Sample Lesson Plans
Science Lesson Plan: Turtle Observation
Goals / Objectives
1. Students will be able to observe a living creature carefully and describe it accurately with detail.
2. Students will be able to think about the ways in which a living creature’s form affects its function.
Standards
CC.1.5.1.D: Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
Standard - 3.1.1.A1: Categorize living and nonliving things by external characteristics.
Materials and preparation
Observation sheets
Pencils
Turtle and carrying case
Learning environment and management issues
Lesson will take place with whole class. There will be 26 students at table groups of either 4 or 5, the way they are used to sitting. To the best of my knowledge, the students have not observed or even had a living creature in their classroom. This, I expect, will be very exciting. I will mitigate the excitement by explaining very clearly ahead of time the expectations (calm, safe movements; keeping hands to self; inside voices; taking turns; etc), by having small groups approach the turtle, and by making sure each child knows they will get a turn to see the turtle up close. The students have done careful observations of minerals, and they have used the type of worksheet I will give them before. They have known me as a part of their classroom since winter break and feel comfortable asking for my help.
Plan
Hook (7 minutes max.):
1. We are going to have a special visitor in class today. His name is Alex, and he is a turtle. How many of you have seen turtles before? (pause, wait for students to calm down, remind students to listen while I am speaking). Before we bring Alex out to observe him, we have to make sure we set some expectations. (explain expectations, routine for observing turtle). We will be observing Alex for any special characteristics, and we will be writing those observations down on our worksheets after we look at him carefully.
2. Pass out worksheets, explain general sections.
3. Review again expectations for observing turtle, asking for any suggestions I might have missed.
Body (35-40 minutes):
1. Place Alex in carrying case on table in front of classroom. Remind students of expectations.
2. Call up first 3 students, keeping in mind those students should be able to be in proximity to each other peacefully and should be students who have demonstrated responsible behavior during introduction.
3. Repeat calling up 3 students at a time every 3 minutes.
4. As students are observing turtle, continue asking students currently observing questions they may need to answer for their worksheet. Write example observations on board.
5. Ensure that all students have written something on their sheets.
6. Take 5 minutes to fill in missing blanks with students, asking for whole class input.
Closure (3-4 minutes):
1. Have 2 or 3 students present their worksheets to the class.
Assessment of the goals/objectives listed above
The majority of my assessment of student achievement will rely upon the observation worksheets I will collect after the lesson. I will be looking for detailed and accurate representations of the turtle including color, form, and behavior. Acceptable work should include accurate, complete responses to most, if not all, questions.
Anticipating students’ responses and your possible responses
I anticipate that students will be extremely excited to see a turtle in their classroom. I will attempt to keep that excitement productive by setting up expectations for behavior early and enforcing those expectations firmly. The expectations will include: small groups approaching the turtle, keeping hands to oneself, quiet voices/ speaking one at a time, walking rather than running, and sharing.
I do not expect students will have trouble with the worksheet as it is a format they have seen from me before (handwritten, clear questions, illustration section, and read aloud together).
Accommodations
The worksheet is built in such a way as to allow students both to draw and to write, giving students the opportunity to represent their observations in multiple ways.
Once every student has observed the turtle, students who are having trouble remembering certain details will be allowed to see the turtle up close in small groups, given that they have a specific question in mind.
The format of observing the turtle is chosen intentionally to mitigate concerns about students who may have trouble controlling their physical body, especially in times of great excitement. Children who are especially having trouble controlling their body may see the turtle individually, with my presence as a calming factor.
Goals / Objectives
1. Students will be able to observe a living creature carefully and describe it accurately with detail.
2. Students will be able to think about the ways in which a living creature’s form affects its function.
Standards
CC.1.5.1.D: Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
Standard - 3.1.1.A1: Categorize living and nonliving things by external characteristics.
Materials and preparation
Observation sheets
Pencils
Turtle and carrying case
Learning environment and management issues
Lesson will take place with whole class. There will be 26 students at table groups of either 4 or 5, the way they are used to sitting. To the best of my knowledge, the students have not observed or even had a living creature in their classroom. This, I expect, will be very exciting. I will mitigate the excitement by explaining very clearly ahead of time the expectations (calm, safe movements; keeping hands to self; inside voices; taking turns; etc), by having small groups approach the turtle, and by making sure each child knows they will get a turn to see the turtle up close. The students have done careful observations of minerals, and they have used the type of worksheet I will give them before. They have known me as a part of their classroom since winter break and feel comfortable asking for my help.
