Você está na página 1de 5

# CEP Lesson Plan Form

Area: Science

## Title: Sorting Lesson #: 2 of 3

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)

## Mathematics, Standard 4.2 Shape, Dimension, and Geometric Relationships: Indirectly

measure lengths of rocks and order by size

## Seeing difference is rocks

Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select
applicable questions from standard)

## Evidence Outcomes: (Learning Targets)

Given rocks of different sizes every student will be able to compare them and sort them in order from
largest to smallest.

Given a strip of construction paper, and a sheet with pictures of rocks on it, every student will be able to,
compare rocks and sort them in order different ways

## I can: practice comparing sizes of rocks and sort them by size.

This means: I understand how to compare sizes and order them based on that.

List of Assessments: (Write the number of the learning target associated with each assessment)

- Observation

## Colorado State University College of Health and Human Sciences Page 1

CEP Lesson Plan Form

## Name and Purpose of Lesson

Should be a creative title for you and the students to Lets be Scientists
associate with the activity. Think of the purpose as The purpose of the lesson is to have the students use multiple ways to sort and compare
the mini-rationale for what you are trying to rocks by size.
accomplish through this lesson.
Approx. Time and Materials
How long do you expect the activity to last and what This activity should take about 15 minutes
materials will you need? I will need rocks of different sizes, a strip of construction paper, a printed-out sheet with
pictures of different size rocks, scissors, and glue.

Anticipatory Set
The hook to grab students attention. These are Start with the learning target
actions and statements by the teacher to relate the Give them a challenge to sort the rocks from largest to smallest as a whole group
experiences of the students to the objectives of the Have them check their work
lesson, to put students into a receptive frame of Move to the next activity to see if they can
mind.
To focus student attention on the lesson.
To create an organizing framework for the
ideas, principles, or information that is to
An anticipatory set is used any time a different
activity or new concept is to be introduced.
Procedures Teacher Actions Student Actions

## Colorado State University College of Health and Human Sciences Page 2

CEP Lesson Plan Form

(Include a play-by-play account of what students and - Teachers will welcome the students - The students will sit at their
teacher will do from the minute they arrive to the and instruct them to sit at their assigned seat
minute they leave your classroom. Indicate the tables and that they will be moving - The students will read or listen to
length of each segment of the lesson. List actual from center to center. (5 minutes) the learning target
minutes.) - To begin the sorting center, I will - Listen to instructions
Indicate whether each is: have the student read the learning - Work as a group to compare the
-teacher input target. rocks provided
-modeling - Then I will prompt the students to - Sort the rocks from largest to
-questioning strategies sort the rocks from largest to smallest (8 minutes)
-guided/unguided: smallest. (8 minutes) - Cut out the pictures of rocks
-whole-class practice - Once they finish that I will prompt - Glue them on the construction
-group practice to them cut out the pictures of paper ordered
-individual practice rocks and then glue them from
-check for understanding largest to smallest on the strip of
-other construction paper. (7 minutes)
Closure To close this lesson, I will ask the students about what they have completed. I will ask
Those actions or statements by a teacher that are about how they determined what rock went where? What one was the biggest? What
designed to bring a lesson presentation to an one was the smallest?
appropriate conclusion. Used to help students bring These questions will help me to see if they have fully gotten the lesson.
things together in their own minds, to make sense
out of what has just been taught. Any Questions?
No. OK, lets move on is not closure. Closure is used:
To cue students to the fact that they have
arrived at an important point in the lesson or
the end of a lesson.
To help organize student learning
To help form a coherent picture and to consolidate.
Differentiation To modify this lesson we will have them in groups with differing abilities. This is so that
To modify: If the activity is too advanced for a child, the student can help each other out when they are working as a group. This way the
how will you modify it so that they can be students that it is difficult for will have someone to look at for help that is not just me. If
successful? the lesson is easy of students and they finish early I will continue to ask them questions
To extend: If the activity is too easy for a child, how about what they did and why they did it to make them think about the process.
will you extend it to develop their emerging skills?
What observational assessment data did you collect

## Colorado State University College of Health and Human Sciences Page 3

CEP Lesson Plan Form

## to support differentiated instruction?

Assessment
How will you know if students met the learning To know that the students me the learning target I will observe what they are doing.
targets? Write a description of what you were Check their understanding by asking questions related to the lesson.
looking for in each assessment. How do you
anticipate assessment data will inform your
instruction?

## Colorado State University College of Health and Human Sciences Page 4

CEP Lesson Plan Form

## Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize assessment data to justify

The lesson objectives were achieved. Each group was able to work as group for a final
product. They were all sorting and comparing the rocks. They went above and beyond
my expectations and were noticing things about the rocks that I didnt even consider.
Each student was able to answer what rocks were the biggest and what ones were the
smallest.

2. What changes, omissions, or additions to the lesson would you make if you were to
teach again?

If I were to teach this lesson again I would provide more time for the student to
complete each part because some students didnt have time to finish. I would was have
something for the students who finish early to do. I also would have each student sort
their own set of rocks to see if they can do it individually and not just have someone else
compete it for them.

3. What do you envision for the next lesson? (Continued practice, reteach content, etc.)

As a next lesson, I envision having the students pick out their favorite rock. This will
become their pet rock. As a class, we will sort out every ones rocks by size as well as
other qualities. This will get the whole class to work together and not just in groups. This
will also reteach the students what was done in the past lesson as well as expand on the
idea.