Stetson University Department of Education Daily Lesson Plan

Stetson University Department of Education Daily Lesson Plan
Name: Sight Day 4 Date: 09/21/2020 Time: 1:40 PM Lesson # 6
Big Idea/Topic: Sight Grade/ Subject Kindergarten Science

CPALMS/ Resource link
Lesson Structure: Whole Group and Hands on Activity
Standards: (CCSS/NGSSS/NGSS)
SC.K.L.14.1- Recognize the five senses and related body parts
Instructional outcomes/objectives(s): (Clear objectives written in the form of student learning)

Students will be able to…
1. Use a magnifying glass to enhance their sense of sight and take a closer look at different objects.
2. Illustrate how one object looks different with and without the magnifying glass in their science journals.
Language Objective(s): (Must include language skill/domain and function, may contain grammar, where appropriate)
Reading- Students dictate their illustrations to the teacher.
Writing- Students will draw what an object looks like through a magnifying glass.
Speaking- Students will discuss how the objects look through the magnifying glass and without it.
Listening- Students will listen to their classmates’ responses.
Key Vocabulary (academic/content-defined in kid friendly terms) Instructional

Materials/Resources/Technology
 Senses- Ways humans collect information about the world around (include hyperlinks to videos & websites)
us
 Sight- The ability to see things around us. Ex: The sun  Five senses anchor chart
 Observe- To pay close attention to something.  Magnifying glasses
 Observation bags (Seashell, Sponge,
Leaf, Yarn)
 Science Journals
 Pencils
 Crayons
H.O.T.S. Graphic Organizer/Thinking Map:

Bloom’s Taxonomy http://www.enchantedlearning.com/graphicorga
http://www.edpsycinteractive.org/topics/cognition/bloom.html nizers/
 Can you contrast what the object looks like with and without using
the magnifying glass?
 Can you illustrate how the object looks through the magnifying
glass?
Lesson Portions: Pacing ESOL Support

 How will you introduce the lesson, assess or activate For each level EL at each instructional step.
prior knowledge, motivate students to learn? (Add additional rows with Tab)
 How will the lesson develop or proceed? What steps will
you follow? What are the students expected to do?
 Highlight differentiated strategies.
 Underline higher order/high quality questions in lesson.
Introduction/Building Background: (Link to Prior Knowledge) B:
Rev. Spring 2019

Instruct students to clear their desks I:

Call students to the carpet and remind them of carpet etiquette. A:
Explain to students that we will continue to learn about the sense
of sight and that we will be using a science tool called a 10 min
magnifying glass to take a closer look at some objects.
Refer to the Five Senses Anchor Chart.
Call on students to place the five sense on the body part that helps
us use the sense on the chart.
After a student places a sense, have students repeat the sense and
point to the body part.
Instructional Steps: B:
Show students the objects in their observation bags. Tell students I:
what each of the items are and ask for predictions of what the 20 min A:
items might look like when we use the magnifying glasses.
Call on students for predictions.
Remind students that on Friday we watched a video about how
glasses can help people see better if their eyes need help.
Explain that a magnifying glass can help everyone’s eyes see
something much closer and with more detail than we would be
able to without it.
Show students how to use the magnifying glass (ex: not putting it
right on their eye or right on the object, finding a spot where it
shows the magnified object).
Instruct students to go back to their desks and begin using their
sense of sight so they can observe the objects with their
magnifying glass for five minutes. If they need assistance, they
should raise their hand so a teacher can come to them.
Pass out observation bags and send students back to their desks.
Set the timer for 5 minutes so the students can self-pace their
observations.
When timer rings, instruct students to leave their materials at their
desk and to come back to the carpet.
Ask students “Raise your hand if you can contrast what your
objects looked at with and without the magnifying glass. Tell me
how one object looked different when you used the magnifying
glass from when you did not use the magnifying glass.”
Call on students to discuss. Prompt students and repeat the
definition for contrast if necessary.
Tell students that they will now go back to their desks and draw
what one of the objects looked like through the magnifying glass
in their science journal. If the students need to look at one object
again, they can do so quickly.
Students should use different colors and add details to their
drawing.
Demonstrate what this drawing might look like on the board. Draw
a green section with veins to represent what a drawing of a
magnified leaf would look like.
Send students back to their desks to draw in their science journals.
Circulate as students are drawing and write down what their
picture is of.
Rev. Spring 2019
Encourage students and repeat directions if necessary.

