Stem

USF Elementary Education Lesson Plan Template (S 2014)
Grade Level Being Taught: K

Subject/Content: STEM
Lesson Content
What Standards (national or state) relate to this lesson?
(You should include ALL applicable standards. Rarely do
teachers use just one: theyd never get through them all.)
Essential Understanding
(What is the big idea or essential question that you want
students to come away with? In other words, what, aside
from the standard and our objective, will students
understand when they finish this lesson?)
Group Size:
17
Name: Marissa Brookes

Date of Lesson: 11/10-11/13
MAFS.K.G.1.2
Correctly name shapes regardless of their orientation or overall size
MAFS.K.G.1.3
Identify two-dimensional shapes (lying in a plan, flat)
MAFS.K.G.2.4
Analyze and compare two-dimensional shapes, in different sizes and
orientations, using informal language to describe their similarities,
differences, parts (e.g., number of sides and vertices/corners) and other
attributes (e.g., having sides of equal length).
MAFS.K.G.2.5
Model shapes in the world by building shapes from components (e.g.,
sticks and clay balls) and drawing shapes.
MAFS.K.G.2.6
Compose simple shapes to form larger shapes. For example, Can you
join these two triangles with full sides touching to make a rectangle?
SC.K.P.8.1
Sort objects by observable properties, such as size, shape, color,
temperature (hot or cold), weight (heavy or light) and texture.
SC.K.P.9.1
Recognize that cutting, tearing, crumpling, smashing, or rolling, can
change the shape of materials such as paper and clay.
SC.K.N.1.4
Observe and create a visual representation of an object, which includes
its major features.
What can you observe about objects?
-- Objects can be observed directly using the five senses--see, hear, smell,
taste, and touch--as a tool. Objects can then be distinguished using
specific observations that identify different observable properties--color,
shape, size, texture, pattern, weight, temperature, and so on.
How can we use observable properties to identify and name shapes?

Group Size:
17

-- Shapes are considered observable properties for objects. Shapes are

identified or distinguished through their attributes, such as vertices and
sides. Therefore, as an individual object, the observable properties for the
shapes would be their attributes because it is what sets them apart from
other shapes and allows them to be sorted or categorized.
How can we use 2-D shapes to make models?
-- 2-D shapes can be used to make models by connecting them to one
another to create a single unit. The shapes can be drawn or glued beside
one another to create a blueprint, then using various materials to make a
representation of the blueprint. The shapes used as well as the number of
shapes used may vary depending on the model or unit.
Objectives- What are you teaching?
(Student-centered: What will students know and be able to
do after this lesson? Include the ABCDs of objectives: action,
behavior, condition, and degree of mastery, i.e., "C: Given a
sentence written in the past or present tense, A: the student
B: will be able to re-write the sentence in future tense D:
with no errors in tense or tense contradiction (i.e., I will see
her yesterday.)."
Given a real life problem the students will be able to identify and
construct shapes.
Students will be able to create models/visuals using its major

features or attributes
Students will be able to classify models by observable properties

(color, shape, size etc.).
Rationale
Address the following questions:
Were teaching this lesson to integrate the disciplines of math and

Why are you teaching this objective?

Where does this lesson fit within a larger plan?
Why are you teaching it this way?
Why is it important for students to learn this concept?
Evaluation Plan- How will you know students have

mastered your objectives?
Address the following:
What formative evidence will you use to document
student learning during this lesson?
What summative evidence will you collect, either during
this lesson or in upcoming lessons?
Group Size:
17

science within engineering to enhance student engagement and

retention of concepts.
Its a review of observable prosperities and an introduction to 2D

shapes and their applications.
Promoting real world problem solving within students.
It is important for students to be able to identify shapes in a real

life context using observable properties.
They will have built a model using 2D shapes, created a blueprint, listed
materials needed for project, and choose a practical/appropriate
materials for the model.
Formative:
Blueprint
Recording sheet for materials
Summative:
End of unit math & science test
Final Model- Gallery walk
What Content Knowledge is necessary for a teacher to

teach this material?
What background knowledge is necessary for a student

to successfully meet these objectives?
How will you ensure students have this previous

knowledge?
Who are your learners?
Understand observable properties

o Color, shape, size, weight, temperature, etc.)
Attributes of 2D shapes
o Number of vertices, number of sides, color
Chosen frame of context (real world situation)
Observable properties are being reviewed from previous science
unit.
2D shapes have been introduced in current math unit.
What is a model?
Classroom Procedures

What do you know about them?

