Indiana Wesleyan University

Elementary Education Lesson Plan Template

CAEP 2018 K-6 Elementary Teacher Preparation Standards

Elena Check

LESSON RATIONALE
The students need to learn the standard 2.PS.1 because there are many solids, liquids, and gases
in our lives. We would not be able to live without these types of matter. Making those personal
connections with students will help them to better understand why they are being taught this
lesson and how it applies to their lives. There are many connections made with this standard, and
the students will be able to strengthen their knowledge and understanding of those solids, liquids,
and gases.

READINESS
I. Goals/Objectives/Standard(s)
A. Goal(s)—The students will be able to classify different materials [by their observable
properties].
B. Objective(s)—
- After the students conduct the experiment, they will be able to:
• Describe solids, liquids, and gases by their properties.
• Identify solids, liquids, and gases by their properties.
C. Standard(s):
a. 2.PS.1—Plan and conduct an investigation to describe and classify different
kinds of materials by their observable properties.
b. SEPS.3
II. Management Plan-
Time:
Lesson Element Time Location
Anticipatory Set 5 minutes Seats
Mini Lesson 5-10 Carpet
minutes
Transition 30 seconds N/A
Pose a Question 1 minute Seats
Transition 30 seconds N/A
Hypothesize 5 minutes In Groups
Transition 30 seconds N/A
Explore 27 minutes Seats
Transition 30 seconds N/A
Communicate 5 minutes Around the
Findings Room
Closure 5 minutes Seats

Space: Seats, carpet, groups, and throughout the room

Materials:

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 - blown up balloon
- lemonade
- Hersey bar
o Other solids, liquids, gases materials for exploration per table group
- Pre-worksheets printed
- Monitor/Air Play
- Pencils

Expectations/Procedures: The students will be expected to follow the rules that Mrs. Satterlee
already has in place. They will also be expected to follow directions at each station and complete
the activities given to them with the help of an educator or on their own.

III. Anticipatory Set

- Each of the students will have their name in a hat
- I will walk around and they will draw one name out of the hat
I am going to be walking around with a hat in a second and you are going to draw one piece of
paper out of there. With that piece of paper comes a name, and you are going to be writing a
unique quality that person has. Iterate that they cannot be mean or rude. This must be positive.
When you are done, you are going to come give them to me and then I will pass them out before
you leave. –make sure read over before handing them out.

Purpose: Today we are going to be learning about differences in the properties an object can
have! We are going to be learning this because each one of us comes into contact with
many objects in our day-to-day lives. Looking deeper at these objects, we will gain a
greater understanding of their attributes.

PLAN FOR INSTRUCTION

IV. Adaptation to Individual Differences and Diverse Learners—
- There are 6 students diagnosed with ADD/ADHD in this classroom: I will meet their
needs by making the rotations active and engaging. Some of them will be working with
an adult or with their peers, but never alone. I also designed the activities to connect to
the students so they would be motivated to complete the assignment.
- There is a student who shuts down when he does not understand the material or it is more
difficult to complete a task: I implemented stations so that every student will get to
“rotate” what they have to do. Therefore, if something is difficult for him or another
student, there are multiple ways implemented in the lesson to collaborate, ask questions,
and participate.
- There are 3 ELL students in this 2nd grade class: there will be verbal and written
directions for each activity they are to do; Mrs. Satterlee is also the ELL school teacher,
so if they do not understand she would be able to explain it in Spanish.

