USF Elementary Education Lesson Plan Template (S 2014) Name: Amanda Enos

Grade Level Being Taught: K Subject/Content: Physical Sci Group Size: Date of Lesson: 10/11/17
Whole (17)

Lesson Content
What Standards (national or
state) relate to this lesson? SC.K.P.8.1: Sorting objects by observable properties, such as size, shape, color, temperature, weight, and
(You should include ALL applicable texture.
standards. Rarely do teachers use
just one: theyd never get through Nature of Science Standards:
them all.)
Science Addresses Questions About the Natural and Material World

Science Is a Human Endeavor

Engineering Practices:

Obtaining, evaluating, and communicating information

Engaging in argument from evidence

Using mathematics and computational thinking

Essential Understanding What can you observe about objects?

(What is the big idea or essential Can you sort object by their size?
question that you want students to
come away with? In other words,
what, aside from the standard and
our objective, will students
understand when they finish this
lesson?)
USF Elementary Education Lesson Plan Template (S 2014) Name: Amanda Enos
Grade Level Being Taught: K Subject/Content: Physical Sci Group Size: Date of Lesson: 10/11/17
Whole (17)

Objectives- What are you

teaching?
(Student-centered: What will Given a variety of items, students will be able to work collaboratively to sort by big and small in a T-chart.
students know and be able to do
after this lesson? Include the Given a single item of various sizes, students will be able to accurately sort the items into big and
ABCDs of objectives: action, small.
behavior, condition, and degree of
mastery, i.e., "C: Given a sentence
written in the past or present tense,
A: the student B: will be able to re-
write the sentence in future tense D:
with no errors in tense or tense
contradiction (i.e., I will see her
yesterday.)."
Note: Degree of mastery does not
need to be a percentage.)

Rationale
Address the following questions: This is being taught in order to teach students about observable properties. This lesson fits in with the
Why are you teaching this larger plan of communicating and process skills in science. I am teaching the lesson this way because I
objective? wanted to give students many opportunities to share with one another and to engage in movement and
Where does this lesson fit sorting. I also wanted to make the lesson engaging and personal so I added the option for students to vote
within a larger plan? for what size they think there will be more of. By asking students for form an opinion and take a side,
Why are you teaching it this students will be more eager to validate their stance and actively participate in the activity. It is important
way? for student to learn this concept because it will help them communicate their ideas more clearly.
Why is it important for
students to learn this concept?

Evaluation Plan- How will you Turn and talks (3) -Formative
know students have mastered Sorting Centers collaborative- Formative
your objectives? Sorting Buttons independently -Summative
USF Elementary Education Lesson Plan Template (S 2014) Name: Amanda Enos
Grade Level Being Taught: K Subject/Content: Physical Sci Group Size: Date of Lesson: 10/11/17
Whole (17)

Address the following:

What formative evidence will
you use to document student
learning during this lesson?
What summative evidence will
you collect, either during this
lesson or in upcoming lessons?

What Content Knowledge is Size synonyms, observable properties, sorting, and misconceptions.
necessary for a teacher to teach
this material?

What background knowledge is Students should have background knowledge on what big and small is, but this will be discussed during
necessary for a student to the lesson to ensure students understand these size concepts. Students should also know what a group is.
successfully meet these This concept will be practiced in class.
objectives?

How will you ensure students

have this previous knowledge?
Who are your learners?
What do you know about them?
What do you know about their
readiness for this content?

What misconceptions might Sorting is just making groups that are not based on any characteristics but rather at random.
students have about this content? The term big is only applied to things that are bigger than people, like dinosaurs, buildings, and trucks.
USF Elementary Education Lesson Plan Template (S 2014) Name: Amanda Enos
Grade Level Being Taught: K Subject/Content: Physical Sci Group Size: Date of Lesson: 10/11/17
Whole (17)

Lesson Implementation
Teaching Methods
(What teaching method(s) will you 5 Es, modeling, and turn and talks.
use during this lesson? Examples
include guided release, 5 Es, direct
instruction, lecture, demonstration,
partner word, etc.)

