Chloe Cowen
Science Content Teach
Teach on 10/16/15
ESU Elementary Education Annotated Lesson Plan Format 12-12
Note: Not all lesson plans will include all the components listed below and the components
will not always be in the order shown. If a component is not included, a brief explanation
should be inserted at the appropriate point in the plan where that component would normally fit.
1. Context and Learning Environment for this Lesson:
Interns name ___Chloe Cowen_________ School ________Americus Elementary_____
Mentor teacher ___Mrs. Coble _______
Subject ___Science__
Grade level (s) ___5th __ Tentative date to be taught __October 16th____
Time __10:20am-10:50am _
The setting: write a brief description of the group/class for whom this lesson is planned (number of
children, gender, children with special needs, ability levels, any special conditions that might influence
how the lesson is taught, etc.) Also briefly describe the classroom physical setting (room arrangement),
resources, technology, and other room elements that influence how lesson is taught)
Classroom Description
5th grade
Math and social studies taught in this room, reading and science taught in other classroom
16 students
11 girls, 5 boys
8 with special need
Low reading ability (questions will need read aloud)
Desks individually separated facing front of room and SmartBoard
ELMO, SmartBoard, Chromebooks
Circle table on east side
Posters on walls
Planner poster updated daily
School Description
Total of students in building: 214
Total in district: 447
Total in state: 487,317
Males, 123.00 out of 214.00, (57.48%).
Females, 91.00 out of 214.00, (42.52%)
Econ. Disadvantaged, 111.00 out of 214.00, (51.87%).
Non-Econ. Disadvantaged, 103.00 out of 214.00, (48.13%).
African American, 3.00 out of 214.00, (1.40%).
Hispanic, 14.00 out of 214.00, (6.54%).
Other, 6.00 out of 214.00, (2.80%).
White, 191.00 out of 214.00, (89.25%).
1
Chloe Cowen
Science Content Teach
Teach on 10/16/15
Materials needed for the lesson: (include quantities, descriptions, page numbers, etc.)
For the teacher:
Instructions
o [Link] (for instructions)
o [Link] (for
chemical equation)
For the student(s):
Water bottles
Water
Oil
Food coloring
Alka-Seltzer tablets
2. Lesson Goals, Outcomes, Objectives: Describe what you expect students to be able to do, to
achieve, including:
Students will create a chemical reaction and describe the new substance formed.
2.1 Instructional Objectives: - In clear, concise ABCD format, list what students will be able to do
(observable verbs) by the end of the lesson written in developmentally appropriate terms and coded
in parentheses, cognitive, affective and/or psychomotor domains and levels:
Instructional Objectives
Students will create a chemical reaction from the mixing of two substances and note changes of
the new substance formed.
2.2 Relevant local district/state/common core standard(s) - ([Link]):
PS1.B: Chemical Reactions
When two or more different substances are mixed, a new substance with different properties may be
formed. (5-PS1-4)
3. Assessment: How and when will you determine the extent to which students have achieved the
lesson objectives?
I will know students have achieved the lesson objectives when they . . .
What materials will be used, how and when you will assess each lesson objective, criteria for mastery
should include how points will be assigned and how many need to be earned to show they have achieved
mastery (if varying degrees of quality, include rubric; if correct/incorrect, include answer key.) Example:
I know students have mastered (the objective) when they score x/y o __ completed during ____/
3.1 Assessment/Evaluation
Chloe Cowen
Science Content Teach
Teach on 10/16/15
Instructional Objectives
I will know students have achieved the lesson objective when students create a chemical reaction
from the mixing of two substances and write at least one change of the new substance formed
with 1/1 accuracy.
3.2 Strategies and tools/materials
Teacher observation
Participation
Written student observation
3.3 Criteria for Mastery and/or Rubric for judging/scoring student success list points needed (4
out of 5, etc.) or essential actions or products that must be part of their performance of each objective.
After creating a chemical reaction from the mixing of two substances, students
will write at least one change of the new substance formed with 1/1 accuracy.
1
0
Observations
Student writes at least 1 Student shares no
change observed from
changes or chooses
chemical reaction
not to participate in
activity
4. Adaptations: Describe materials and/or strategies that you will use to adapt the lesson related to the
needs of students as identified in the context (including but not limited to gearing up and gearing down).
4.1 Gearing down (provide more or differentiated support) to meet the needs of struggling students
with the lesson might include:
Student will have lava lamp partially assembled before being given directions.
4.2 Gearing up (provide more extension) to meet the needs of higher achieving students who may
need challenges might include:
Students will share other chemical reactions they have seen from the mixing of two substances.