V. Lesson Presentation (Input/Output)

*schedule set-up may change

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 Lesson Time Location Script/Activity
Element
Anticipatory 5 minutes Seats Anticipatory Set and Purpose Statement.
Set
Transition 30 seconds N/A Walk back to seats.
Pose a 1 minute Seats What do you think are the differences between these
Question items up on the screen to fit into 3 categories?
Hypothesize 5 minutes Groups Have students work in their groups to discuss what
they think will happen for each question.
Provide them a sentence to fill in…
1. I think …
The students can draw a picture [for a word they do
not know how to spell] in substitute (adaptation).
Mini 5-10 Carpet Possibly Taught After Exploration
Lesson—after minutes There are 3 categories we can place all of these
exploration items into. Are you able to figure out what they are?
Exploration
Did anyone come up with those 3 categories?
Give a point to the table(s) who guess correctly.
Can everyone agree that we can fit these items in a
solid, liquid, or gas category? Can we do this?
Sort as a class.
We are going to act out a solid, liquid and gas now.
Everyone stand.
Come to the carpet and stand as close as you can to
one another without moving. Can anyone guess if
we are acting out as a solid, liquid, or gas?
- Solid!
Because solids’ particles are so close together there
is no room for them to move.
Now I would like you to stay on the carpet and walk
around, but you cannot get off of the carpet.
Can anyone guess what we are acting out?
- Liquid
Because liquids’ particles are free moving but
contained because there is only a certain amount of
liquid poured into a drink or pool.
Now I would like you to walk throughout the room.
Can anyone guess what we are acting out/
- Gas
Gas particles are free moving as well and are not
close together like solids or liquids are.
Draw on paper what the solids, liquids, and gases
look like. Have students do the same.
Transition 30 seconds N/A Walk back to your seats.

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 Explore 30 minutes Room There will be multiple stations around the room set
up for the students to explore every 5 minutes and
fill out their paper.
They will travel in their seat groups. (6 groups total)
Each station will have an adult present.
There will be many different types of examples of
matter around the room (where the adults are at) and
the students will come around and explore the
different properties of the items.
Transition 30 seconds N/A Walk and find a partner.
Communicate 5 minutes Room It is very important for a scientist, you all, to share
Findings what you found to be true today. Sharing your
findings will help others to learn more and
understand better about how heating and cooling
water can affect the overall shape, and even make it
a different state of matter. I would like you to find
someone in the room that is around the same hair
color as you and share what you found in your
experiment today as well as your drawings and the
way you organized your chart. Go.
Closure 5 minutes Seats Have the students return to their seats.
Ask the students:
Have the students talk with group/shoulder partner
before asking someone to share.
I would like for you to turn to your shoulder partner
and share one thing you learned today.
Can anyone share with the whole class what they
learned today?
Does anyone remember WHY I said this is
important to learn? I talked about it earlier.
-Go back to purpose statement.
I love all of your answers, it sounds like you all
learned something today! I am going to collect your
recording sheets and look over them. I am excited to
see what you all wrote down!

Have students get ready for dismissal.

VI. Check for understanding—

a. The mini lesson will be in a whole group setting. I will check for understanding
here by the participation of each student. Who is understanding versus not.
b. I will be questioning throughout the mini lesson and listening to the students’
responses.
c. I will walk around during the experiment and see who is participating and
understanding.
d. With closure, I will observe participation while I ask questions.

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 e. Finished assessments will let me know who is understanding and who needs more
instruction (immediate feedback).

VII. Review learning outcomes / Closure

- Refer back to the anticipatory set
o Taking notice of the differences each solid, liquid, gas has
o Embracing our own little quirks and unique qualities about us
- What is an example of a liquid?
- What is an example of a solid?
- What is an example of a gas?
- Whisper to your should partner something you learned today
- Shout to me something you learned today

PLAN FOR ASSESSMENT

Formative—
I will be walking around taking notes on my observations.
I will walk around the room and check for understanding by listening to the students’
conversations and observing their participation.
I will collect their recording sheet at the end of the class period and read over them; looking for
who is understanding and who needs more help.
- Listen to the questions answered in class verbally

Summative—
There will be an end of unit test given to the students from Mrs. Satterlee.

REFLECTION AND POST-LESSON ANALYSIS

(CAEP K-6 3.b)
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?
7. Was the experiment age appropriate? How did they do with this?
8. Should there have been more or less movement or was the experiment engaging enough?