Plan
Hook (7 minutes max.):
1. We are going to have a special visitor in class today. His name is Alex, and he is a turtle. How many of you have seen turtles before? (pause, wait for students to calm down, remind students to listen while I am speaking). Before we bring Alex out to observe him, we have to make sure we set some expectations. (explain expectations, routine for observing turtle). We will be observing Alex for any special characteristics, and we will be writing those observations down on our worksheets after we look at him carefully.
2. Pass out worksheets, explain general sections.
3. Review again expectations for observing turtle, asking for any suggestions I might have missed.
Body (35-40 minutes):
1. Place Alex in carrying case on table in front of classroom. Remind students of expectations.
2. Call up first 3 students, keeping in mind those students should be able to be in proximity to each other peacefully and should be students who have demonstrated responsible behavior during introduction.
3. Repeat calling up 3 students at a time every 3 minutes.
4. As students are observing turtle, continue asking students currently observing questions they may need to answer for their worksheet. Write example observations on board.
5. Ensure that all students have written something on their sheets.
6. Take 5 minutes to fill in missing blanks with students, asking for whole class input.
Closure (3-4 minutes):
1. Have 2 or 3 students present their worksheets to the class.
Assessment of the goals/objectives listed above
The majority of my assessment of student achievement will rely upon the observation worksheets I will collect after the lesson. I will be looking for detailed and accurate representations of the turtle including color, form, and behavior. Acceptable work should include accurate, complete responses to most, if not all, questions.
Anticipating students’ responses and your possible responses
I anticipate that students will be extremely excited to see a turtle in their classroom. I will attempt to keep that excitement productive by setting up expectations for behavior early and enforcing those expectations firmly. The expectations will include: small groups approaching the turtle, keeping hands to oneself, quiet voices/ speaking one at a time, walking rather than running, and sharing.
I do not expect students will have trouble with the worksheet as it is a format they have seen from me before (handwritten, clear questions, illustration section, and read aloud together).
Accommodations
The worksheet is built in such a way as to allow students both to draw and to write, giving students the opportunity to represent their observations in multiple ways.
Once every student has observed the turtle, students who are having trouble remembering certain details will be allowed to see the turtle up close in small groups, given that they have a specific question in mind.
The format of observing the turtle is chosen intentionally to mitigate concerns about students who may have trouble controlling their physical body, especially in times of great excitement. Children who are especially having trouble controlling their body may see the turtle individually, with my presence as a calming factor.
Social Studies Lesson Plan: Safe Scene
Goals / Objectives
1. Students will be able to identify at least 3 safe choices and represent them visually.
2. Students will be able to explain in writing a drawing they have made based on a scene depicting safe choices.
Standards
CC.1.4.1.A: Write informative/ explanatory texts to examine a topic and convey ideas and information.
CC.1.4.1.W: With guidance and support, recall information from experiences or gather information from provided sources to answer a question.
5.2.1.A: Identify and explain the importance of responsibilities at school and at home.
Materials and preparation
Paper
Pencils
Crayons/ colored pencils
Learning environment and management issues
Lesson will take place with whole class. There will be 26 students at table groups of either 4 or 5, the way they are used to sitting. The students are used to drawing and writing about their drawing independently. The students are also used to getting and using classroom supplies like paper and crayons, and they know the routines surrounding returning them neatly. They have known me as a part of their classroom since winter break and feel comfortable asking for my help.
Plan
Hook (10 minutes):
1. We are going to draw and write about safe choices today. What is an example of safe choice you or someone you know has made today?
a. Accept all reasonable answers.
b. Write those answers on the board.
c. Write answers until either students run out of suggestions or at least 10 solid answers have been recorded.
Body (20-30 minutes):
1. Today we are going to draw a safe scene. Your safe scene must include at least 3 safe choices in it. For example, I might draw myself and my friend at the park looking both ways before crossing the road. That’s a safe choice. There might be a little girl riding a bike and wearing a helmet. That’s another safe choice. Can anyone think of a 3rd safe choice someone might me making at the park? (Accept 2-3 reasonable answers).
