RU Teacher Education Lesson Plan Format

Candidate Name: Megan VanGorder Date: 2/22/17 Grade

Level: K

Lesson Title/Topic: Melting Snowman - Read aloud & Science Lesson

Standards:
English
K.8 The student will expand vocabulary.
b) Develop vocabulary by listening to a variety of texts read aloud.

Science
K.1 The student will demonstrate an understanding of scientific reasoning,
logic, and the nature of science by planning and conducting investigations
in which
h) observations are recorded;

K.5 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;

Specific Observable Objective(s):

- I can tell what happened in the story read aloud.
- I can draw a picture of my snowman at different stages.
- I can tell the different phases of water. (liquid-water, solid-ice, gas)

Essential Vocabulary:
Ice - frozen, solid water
Liquid - water, flows freely
Melt - when heat turns ice into water

Assessment:
Students will be formatively assessed through questioning and final product of their
observation worksheets. The teacher will ask questions during a discussion about
what happened in the story that was read aloud, the questions will be about the
process of ice melting into water and why/how that happens. The worksheet the
students will complete will be based off of the snowman the class makes together
out of ice. The students will draw before and after pictures of the snowman, they will
then write a sentence to fill in the blanks: My snowman ______ when it got ______.
ex: My snowman MELTED when it got HOT/WARM.

Student Considerations:
For students with IEPs in place for reading/writing/etc. the teacher will put an
example of the observation worksheet on the overhead projector to model how the
observation should be done.

Instructional Resources, Materials, and Technology:

- book: Sadies Snowman by Allen Morgan
- three balloons
- water
- smartboard
- observation worksheet (spot for before/after drawings & sentence: My
snowman ______ when it got ______.)
- felt scarf/hat (optional)
- stickers for face (optional)
- tray/bucket
- towel

PROCEDURES:

The Beginning (a.k.a. Anticipatory Set): (10 minutes)

Okay friends, we are going to read a book today. The title is Sadies
Snowman, it was written by Allen Morgan. While we read this book, I want you
all to pay close attention to what happens to Sadies snowman at certain
times, and what causes those things to happen! The teacher will read the
book to the class. Who can tell me what happened to the snowman in the
story and why? Teacher will let students answer the question. As a class, they
will discuss how snow is similar to ice, frozen water, and that it melts and
turns to a liquid (water) when it gets warmer (from the sunlight).

The Middle: (15 minutes)

We are going to build a snowman kind of like the one from the story, but
since we do not have any snow we will have to use slightly different materials.
I am going to fill these three balloons with water, three different sizes, to
make the balls for the snowmans body! What will happen to the water in the
balloons once I put them in the freezer? Students will talk about how the
water will freeze and turn to ice, going from a liquid to a solid. Teacher will fill
each balloon and put them in the freezer over night.

The End (a.k.a. Closing): (periodically over 2-3 days)

The next day, the teacher will ask the students what they think happened to
the balloons filled with water. Once they discuss how the water turned to a
solid when it froze, the teacher will pass the frozen balloons around so each
child can explore/hold them. The teacher will then build a snowman out of the
ice balls, and decorate it with a felt hat, scarf, and face if they want to. The
teacher will then ask the students to make a prediction on what they think will
happen to the snowman over the next few days. The students will then draw a
picture of what the snowman looks like on a worksheet in the before box.
The next day, or a few days after, when the snowman melts they will talk
about what happened. The students will draw a picture in the after box of
the melted snowman and fill in the sentence my snowman ______ when it got
 ____.

Teacher Reflection on Practice (following the lesson):

1. What evidence did you collect to show your students attained todays
objective(s)? Please explain how you know which students did and did not
master your objectives. Use formative assessment data to support your claims
regarding the portion of students who did and did not master the learning
objective(s).
Evidence was collected through observation/conversation
with the students during class discussions and through their work done
on the worksheets they completed. All of the students understood the
process of the water changing between phases.

2. Based on the result of your assessment, what will you do tomorrow?

Can you go ahead as planned or will you need to reteach concepts from
todays lesson? (Explain how you will reteach and/or connect and feed
forward.)
Based on the results of this lesson, the students will be able
to move forward and begin talking about how the liquid water will
evaporate and turn into a gas. The liquid from the melted snowman can
be used to extend this lesson.

3. If you have to teach this lesson again, what might you do the same and
what might you do differently?
I would keep everything the same because the students
were very engaged and it was a real-world application to something that
can be hard for young students to understand.
 - RU LESSON PLAN RUBRIC
-
Teacher Candidate: __________ Date of Lesson: _________ Time of Lesson: _____ Grade Level:
_____ Subject(s): _______
- Cooperating Teacher: ______________ University Supervisor: _______________ If needed, Date
of Revised Lesson Scoring: _______
The candidate

Lesson N/ Unsatisfacto Emerging Satisfactory Proficient Comments

Plan Item A ry

Standard(s) Does not identifies SOL identifies SOL AND Excellent

and identify SOL and/or other and then refines Collaborates connections!
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(InTASC objectives, if on an personalized
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Vocabulary identifies identifies all identifies and AND I would make

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curriculum with limited language that is to learn and
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students. lesson.

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Procedures does not plans an plans an opening AND Excellent

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Beginning/ opening to statement of nce of the topic to connections
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y Set be covered. in the lesson prior
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Other x no plans or lists names of lists names and ANDPlans

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Procedures planned planned chooses AND Hands-on and

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Reflection: does not use uses uses AND Excellent plan!

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