5. Integration: Specifically explain your creative use of interdisciplinary learning experiences across (or
within) other subject areas. Tell what subjects or topics across subject areas are being integrated and how
integration will specifically take place (e.g. across: reading with social studies, art with writing; within:
comprehension and vocabulary, multiplication with number theory, forces in motion with inquiry).
Across: (subject) in integrated with (subject) when they _______.
Across: Writing is integrated with science when students write their observation.
Within: (topic) is integrated with (lesson topic) when they ______.
Within: Chemical reaction is integrated with science when students mix two substances to
create a new substance (lava lamp).
Chloe Cowen
Science Content Teach
Teach on 10/16/15
6. References/Resources Used: List in standard bibliographical style (author, date, title, publisher);
provide website in URL format.
[Link] (for instructions)
[Link] (for chemical
equation)
Plans Approved for Teaching
7.
Host or Mentor Classroom Teacher __Mrs. Coble____________ Date: __10/12/15______
Instructional Design Teaching Plan
7.1 Introduction Briefly describe the things you will do to get the lesson off to an engaging start:
a. Anticipatory Set Describe the first attention-getting things you will do or say to quickly focus
students attention (hook them) on what is coming next.
Who wishes they could create their own lava lamp that wouldnt have to be plugged in to
work?
b. Communication of Objectives: Write out what you will do/say in kid-friendly language to preview
for students what they will be doing and the purpose of the lesson in one sentence. e.g. Hold up a
flashlight bulb and say Today you will find out what makes this object light up!
Today we are going to create a fake lava lamp and watch a chemical reaction that occurs when
we mix two substances together to make a new substance.
*7.2. Input Tell the specific information that will be communicated to students to prepare them for the
remainder of the lesson. (What do they need to know before modeling and guided practice? e.g. essential
content vocabulary, background information) Explain how the teacher will communicate the information
(orally, on the board, in PowerPoint, slides etc.)
Oil is less dense than water so it rises to the top.
The Alka-Seltzer tablet reacts with the water and produces carbon dioxide gas, which makes the
bubbles of color you see.
The equation I wrote on the board shows what exactly is happening inside the water bottle.
This is what the chemical reaction you see inside the bottle looks like in science terms.
*7.3 Modeling What you will show the students? (Specifically include how you will demonstrate the
tasks or procedures you expect students to do during the rest of the lesson, related to the lesson objective.
Include specific examples and explanations which will be used.)
To my water bottle with oil I am going to add the water and 6 drops of food coloring.
Now I am going to break my Alka-Seltzer tablet into 4 parts.
After the water and oil are separated, I will add one of the pieces of Alka-Seltzer and watch the
chemical reaction that is occurring.
*7.4 Guided Practice How are the students (with teacher guidance) practicing what you just modeled?
Include specific examples and explanations that you will use as students practice the lesson objective.
4
Chloe Cowen
Science Content Teach
Teach on 10/16/15
Please take the lid off of your water bottle and add the water from the cup.
Now add 6 drops of food coloring.
Break your Alka-Seltzer tablet into 4 pieces.
Add one piece of the Alka-Seltzer tablet.
What type of reaction is occurring when the tablet is added?
Please finish adding your other three pieces of the tablet and then place your lid on your bottle.
*7.5 Checks for Understanding How will you quickly check each students progress related to doing
the objective? Are students demonstrating adequate understanding such that you feel comfortable in
moving them to doing more of the lesson on their own? Provide the questions you will ask, the responses
you feel you should be seeing, the performances or products you should be witnessing to ensure that each
student exhibits evidence of having achieved each of the lessons objectives. (Confusion here would
signal the need for more input, modeling and guided practice.)
Throughout the lesson I will be checking for understanding by asking the following questions below:
What type of reaction is occurring within the bottle?
Which is denser, water or oil?
What happens when the Alka-Seltzer tablet is added?
Why do we put food coloring in the bottle?
Where else do we see chemical reactions?
What are the bubbles that float to the top?
Responses
Answers to the questions will be learned from during modeling, guided practice, and input.
Teacher will monitor students responses and their ability to understand the concept of chemical
reactions.
Performances/Products
Understanding of a chemical reaction
Understanding of density
Ability to create individual lava lamp, participate in discussion, and write one observation after
lesson is complete.
7.6 Independent Practice/Assignment Describe the work/activity related to the lesson objective which
students will do independently (from the teacher) to practice and demonstrate their understanding of what
has been taught. Include brief directions for the students.
Students will write at least one change observed from the chemical reaction of the new substance
formed with 1/1 accuracy.
7.7. Closure, wrap-up How will all students review, reflect and summarize what they have learned?
Students may take home lava lamp and will be encouraged to show others how the lava lamp
works and explain the chemical reaction occurring within the bottle.