2. You are going to draw your own safe scene with at least 3 safe choices. Make sure you include at least 3. You may choose a choice or two off this list, or you may think of your own. After you have finished your drawing in pencil, you may ask an adult to check your work. Please write on the backside of your drawing what those 3 choices are. When you have written your choices down you may get crayons or colored pencils to add color to your drawing.
3. Are there any questions?
4. Pass out papers. Allow students to begin.
5. Circulate checking work and sending students on their next steps.
Closure (3-4 minutes):
1. One to two students present their drawing and, especially, the choices they included.
Assessment of the goals/objectives listed above
Students will be assessed on whether they have represented at least 3 safe choices, identified those choices in writing, reasoned thoughtfully about why those are safe choices, and created a realistic scene in which people would be making safe choices.
Anticipating students’ responses and your possible responses
Students may say they cannot think of enough possible choices, and I will direct them to the list of choices we brainstormed together at the beginning of the lesson.
I do not anticipate frustration with the drawing aspect of the assignment, but if a student is truly struggling with the drawing, I will allow them to write a detailed story including safe choices. Students must, in any event, describe reasonable, safe choices in a realistic situation.
I do not anticipate problems with sharing materials or space because students are used to working independently with classroom materials, but any student having a lot of difficulty can move to another table. There are enough materials for students to have their own.
Accommodations
The drawing aspect of the assignment should allow students for whom writing is difficult to access the assignment more easily. If drawing deters a student strongly, I will allow a detailed writing assignment (2-3 sentences about each choice, minimum).
Any student who is having difficulty writing can ask for an adult to do “underwriting” once they have demonstrated significant effort to write independently.
Students should not have difficulty choosing safe choices because of the brainstorm, but I will reread the list of brainstormed safe choices to any child having significant difficulty reading it.
Goals / Objectives
1. Students will be able to identify at least 3 safe choices and represent them visually.
2. Students will be able to explain in writing a drawing they have made based on a scene depicting safe choices.
Standards
CC.1.4.1.A: Write informative/ explanatory texts to examine a topic and convey ideas and information.
CC.1.4.1.W: With guidance and support, recall information from experiences or gather information from provided sources to answer a question.
5.2.1.A: Identify and explain the importance of responsibilities at school and at home.
Materials and preparation
Paper
Pencils
Crayons/ colored pencils
Learning environment and management issues
Lesson will take place with whole class. There will be 26 students at table groups of either 4 or 5, the way they are used to sitting. The students are used to drawing and writing about their drawing independently. The students are also used to getting and using classroom supplies like paper and crayons, and they know the routines surrounding returning them neatly. They have known me as a part of their classroom since winter break and feel comfortable asking for my help.
Plan
Hook (10 minutes):
1. We are going to draw and write about safe choices today. What is an example of safe choice you or someone you know has made today?
a. Accept all reasonable answers.
b. Write those answers on the board.
c. Write answers until either students run out of suggestions or at least 10 solid answers have been recorded.
Body (20-30 minutes):
1. Today we are going to draw a safe scene. Your safe scene must include at least 3 safe choices in it. For example, I might draw myself and my friend at the park looking both ways before crossing the road. That’s a safe choice. There might be a little girl riding a bike and wearing a helmet. That’s another safe choice. Can anyone think of a 3rd safe choice someone might me making at the park? (Accept 2-3 reasonable answers).
2. You are going to draw your own safe scene with at least 3 safe choices. Make sure you include at least 3. You may choose a choice or two off this list, or you may think of your own. After you have finished your drawing in pencil, you may ask an adult to check your work. Please write on the backside of your drawing what those 3 choices are. When you have written your choices down you may get crayons or colored pencils to add color to your drawing.
3. Are there any questions?
4. Pass out papers. Allow students to begin.
5. Circulate checking work and sending students on their next steps.
Closure (3-4 minutes):
1. One to two students present their drawing and, especially, the choices they included.
Assessment of the goals/objectives listed above
Students will be assessed on whether they have represented at least 3 safe choices, identified those choices in writing, reasoned thoughtfully about why those are safe choices, and created a realistic scene in which people would be making safe choices.