What do you know about their readiness for this
content?
What misconceptions might students have about this

content?
Lesson Implementation
Teaching Methods
(What teaching method(s) will you use during this lesson?
Examples include guided release, 5 Es, direct instruction,
lecture, demonstration, partner word, etc.)
Group Size:
17

We have 10 girls and 7 boys to bring our class to a total of 17. We

have two students who are English Language Learners who both
receive pull out services three to four times a week. We have one
gifted student who receives pull out services two times a week.
We have several male students who are very playful and are easily
distracted when they are near each other. We have 5 students who
are below level, 9 who are on level, and 3 that are above level,
Students have basic (little to none) knowledge on 2D shapes because
they are at the very beginning of this unit in math, but should have a
solid understanding of what observable properties are and how we
can use them to classify objects.
Models
Inferences VS Observations
Prior Experience
Direct Instruction
Partner work
Inquiry
Investigation
Modeling
Debriefing/sharing

Step-by-Step Plan
(What exactly do you plan to do in teaching this lesson? Be
thorough. Act as if you needed a substitute to carry out the
lesson for you.)
Where applicable, be sure to address the following:
What Higher Order Thinking (H.O.T.) questions will
you ask?
How will materials be distributed?
Who will work together in groups and how will you
determine the grouping?
How will students transition between activities?
What will you as the teacher do?
What will the students do?
What student data will be collected during each
phase?
What are other adults in the room doing? How are
they supporting students learning?
What model of co-teaching are you using?
Group Size:
17

Each content area may require a different step-by-step format. Use

whichever plan is appropriate for the content taught in this lesson. For
example, in science, you would detail the 5 Es here
(Engage/Encountering the Idea; Exploring the Idea;
Explanation/Organizing the Idea; Extend/Applying the Idea; Evaluation).
Day 1:
1. Introduce RFP (Request for Proposal)- Set purpose for
investigation: Introducing the concept of collaboration
2. Introducing what is a model (Showing different types of models.)
3. Materials discussion
4. Blueprint design/explanation
5. Allow students to complete interest scale
Day 2:
6. Recap on day before
7. Pose question what are blueprints used for and why?
8. Look over blueprints/ add to blueprint or complete
9. Show/share student blueprints allow for discussion
10. Allow students to edit blueprint
11. Collect supplies
Day 3:
12. Get out blueprints
13. Have students collect supplies
14. Get started on building
15. Having students organize and sort projects by observable
properties
16. Gallery Walk
17. Discussion
What will you do if
a student struggles with the content?

Group Size:
17

- Allowing students to work with other students
What will you do if
a student masters the content quickly?

- Give them parameters after theyve done a free model
Meeting your students needs as people and as learners
If applicable, how does this lesson connect to the interests and

cultural backgrounds of your students?
Kindergarteners love candy

Models to meet classroom interests and needs
If applicable, how does this lesson connect to/reflect the local

community?
- Real world application for the community
How will you differentiate instruction for students who need
additional challenge during this lesson (enrichment)?
See above
How will you differentiate instruction for students who need
additional language support?
Pictures and partner work
Accommodations (If needed)
(What students need specific accommodation? List
individual students (initials), and then explain the
R.M: Student will receive extra teacher support during the creation of
blueprint and during the building process.
A.A: Student will receive extra teacher support in creating the blueprint

Group Size:
17
accommodation(s) you will implement for these unique

learners.)
and in the building process.
Materials
(What materials will you use? Why did you choose these
materials? Include any resources you used. This can also
include people!)
-Blocks
-Play dough
- Gumdrops
-Tooth Picks
-Pictures of blueprints
-Pictures of models
-Science Notebooks
- Physical letter


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USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: K

Name: Marissa Brookes

USF Elementary Education Lesson Plan Template (S 2014)

Name: Marissa Brookes

-- Shapes are considered observable properties for objects. Shapes are

Students will be able to create models/visuals using its major

Students will be able to classify models by observable properties

Were teaching this lesson to integrate the disciplines of math and

USF Elementary Education Lesson Plan Template (S 2014)

Why are you teaching this objective?

Evaluation Plan- How will you know students have

Name: Marissa Brookes

science within engineering to enhance student engagement and

Its a review of observable prosperities and an introduction to 2D

Promoting real world problem solving within students.

It is important for students to be able to identify shapes in a real

What Content Knowledge is necessary for a teacher to

What background knowledge is necessary for a student

How will you ensure students have this previous

Understand observable properties

USF Elementary Education Lesson Plan Template (S 2014)

What do you know about them?

What misconceptions might students have about this

Name: Marissa Brookes

We have 10 girls and 7 boys to bring our class to a total of 17. We

USF Elementary Education Lesson Plan Template (S 2014)

Name: Marissa Brookes

Each content area may require a different step-by-step format. Use

What will you do if

a student struggles with the content?

USF Elementary Education Lesson Plan Template (S 2014)

Name: Marissa Brookes

- Allowing students to work with other students

What will you do if

a student masters the content quickly?

Meeting your students needs as people and as learners

If applicable, how does this lesson connect to the interests and

Kindergarteners love candy

If applicable, how does this lesson connect to/reflect the local

USF Elementary Education Lesson Plan Template (S 2014)

accommodation(s) you will implement for these unique

and in the building process.

Name: Marissa Brookes

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