Indiana Wesleyan University

Elementary Education Lesson Plan Design and Assessment Rubric

Rationale
The Beginning The Developing The Competent The
Candidate Candidate Candidate Accomplished
Candidate

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 Rationale Candidate Candidate uses Candidate uses Candidate uses
demonstrates understanding of understanding of understanding of
little or no how children how children how children grow
understanding of grow and develop grow and develop and develop across
CAEP K-6 how planning is across the across the the developmental
1.a related to how developmental developmental domains, and is
children grow, domains but is domains while able to articulate
develop, and unable to state articulating the the theoretical
learn. how the lesson is rationale for the foundations for the
related to that lesson. lesson.
knowledge. The statement of
rationale describes
developmentally
appropriate and
challenging
learning
experiences and
environments.

Readiness
The Beginning The Developing The Competent The
Candidate Candidate Candidate Accomplished
Candidate
Goals/ Lesson objectives Lesson objectives The lesson plan The lesson plan
Objectives/ are poorly written are correlated contains contains clearly
Standards and/or have little with learning objectives that stated content
or no connection goals and connect goals and objectives.
to learning goals standards. The standards with Objectives are
or standards. connection lesson activities logically
INTASC 4 Little connection between and assessments. connected to
exists between objectives and appropriate goals
CAEP K-6 objectives and lesson activities and standards and
3.c lesson activities and assessments are consistent with
and assessments. is weak or lesson activities
unclear. and assessments.
Instructional
planning is based
on individual
student needs.
The anticipatory The connection The anticipatory The anticipatory
set is missing or between the set is clear and set connects the
Anticipator has little or no anticipatory set direct and focuses current lesson with
y Set connection to the and lesson students’ attention previous and
goal or content of objectives and on the lesson. future learning and
InTASC 8 the lesson. content is weak or focuses students’
unclear. minds and

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 attention on the
day’s lesson.

The statement of A statement of The statement of The statement of

purpose is purpose is purpose is clearly purpose has the
ambiguous or included in the connected to the power to capture
worded so LP, but has little content of the the imaginations of
Purpose generally that the power to motivate lesson and is students and
connection with students and presented in terms motivate them to
the content of the capture their that are easily accomplish the
lesson is not imaginations. understood by expected learning.
apparent. students.

Plan for Instruction

The Beginning The Developing The Competent The Accomplished
Candidate Candidate Candidate Candidate
Few or no Instructional Instructional Specific
instructional opportunities are opportunities are instructional
opportunities are provided in this provided in this opportunities are
included. Any lesson; however, lesson. The provided in this
instructional they are not opportunities are lesson that
Adaptation
opportunities are adapted to developmentally demonstrate the
to
not individual appropriate and/or candidate’s
Individual
developmentally students. are adapted to understanding of
Differences
appropriate or individual individual learner
and Diverse
adapted to students. characteristics and
Learners
individual how these
students. differences might
CAEP K-6
be used to
1.b
maximize a
student’s learning.
InTASC 2
Unique
Diversity
instructional
opportunities are
included for
individual
students.

Plan for Instruction, cont.

The Beginning The Developing The Competent The
Candidate Candidate Candidate Accomplished
Candidate

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 The candidate’s The candidate’s The candidate’s
lesson is lesson lesson
The candidate’s somewhat demonstrates an demonstrates
lesson is not developmentally understanding of strong
developmentally appropriate. developmentally developmentally
appropriate. appropriate appropriate
The candidate’s practice. practice including
Lesson
The candidate’s lesson includes a variety of ways
Presentatio
lesson does not the basic level of The candidate’s to teach content.
n
use appropriate modeling. lesson includes
modeling and both modeling and The candidate’s
guided practice. The lesson guided practice. plan includes
presentation multiple ways to
The lesson includes activities The lesson model and guide
InTASC 5
presentation that encourage presentation practice.
CAEP K-6
includes little student includes relevant
3.f
opportunity for participation, but activities that The lesson
students to lack purpose or encourage student presentation
engage in depth. participation and supports student
relevant and critical thinking. motivation
active learning. through relevant
and collaborative
activities to
engage learners in
critical thinking
and problem
solving.
The candidate’s The candidate’s The candidate’s The candidate’s
plan is not plan is plan is plan is
differentiated for differentiated differentiated differentiated
subsets of according to a according to according to
students or subset of learners learners and learners and
individual and includes includes a variety includes a variety
Differentiat students. modifying content of instructional of instructional
ed or instructional approaches that approaches that
Instruction processes. address individual address individual
interests and interests and
CAEP K-6 preferences for preferences for
3.d learning. learning.