Anticipating students’ responses and your possible responses
Students may say they cannot think of enough possible choices, and I will direct them to the list of choices we brainstormed together at the beginning of the lesson.
I do not anticipate frustration with the drawing aspect of the assignment, but if a student is truly struggling with the drawing, I will allow them to write a detailed story including safe choices. Students must, in any event, describe reasonable, safe choices in a realistic situation.
I do not anticipate problems with sharing materials or space because students are used to working independently with classroom materials, but any student having a lot of difficulty can move to another table. There are enough materials for students to have their own.
Accommodations
The drawing aspect of the assignment should allow students for whom writing is difficult to access the assignment more easily. If drawing deters a student strongly, I will allow a detailed writing assignment (2-3 sentences about each choice, minimum).
Any student who is having difficulty writing can ask for an adult to do “underwriting” once they have demonstrated significant effort to write independently.
Students should not have difficulty choosing safe choices because of the brainstorm, but I will reread the list of brainstormed safe choices to any child having significant difficulty reading it.
Social Studies Lesson Plan: My Own Super Safe Superhero
Goals / Objectives
1. Students will be able to create a superhero that has an ability that makes them especially safe, modeled of choices real people make to keep themselves safe.
2. Students will be able to express their creation either in a detailed story, an illustration with short written explanation, or a planned acting presentation.
Standards
CC.1.4.1.A: Write informative/ explanatory texts to examine a topic and convey ideas and information.
CC.1.4.1.W: With guidance and support, recall information from experiences or gather information from provided sources to answer a question.
CC.1.5.1.D: Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
CC.1.5.1.F: Add drawings or other visual displays when sharing aloud to clarify ideas, thoughts, and feelings.
Materials and preparation
Paper
Pencils
Crayons/ colored pencils
speech planner sheets
Learning environment and management issues
Lesson will take place with whole class. There will be 26 students at table groups of either 4 or 5, the way they are used to sitting. The students are used to working independently at their seats, both drawing and writing. They may be new to making a verbal presentation, but they will be provided with a “speech planner” for this purpose. They have known me as a part of their classroom since winter break and feel comfortable asking for my help.
Plan
Day 1
Hook (5 minutes max.):
1. Because we are just humans we must make safe choices instead of sprouting safety shields or flying away from danger on command. If we were superheroes, however, our choices could become powers. For example, instead of making the safe choice to tell my friends when I am feeling uncomfortable I could have the super power of broadcasting my thoughts to my friends so could know immediately if I needed help. Over the next two days we’re each going to create a super safe superhero.
2. Once we have come up with our super safe superheroes we’re going to share them with each other!
Body (30 minutes):
1. We are all going to brainstorm about our super safe superheroes. Please take 1 minute to think in your head about what kind of superhero you might like to create.
2. Now please take 3 minutes to talk to a partner about your ideas. Make sure you listen to their ideas, too! It might help you.
3. Does anyone want to share a cool idea they thought? (Allow 3-5 to share).
4. Today we’re each going to make a web about our super safe superhero. Please take the next 15 minutes to create a web with at least 5 details about your superhero. Some details you might include might be the superhero’s name, the super safe superpower, how they got their power, and how they use their power.
Closure (5-7 minutes):
1. Tomorrow we’re going to bring our superheroes to life! You may choose to write a detailed story about your superhero using their power to be super safe, to draw your superhero in great detail with a short written explanation of their name and superpower, or to act as your superhero answering questions about your power.
Day 2
Hook (about 5 minutes):
1. Please take a moment to look over your superhero web from yesterday. You may have thought of something you would like to add or something you would like to change. That’s ok! You may make any small changes before you begin.