Step-by-Step Plan Time Who is Each content area may require a different step-by-step format. Use whichever
(What exactly do you plan to do in responsible plan is appropriate for the content taught in this lesson. For example, in science,
teaching this lesson? Be thorough. (Teacher or you would detail the 5 Es here (Engage/Encountering the Idea; Exploring the
Act as if you needed a substitute to Students)? Idea; Explanation/Organizing the Idea; Extend/Applying the Idea; Evaluation).
carry out the lesson for you.)

Where applicable, be sure to

address the following: 1:20-1:23 Engage: Ask students to close their eyes and think about a trip to the grocery
What Higher Order Thinking 3min store. Lets imagine we are walking into the grocery store. When you walk in,
(H.O.T.) questions will you ask? what do you see?. Responses might be bread, fruit, frozen food, aisles, etc. Then
How will materials be ask, Where would we find milk? Where would we find candy?. Responses might
distributed? be in the fridge section, in the candy isle. Ask, Do you think it would be easy to
Who will work together in go shopping if we put all the groceries wherever we wanted? Ask students to
USF Elementary Education Lesson Plan Template (S 2014) Name: Amanda Enos
Grade Level Being Taught: K Subject/Content: Physical Sci Group Size: Date of Lesson: 10/11/17
Whole (17)

groups and how will you think of another place where items that are the same are grouped together. Have
determine the grouping? students share. Responses might include the mall, other examples of grocery
How will students transition stores, or the library.
between activities? Explore: Explain that students will put themselves into groups in different
What will you as the teacher do? 1:23-1:28 ways. Challenge students to see which group can move the safest and most quiet.
What will the students do? 5min Explain that we must use our walking feet and level zero voices for this activity.
What student data will be Call the way students will group themselves then say When I count to 1, you will
collected during each phase? stand up and touch the orange table for ____ or the blue table for ____. Remember
What are other adults in the you can only pick one. 3,2,1, go. The students will sort themselves in the
room doing? How are they following ways:
supporting students learning? By gender- girls put one hand on the orange table and boys put one hand
What model of co-teaching are of the blue table
you using? By color of their shirt- gold/yellow shirts put one hand on the orange
table and everyone not wearing a gold/yellow shirt puts their hand on
the blue table
By preference- Everyone who likes pizza put your hand on the orange
table and everyone who doesnt like pizza put your hand on the blue
table.
Then engage in a turn and talk for the following questions to get students
thinking about the different ways and things we can sort: Ask them to figure out
what they did rather than tell them right away what they did was sorting.
What do you think our class just did when we put ourselves into different
groups?
What are some other ways we could group our class?

Explain: Read Sorting Book pages 4-7. Stop on page 5 and ask the class to
respond to the question in the book aloud together. Ask, What do we observe
1:28-1:33 about these object Mortimer has? Explain that we can sort things into groups
7min based on observable properties such as color, size, shape, or temperature.
Explain that today we will practice sorting things by size. Hang anchor chart with
big written on one side and small written on the other. Ask students to stand.
Student will practice making sizes using their bodies. Student will say the word
aloud and then make the size with their body. (Ex- say big and then raise your
arms up high and stand on your toes). Do this for big and small, and then ask
student if they can think of other word that mean big or small. Add them to the
USF Elementary Education Lesson Plan Template (S 2014) Name: Amanda Enos
Grade Level Being Taught: K Subject/Content: Physical Sci Group Size: Date of Lesson: 10/11/17
Whole (17)

chart and then practice making big and small movements while saying the
words. Synonyms can include:
Large/ Huge/ mighty/ giant/ tall
Little/ Tiny / Mini/ teeny/ short
Ask students to count aloud how many words we came up with for big and small.
Then ask, Do you think we could think of more ways to sort?. Share 2/3
responses. Explain that there are many ways to sort things. We sort the items at
our desk cubbies, at the grocery shopping, and at home. Ask can you think of
other things we might sort? Have students turn and tell a partner.

