Lesson Plan Template

NEPF + Components of an Effective Lesson Hybrid

Name Summer Yingling

Grade Level Kindergarten

Subject Area Science

Main Topic Body Parts

CCSD Standard Name and match the corresponding body parts.

**Be sure to include any strategies, resources, and/or technology that will be used to answer the question where
appropriate. You should have a technology tool integrated into each effective lesson component.**

Standard 1: Learning Purpose and Connections

What will the students be learning?
What are the big concepts for the lesson?
How will students know the objectives for the lesson? [Daily Objective]
How will students know the purpose and relevance of the lesson?
What resources/technology will help students make connections to previous learning? [Daily Review]
How will students receive feedback for their review?
How will students build their current knowledge?
How will the lesson be introduced? [Introduction]

Students will be able to identify some of the common body parts.

The objective will be written down on the board for them to copy.
Ask the students about their body parts.
The body parts song video will help them review their body parts.
Talk to the student about what they are doing good on and what they need to work on.
The students will get a worksheet to build their current knowledge.
Tell the students they are going to listen to a song to help them review their body parts. (Play video on repeat if needed.)
Standard 2: Learning Tasks and Cognitive Demands
How are students supported in achieving the learning goals?
What Depth of Knowledge levels will students experience in the learning tasks?
How will students be supported to experience deeper learning? Address any SPED, Gifted or ELL students [Concept and Skill
Development and Application]
How will students be challenged to advance their thinking and skills? [Concept and Skill Development and Application]

First, the students will start off with the big concepts and as time goes on, will go into the littler body parts.
The students will be encouraged to go home and look up more about body parts with their parents.
Ask the students if there are any body parts they would like to learn more about.

Standard 3: Engagement Strategies and Discourse

How will students engage in interactive dialogue and/or discussions? [Guided/Independent/Group Practice]
How will students develop their skills in argumentation, explanation, and critique, using logic/evidence to support or refute a claim or
position?
How will students use multiple representations of concepts in their thinking? (i.e., graphic organizers, visuals, drawings, concept maps,
videos, simulations, data formats)
What opportunities will students have to use their personal experiences and knowledge to connect to the new concepts and skills?
How will students collaborate with each other?

The students will sing the body parts song together.

The students will get a chart paper and trace another student and define the body parts they learned about. Then they will
color it and explain why they colored it that way.
The student will get a worksheet about their body.
The students can tell the educator what is their favorite body part and why. Or they can tell the educator what they think
the most important body part and why.
The students will collaborate with each other when they do the body tracing on the chart paper.

Standard 4: Student Understanding of and Responsibility for Learning

How will students reflect on their learning progress through structured metacognitive activities?
How will students reflect on the learning goals, the performance criteria and purpose of the lesson?
How will students share their progress?
How will students be supported in revising their learning strategies based on their progress?

The students will reflect on this through the body tracing and labeling activity.
The students will reflect on their learning process through the body parts song and the Your Body worksheet.
The students will share their progress by writing descriptions on each body part on the back of their worksheet.
Giving one-on-one assistance with the students that need more help and giving the students that dont a good job sticker
or something that shows they did a good job.
Standard 5: Assessment Integrated into Instruction
How will student progress be assessed?
How were student pre-assessments or work samples used to plan this lesson?
What evidence of student learning will be generated during the lesson? (i.e., writing, one-to-one conferencing, discussions with peers,
instructional tasks)
How will students receive formative feedback?
How are instructional adjustments made based on student formative assessment results?
What homework will be issued to support the lesson. [Homework]
How will the lesson be closed? [Closure]
How will the lesson be reviewed? [Long-term Review]

The students will take a short group quiz.

To plan the lesson, the educator should put the gifted students together and the students who need more help together.
The evidence is in the worksheet and body part labeling.
The students will receive feedback through one-on-one counseling.
Adjustments will be made according to the worksheet so the educator can put more of the advance students together and
the ones who need more
help together.
The homework that will be issued will be for them to go home and trace their mom or dad and label their body parts.
The students work with the body tracing will be displayed on the classroom walls.
Once they have completed the Your Body worksheet, the educator will go over it with the students and ask the students to
answer questions to assess their understanding of the lesson.