
that support students
development,
acquisition of
knowledge, and
motivation.

Culminating Assessment Score:

_________