If time permits, some students can share their observation drawing
with the class.
Closures Pacing ESOL Support

Content: B:
I am so excited that we got to learn more about sight and use I:
magnifying glasses! Can someone remind me what a magnifying A:
glass does? (Makes the object appear bigger, zoom in, etc.)
Procedural:
Instruct students to put their materials back into the bag, put their
science journals in their desks, and pack up for dismissal.
ESE Modifications CPLAMS Access Points ESE Accommodations

http://www.cpalms.org/Standards/AccesspointSearch.aspx (content, product, process, environment)
(identify access point, if needed)
Environment- give verbal encouragement and
Independent: SC.K.L.14.In.1 repeat directions as needed (as directed by IEP)
Recognize the senses of sight, hearing, and smell and related body parts.
Supported: SC.K.L.14.Su.1
Recognize the senses of sight and hearing and related body parts.
Participatory: SC.K.L.14.Pa.1
Recognize and respond to one type of sensory stimuli.
Assessment of Student Learning: (congruent with instructional objectives)
Objective 1: Students will use a magnifying glass at a distance where they

can see a magnified object clearly.
Objective 2: Students will illustrate one magnified object that they observed
with detail.
Post Lesson Analysis

Lesson Adjustment: (How are you re-teaching objectives for mastery based on formative assessment? Include evidence.)
We used the anchor chart again to practice matching each of the 5 senses to the body part we use. I also had the students point
to their own body parts so I could formatively assess which senses they knew better and which senses we need to work on. We
will start each lesson out with this as a way to ease into the content and to reteach this objective for mastery.
Reflection on Teaching: (Analyze and evaluate your lesson and class management.)
This lesson went well! The students were engaged and very excited to use the magnifying glasses! I told students to observe
the materials in the bag and then let them have independent time to do so. I think I should have given more specific instructions
such as when to look at each object. I noticed a lot of students became fixated on one object and, as a result, neglected the rest
of the objects in the observation bags. I really enjoyed how my students drew their observations. They used real-life colors and
drew in a lot of details! Some students even drew a magnifying glass which was very scientific. I wish I had told all of my
students to draw a magnifying glass along with their observation to further show how their sense of sight was altered.
Rev. Spring 2019

Addressing Pre-PGP: INTEGRATED BLOCK ONLY

(Using the three Pre-PGP goals completed in EDUC 393, describe how you progressed, or not, toward improving your practice
within those Domains. Include a statement on how your efforts impacted, or not, students’ learning experiences.) Complete this
box after the 2nd social studies lesson, the 2nd math lesson, the 2nd reading lesson, and one lesson within the science unit.
1.
2.
3.
Response to Feedback: INTEGRATED BLOCK ONLY

To be completed after post-observation meeting: Review and consider provided feedback. Describe how you will implement
next steps going forward. Explain how these next steps will impact students’ learning experiences.
Learning trajectory: Detail the learning trajectory associated with this standard. A learning trajectory consists of set of
instructional tasks, matched to each of the levels of thinking in the developmental progression. These tasks are designed to help
students learn the ideas and skills needed to achieve that level of thinking by grade level. Include each standard for grade
levels below & one above from CPALMS, the VCS curriculum maps, Next Generation Science Standards, or another standard-
based resource.
Rev. Spring 2019

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Stetson University Department of Education Daily Lesson Plan

Name: Sight Day 4 Date: 09/21/2020 Time: 1:40 PM Lesson # 6

Big Idea/Topic: Sight Grade/ Subject Kindergarten Science

Instructional outcomes/objectives(s): (Clear objectives written in the form of student learning)

Key Vocabulary (academic/content-defined in kid friendly terms) Instructional

H.O.T.S. Graphic Organizer/Thinking Map:

Lesson Portions: Pacing ESOL Support

Rev. Spring 2019

Instruct students to clear their desks I:

Encourage students and repeat directions if necessary.

Closures Pacing ESOL Support

ESE Modifications CPLAMS Access Points ESE Accommodations

Assessment of Student Learning: (congruent with instructional objectives)

Objective 1: Students will use a magnifying glass at a distance where they

Post Lesson Analysis

Rev. Spring 2019

Addressing Pre-PGP: INTEGRATED BLOCK ONLY

Response to Feedback: INTEGRATED BLOCK ONLY

Rev. Spring 2019

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