The candidate
differentiates
content by
modifying
difficulty, depth,
or complexity of

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 materials.
Little or no A guided practice The lesson plan Plans to check for
provision is section is included includes a plan student
included to in the lesson plan, and the means to understanding of
Check for check for student but the connection check for student the content are an
Understand understanding or with the lesson understanding of integral part of the
ing to reteach presentation is the lesson. A lesson, and
concepts that weak and/or provision is include frequent
InTASC 4 elude students unclear. included to reteach questions and
during the initial all or part of the other actively
presentation. lesson to all or engaging forms of
part of the class. formative
assessment during
guided practice.

Lesson closure is Lesson closure is Lesson closure Lesson closure is

not included, or weak and/or relates directly to clearly correlated
Review
is not related to poorly written. the lesson purpose to the content of
Learning
the goals and/or and/or objective. the lesson and
Outcomes/
content of the actively engages
Closure
lesson. students in
summarizing the
InTASC 4
essential elements
of the lesson.
No independent Independent Assignments or Independent
practice practice activities activities are practice activities
Independen
activities are are not well included that are highly
t Practice/
included in the conceived and/or provide students correlated to
Extending
lesson, or written; student with the lesson objectives
the
activities are accomplishment opportunity to and content and
Learning
unrelated to the of IP activities is practice learned lead to student
content of the not likely to result skills; All mastery.
InTASC 5
lesson. in lesson mastery activities match
lesson objectives.

Plan for Assessment

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 The Beginning The Developing The Competent The
Candidate Candidate Candidate Accomplished
Candidate
The lesson plan Formative and A plan for formal Formal and
Formal does not include summative and informal informal
and formative asessment assessment assessments
Informal assessment activities are throughout the strategies are a
Assessme activities, or there included in the lesson is included. seamless and
nt is little or no lesson, but they The assessment integrated part of
correlation are not well strategies are the lesson. The
CAEP K- between planned correlated to uniquely designed assessments are
6 3.a assessment and/or do not for the individual highly correlated
InTASC 6 activities and cover the full students. to the learning
lesson goals and range of LP goals objectives and
objectives. Any and objectives. promote
assessments The assessment continuous
included are not strategies do not intellectual, social,
developmentally promote emotional, and
appropriate for the development of physical
students. each individual development of
student. each student.

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
candidate’s ability to make sound instructional decisions that enable all students to achieve the
expected outcomes. InTASC Standard 7
The Beginning The Developing The Competent The
Candidate Candidate Candidate Accomplished
Candidate
Integration The lesson plan The lesson plan The lesson plan The lesson plan
of reflects reflects reflects reflects
Technolog educational insufficient or educationally educationally
y decision making misaligned sound decisions sound decisions
regarding decision making regarding regarding
InTASC 7 available regarding available available
technology that available technology technology
Technolog adversely technology; (including, but not (including, but not
y Thread impacts student statements limited to, limited to,
learning and/or indicating the use instructional and instructional and
fails to engage of instructional, assistive assistive
students at the assistive, or other technologies) to technologies) that
necessary level to technologies are support learner engage students,
written in general enhance the

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 meet lesson terms or in terms needs and the learning process,
objectives. unlikely to impact curriculum. and/or extend
student learning. opportunities for
learning.

Evaluation
The Beginning The Developing The Competent The Accomplished
Candidate Candidate Candidate Candidate
Reflection Self-answer Self-answer The lesson plan Additional self-
and Post- questions are not questions are includes all answer questions
Lesson included in the included, but do required self- are included that
Analysis lesson plan. not fit the content answer questions. specifically address
or purposes of the Questions are unique lesson
CAEP K-6 lesson. included to plan, content and
3.b monitor, and adapt methodology.
instruction based Questions are
InTASC on the lesson included to plan,
Standard 9 assessments. monitor, and adapt
instruction based on
the lesson
assessments.

Revision Date: August 21, 2018

CAEP 2018 K-6 Standards
2013 InTASC Standards

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