2. As I said yesterday you may write a detailed story, draw a detailed picture with a short written explanation, or act out your superhero.
a. If you choose to write a detailed story, your story must include your superhero’s name and superpower. The story should be about a time the superhero used their superpower to be extra safe. We should see just how helpful that power is to them! You will need to write a draft, get it looked at by an adult, and write a final copy of your story.
b. If you choose to draw your superhero I should be able to tell from your drawing what your superhero’s super safe superpower is. For example, if your superhero can run really quickly away from bad guys, I should be able to tell how fast they can run either from their awesome sneakers or the wind flying behind them. Your picture might even show them using their power in a dangerous situation. You will also have to write a short explanation with their name and superpower.
c. If you choose to act you can create a simple costume, but you need to answer all of the questions of the script preparation sheet. You will still need a name, a power, an example of a time you used your power, and an interesting fact. Remember, you will need to become your superhero for the class.
d. We will share our superheroes tomorrow on the rug after a practice share with a partner.
Body (40 minutes):
1. Students will be allowed to access writing paper, pencils, and crayons as needed. If help is necessary to make a costume, both my cooperating teacher and I will be circulating.
a. Students writing a story should write a draft that will then get checked by a circulating adult before moving on to their final copy.
Closure (2 minutes max.):
1. Tomorrow we’re going to share our superheroes with each other on the rug! Are there any questions?
a. Sharing on the rug will be limited to 1-2 minute presentations each either reading their story, showing their drawing, or acting as their superhero being interviewed.
Assessment of the goals/objectives listed above
Students will be assessed on whether their superhero has a power that makes them safer, whether they have explained that power thoroughly, and whether they have used the medium of their choice to communicate that superhero’s powers and their reasons behind creating that power.
Anticipating students’ responses and your possible responses
Students may find the concept of choice confusing because they are rarely given a choice. To mitigate this confusion, I will explain each option to the whole class before allowing students to choose their preferred medium.
Students may have trouble thinking of a super safe superpower, and I hope this will be mitigated by our day 1 brainstorm. If this becomes a serious concern for any child, I will talk to them about some of the animals we have studied or use my knowledge of them personally to find a good fit.
Students may want a power that has nothing to do with safety. To mitigate this concern I will refer back to the other lessons up to that point which have included some element of a safe choice and remind them that their superhero is to be super safe, not just super. Student may also include other powers, but they must demonstrate an understanding of safe choices.
Students choosing the acting route may get excitable, so I will have a “speech writing helper” paper that will help students remain diligent about including relevant details in their presentation.
I do not anticipate having issues motivating students given they will know they are creating something to present to their classmates.
Accommodations
Built into this culminating assessment is the ability to choose the medium of assessment. This is done intentionally to allow students the opportunity to show their strengths rather than a blanket assessment.
Students for whom writing is difficult may ask an adult to “underwrite” given that they have demonstrated sufficient effort in writing something independently first.
Any student who feels anxious about presenting their superhero to the whole group may opt instead to present their superhero to just me and perhaps a classmate during the beginning of a free period or lunch. This anxiety will likely be lessened by the “pair share” before whole group sharing, too.
Goals / Objectives
1. Students will be able to create a superhero that has an ability that makes them especially safe, modeled of choices real people make to keep themselves safe.
2. Students will be able to express their creation either in a detailed story, an illustration with short written explanation, or a planned acting presentation.
Standards
CC.1.4.1.A: Write informative/ explanatory texts to examine a topic and convey ideas and information.
CC.1.4.1.W: With guidance and support, recall information from experiences or gather information from provided sources to answer a question.
CC.1.5.1.D: Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
CC.1.5.1.F: Add drawings or other visual displays when sharing aloud to clarify ideas, thoughts, and feelings.
Materials and preparation
Paper
Pencils
Crayons/ colored pencils
speech planner sheets
Learning environment and management issues
Lesson will take place with whole class. There will be 26 students at table groups of either 4 or 5, the way they are used to sitting. The students are used to working independently at their seats, both drawing and writing. They may be new to making a verbal presentation, but they will be provided with a “speech planner” for this purpose. They have known me as a part of their classroom since winter break and feel comfortable asking for my help.
Plan
Day 1
Hook (5 minutes max.):
1. Because we are just humans we must make safe choices instead of sprouting safety shields or flying away from danger on command. If we were superheroes, however, our choices could become powers. For example, instead of making the safe choice to tell my friends when I am feeling uncomfortable I could have the super power of broadcasting my thoughts to my friends so could know immediately if I needed help. Over the next two days we’re each going to create a super safe superhero.