Elaborate: Students will participate in 4 different sorting by size centers.

Explain that while they are sorting, they will count how many big items and how
many little items they have at each center and record their number on their
1:33-1:45 paper. Model the activity using paper clips (or something similar). Pull modeled
12 min items out of a bag and model think aloud to show how students would sort. Place
item in T chart and then explain that students will agree/ disagree and then pass
the bag to the next person in their group. Remind students that when they finish
sorting all the items in the bag, they will count the # of small items and record
the number in the box that shows the picture of the item they are sorting.
Students will do the same for big items. Explain that when the timer goes off,
students will put all their items back in the bag, pick up their papers, push their
chairs in, and wait to rotate tables. If this transition takes too long, offer and
incentive like a table point to the first table to follow the directions.
Say, I wonder if there will be more big items than little items. Students will
be eager to share their thoughts too. Explain to students that they will write their
name on a sticky note and then come to the front of the classroom and put their
sticky note on the big side of the chart or the little side of the chart to vote for
what they think there will be more of. When students are done, they will get
their first sorting bag to sort as a team. Set timer for 2-3 minutes each rotation.
The first rotation may need about 3-4 minutes.

1:45-1:50 Evaluate: *Students may not have enough time to get to this in the same day.
up to 15 min Students will sort individually on a t-chart. They will each have a bag of 8
buttons. They will sort the buttons by big and small and glue them to the
corresponding side in the t chart. This will later be glued into their science
USF Elementary Education Lesson Plan Template (S 2014) Name: Amanda Enos
Grade Level Being Taught: K Subject/Content: Physical Sci Group Size: Date of Lesson: 10/11/17
Whole (17)

notebooks.

What will you do if a student struggles with the content?

If a student struggles, I will ask them to show me something small. Then I will ask them to show me
something big. We will compare the items side by side and then I will ask the student to show me another
small and another big item. We will put them in groups and I will explain that they just sorted by size.

What will you do if a student masters the content quickly?

I will challenge the student to sort the items in a different way. Other ways may include color, texture, or a
variety of characteristics based on the object being sorted.

Meeting your students needs as If applicable, how does this lesson connect to the interests and cultural backgrounds of your
people and as learners students?
N/A

If applicable, how does this lesson connect to/reflect the local community?

N/A

How will you differentiate instruction for students who need additional challenge during this
lesson (enrichment)?
Students will be asked additional challenging questions, such as how else can you sort this? Explain the
me why you sorted this way, and why do you think we sort things?
USF Elementary Education Lesson Plan Template (S 2014) Name: Amanda Enos
Grade Level Being Taught: K Subject/Content: Physical Sci Group Size: Date of Lesson: 10/11/17
Whole (17)

How will you differentiate instruction for students who need additional language support?
Pictures will be provided on worksheets and size words will reflect their size (big written in big letters
and small written in small letters).

Accommodations (If needed) R will have his name already written in highlighter to trace because he cant write his name
(What students need specific without assistance yet.
accommodation? List individual D will be reminded of his options if he begins to exhibit behavioral challenges. His options include
students (initials), and then explain Mind Yetti on the computer, sitting at a table by himself for calm down time, or going for a walk.
the accommodation(s) you will H will be reminded that positive behavior allows for her clip to move up and negative behavior
implement for these unique gets her clip moved down. If she is on task, her desk chart will be marked with a star before her
learners.) clip moves up. If this reminder doesnt influence positive behavior change in the incidence of a
behavior challenge, teacher will resort to planned ignorance for mild cases of behavior challenges.
ELL: pictures will be provided on the counting chart and sorting bags, and size words will be
written to reflect their size (big will be written in large letters and small will be written in small
letters). ELL students also sit together and some are bi-lingual so they help one another.
Materials T-Chart
(What materials will you use? Why Various materials to sort
did you choose these materials? Buttons
Include any resources you used. Counting Sheet
This can also include people!) Sticky notes
Anchor chart