Lesson Preparation for Science in Diverse Classroom

125
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level: Grade 1
Unit/Subject: Science
Title of Unit and Brief Summary: Create a title for each lesson and 1-2 sentences summarizing the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping: Describe the essential classroom factors (demographics and environment) and student factors (IEPs,
504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences, and the information should inform the differentiation components of the lesson.

Day 1

Day 2

Day 3

National/State
Learning Standards
List specific grade-level standards that are the focus of the lesson being presented.

1-ESS1-1

1-ESS1-1

NHES.1.2.3

Specific Learning
Target(s)/Objectives
Based on state standards, identify what is intended to be measured in learning.

Observe objects in the sky and record findings in the journal

Describe patterns in the earth’s movement relative to the sun

Describe ways to prevent communicable diseases

Academic Language General academic vocabulary and content-specific vocabulary are included in the unit.

Sun, moon, clouds, planets, stars, telescope

Shadow, satellite, rotation, revolution, axis, hemisphere

Hygiene, bacteria, germs, eliminate, infection

© 2021-2022. University. All Rights Reserved.
Unit Resources, Materials, Equipment, and Technology
List all resources, materials, equipment, and technology to be used in the unit.

Sunrise and sunset calendar editable, moon calendar editable, sunglasses, day sky observations

Sticky notes, flashlight, giant ball, inflatable globe

Pupil worksheets, warm water, soap, paper towels

Depth of Knowledge
Lesson Questions
What questions can be posted throughout the lesson
to assess all levels of student understanding? • Level 1: Recall
* Level 2: Skill/Concepts
* Level 3: Strategic Thinking
* Level 4: Extended Thinking

Level 1: What can objects can we see in the sky?
Level 2: What position in the sky is the sun at noontime?
Level 3: What moves around the other, the sun or the earth?
Level 4: Is the sun a star?

Level 1: Does the sun have a pattern?
Level 2: What causes day and night?
Level 3: Where does the sun go after setting?
Level 4: What is the revolution?

Level 1: Why do we wash our hands?
Level 2: Is it safe to wash our hands with water only?
Level 3: How does washing our hands protect us from germs?
Level 4: When is it essential to wash our hands?

Section 2: Instructional Planning

Day 1


Day 2

Day 3

Anticipatory Set
How will students’ prior knowledge be activated as well as gain student interest in the upcoming content?

Student’s prior knowledge will be activated by a mind warm-up activity that exposes prior knowledge.


Student’s prior knowledge will be activated by asking learners to give a recap about previous related concepts.

A 1-minute reflection paper will activate student's prior knowledge about previous lessons.


Presentation of Content


Multiple Means of
Representation
Describe how content
will be presented in various ways to meet the needs of different learners.

Content will be presented using differentiated instructional activities that allow students to demonstrate their understanding in multiple flexible ways.


Content will be presented using symbols and graphics with visual and concrete examples to improve understanding among all learners.

Content will be presented using digital technology to allow multisensory adaptation to individual needs and speed of learning.

Multiple Means of
Representation
Differentiation
Explain how materials will be differentiated for each of the following groups:
* English Language Learners (ELL)
* Students with special needs
* Students with
gifted abiliti...