2. Once we have come up with our super safe superheroes we’re going to share them with each other!
Body (30 minutes):
1. We are all going to brainstorm about our super safe superheroes. Please take 1 minute to think in your head about what kind of superhero you might like to create.
2. Now please take 3 minutes to talk to a partner about your ideas. Make sure you listen to their ideas, too! It might help you.
3. Does anyone want to share a cool idea they thought? (Allow 3-5 to share).
4. Today we’re each going to make a web about our super safe superhero. Please take the next 15 minutes to create a web with at least 5 details about your superhero. Some details you might include might be the superhero’s name, the super safe superpower, how they got their power, and how they use their power.
Closure (5-7 minutes):
1. Tomorrow we’re going to bring our superheroes to life! You may choose to write a detailed story about your superhero using their power to be super safe, to draw your superhero in great detail with a short written explanation of their name and superpower, or to act as your superhero answering questions about your power.
Day 2
Hook (about 5 minutes):
1. Please take a moment to look over your superhero web from yesterday. You may have thought of something you would like to add or something you would like to change. That’s ok! You may make any small changes before you begin.
2. As I said yesterday you may write a detailed story, draw a detailed picture with a short written explanation, or act out your superhero.
a. If you choose to write a detailed story, your story must include your superhero’s name and superpower. The story should be about a time the superhero used their superpower to be extra safe. We should see just how helpful that power is to them! You will need to write a draft, get it looked at by an adult, and write a final copy of your story.
b. If you choose to draw your superhero I should be able to tell from your drawing what your superhero’s super safe superpower is. For example, if your superhero can run really quickly away from bad guys, I should be able to tell how fast they can run either from their awesome sneakers or the wind flying behind them. Your picture might even show them using their power in a dangerous situation. You will also have to write a short explanation with their name and superpower.
c. If you choose to act you can create a simple costume, but you need to answer all of the questions of the script preparation sheet. You will still need a name, a power, an example of a time you used your power, and an interesting fact. Remember, you will need to become your superhero for the class.
d. We will share our superheroes tomorrow on the rug after a practice share with a partner.
Body (40 minutes):
1. Students will be allowed to access writing paper, pencils, and crayons as needed. If help is necessary to make a costume, both my cooperating teacher and I will be circulating.
a. Students writing a story should write a draft that will then get checked by a circulating adult before moving on to their final copy.
Closure (2 minutes max.):
1. Tomorrow we’re going to share our superheroes with each other on the rug! Are there any questions?
a. Sharing on the rug will be limited to 1-2 minute presentations each either reading their story, showing their drawing, or acting as their superhero being interviewed.
Assessment of the goals/objectives listed above
Students will be assessed on whether their superhero has a power that makes them safer, whether they have explained that power thoroughly, and whether they have used the medium of their choice to communicate that superhero’s powers and their reasons behind creating that power.
Anticipating students’ responses and your possible responses
Students may find the concept of choice confusing because they are rarely given a choice. To mitigate this confusion, I will explain each option to the whole class before allowing students to choose their preferred medium.
Students may have trouble thinking of a super safe superpower, and I hope this will be mitigated by our day 1 brainstorm. If this becomes a serious concern for any child, I will talk to them about some of the animals we have studied or use my knowledge of them personally to find a good fit.
Students may want a power that has nothing to do with safety. To mitigate this concern I will refer back to the other lessons up to that point which have included some element of a safe choice and remind them that their superhero is to be super safe, not just super. Student may also include other powers, but they must demonstrate an understanding of safe choices.
Students choosing the acting route may get excitable, so I will have a “speech writing helper” paper that will help students remain diligent about including relevant details in their presentation.
I do not anticipate having issues motivating students given they will know they are creating something to present to their classmates.
Accommodations
Built into this culminating assessment is the ability to choose the medium of assessment. This is done intentionally to allow students the opportunity to show their strengths rather than a blanket assessment.
Students for whom writing is difficult may ask an adult to “underwrite” given that they have demonstrated sufficient effort in writing something independently first.
Any student who feels anxious about presenting their superhero to the whole group may opt instead to present their superhero to just me and perhaps a classmate during the beginning of a free period or lunch. This anxiety will likely be lessened by the “pair share” before whole group sharing, too.