ED 345 Calvin College Lesson Planning Form
Teacher:
Max Crimp
Rough, Smooth
Date:
Subject/ Topic/ Theme: Science Hard, Soft,
I. Objectives
What is the main focus of this lesson? Students will explore the meaning of hard, soft, rough,
and smooth. Students will explore this through feeling certain objects and describing how
they feel.
How does this lesson tie in to a unit plan? (If applicable.) This is the third lesson in the students first
science unit.
What are your objectives for this lesson? (As many as needed.) Indicate connections to
applicable national or state standards. If an objective applies to only certain students write the
name(s) of the student(s) to whom it applies.
[Link].02.11
Make purposeful observation of the natural world using the appropriate senses.
[Link].02.12
Generate questions based on observations.
[Link].02.13
Plan and conduct simple investigation
[Link].02.11
Demonstrate scientific concepts through various illustrations, performances, models, exhibits, and
activities.
[Link].02.13
Recognize that when a science investigation is done the way it was done before, similar results are
expected.
[Link].02.15
Use evidence when communicating scientific ideas
[Link].02.12
Describe objects and substances according to their properties (color, size, shape, texture, hardness, liquid
or solid, sinking or floating)
II. Before you start
Prerequisite knowledge
and skills.
Assessment
(formative and
summative)
Students will need to build off of their previous knowledge from the first
two lessons of the unit.
Students will complete a worksheet as an exit slip as well as participate in a
group discussion about their findings. This will allow me to see students
thinking during the experiment as well as during the group discussion.
Universal Design for Learning Networks/Domains (see UDL Guidelines)
RECOGNITION
Multiple Means of Representation
STRATEGIC
Multiple Means of Expression
(Action)
AFFECTIVE
Multiple Means of
Engagement
Options for Perception
Options for action/interaction
Options for recruiting interest
Students will be able to participate in a
hands-on experiment. This allows students
to not only hear the material but interact
with it as well.
Students will be able to participate in a
hands-on experiment. This allows students
to not only hear the material but interact
with it as well.
Students will be able to
participate in a hands-on
experiment. This allows for
students to be actively learning
and engaged rather than listening
to the information being spoken
to them.
Options for Language/Symbols
Options for Expression
Options for Sustaining Effort &
Persistence
Students will be able to express
their learning through both a exit
slip as well as through a group
discussion.
Options for Comprehension
Options for Executive Function
Options for Self Regulation
Students will be able to participate in a
hands-on experiment. This allows students
to not only hear the material but interact
with it as well.
Materials-what materials
(books, handouts, etc) do I will provide the worksheets for the students. The students will only need
to bring their pencils and their whiteboards to use as a clipboard outside for
you need for this lesson
the experiment.
and do you have them?
Do you need to set up
your classroom in any
special way for this
lesson? If so, describe it.
III. The Plan
Tim
Parts
e
Motivatio
n
(Opening/
Introducti
on/
Engageme
nt)
Developm
ent
Most of the lesson time will be spent on the playground, and when we come
back into the room, the classroom will not need to be set up in any way.
The description of (script for) the lesson, wherein you describe teacher
activities and student activities
I will begin by quickly reviewing what we have learned in the past two science
lessons (solids, liquids, and gases, and floating and sinking). Then, I will explain to
the students that we are all going to be scientists and that we will be going to the
playground to explore how certain objects feel when we touch them.
Before heading outside, I will take a pencil and describe how it feels in front of the
class. I will make sure to use key words such as hard, soft, smooth, and rough. This
will allow students to have a model for how they will conduct their experiment on
the playground.
I will then go over expectations for conducting the experiments on the playground.
This will ensure that students conduct the experiments the correct way so that they
can complete their worksheet the proper way.
Students will then conduct their experiments using the slide, woodchips, bricks,
sand, tree bark, and grass. I will walk around prompting students with questions to
think deeper about their descriptions of the items.
After the students conduct their experiments, I will bring the students back into the
classroom to participate in a group discussion regarding their learning.
Closure
Students will then complete a worksheet that has them choose whether an item is
smooth or rough. This will serve as another assessment of the students learning.
Your reflection on the lesson including ideas for improvement for next time:
