Diversity Lesson Plan
Kayla Lawler
Science Lesson Plan
The University of Texas at Arlington
Professor Yoon
ELED 4312
Science Lesson Plan
A. Background Information
1. Name: Kayla Lawler
2. Content Area: Science
3. Topic: Classifying Properties (Rough and Smooth)
4. Grade: 1st Grade
B. Goals and Objectives
1. TEKS:
(5) Matter and energy. The student knows that objects have properties and patterns. The student is expected to:
(A) classify objects by observable properties of the materials from which they are made such as larger and smaller, heavier and lighter, shape, color, and texture;
2. Content Objective:
The student will be able to classify 12 items into two different groups, rough or smooth, based on their texture.
3. Materials Needed:
• Classifying properties worksheet
• Science Journal
• Sand paper
• Apple
• Scissors
• Glue
• Teddy bear
• Wicker basket
• Spoon
• Brick
4. Technology Needed:
• Document camera
• YouTube video:
C. Pre-Assessment related to TEKS and Objectives
The teacher will ask the students the following questions:
• “What is texture?”
• “Can you tell me something that would be smooth?”
• “Can you tell me something that would be rough?”
D. Key Vocabulary:
• Smooth
• Rough
• Texture
• Classify
• Properties
• Category
E. Instructional Procedures
• Introduction of the Topic
o Anticipatory Set (Focus) –
The teacher will have an apple a piece of sand paper. She will pass each item around the room. The students will not talk during this. She will pass the apple around and ask the students to make observations on how it feels. After everyone has had a chance to touch and feel the apple, the teacher will pass around the sand paper. They will touch the sand paper and make observations on how it feels. After both of the objects have been passed around, they will have a class discussion. The teacher will ask the students the following questions:
• “What did the apple feel like?”
• “Would you say that the apple was smooth or rough?”
o Explain your answer.
• “What did the sandpaper feel like?”
• “Would you say the sand paper was smooth or rough?”
o Explain your answer.
• Development of the Topic (Short and precise)
o Teaching: Input –
The teacher will show a YouTube video on Texture ()
The students will turn to a partner and talk about what they learned in the video. They will also use vocabulary they learned in the video to explain texture. They will think back on the activity they did with the apple and sand paper, using the new vocabulary they gained, to explain their differences.
After they have shared their thoughts with a partner, the teacher will call on a few kids to talk about what they learned about texture from the video.
o Teaching: Modeling –
The teacher will have six objects displayed in front of the class: apple, teddy bear, spoon, sandpaper, wicker basket, and brick.
She will talk about each one and their properties. She will make observations about them and then she will group them into two groups, smooth or rough. She will talk about why she thinks it is smooth or why she thinks it is rough. She will also allow the students to feel them.
o Guided Practice –
The students will be given a “Classifying Properties” worksheet (Appendix A). They are to cut out the words “smooth” and “rough”. After they have cut those words out, they are to glue it at the top of their paper in their Science Journal. One on the left and one on the right. After that, they will cut out all 12 pictures. They will classify those objects into the two different groups. They are to do this activity individually.
o Checking for Understanding–
After the students have finished gluing down all 12 objects into the two different categories, smooth and rough, they will turn it into to the teacher to review. The teacher will check their paper to see if they understood and grasped the material being taught. She will also ask the students the following questions:
• “Why did you put the pumpkin under smooth?”
• “Why did you put the cactus under rough?”
• “Why do you think they make ties rough?”
• “Why do you think they make spoons smooth?”
• Re-Teaching
The teacher will have the students who did not understand this lesson go with her to the table that had all of the real life objects on it (apple, teddy bear, spoon, sandpaper, wicker basket, and brick). She have each student touch the objects. She will use several descriptive words and explain to the students why it is smooth and why it is rough. She will show pictures of other objects and work with them on classifying them into the two different groups. The students will practice using the same vocabulary as the students and they will work hands-on with objects that are rough and smooth.
▪ Modifications
Beginner English language learners:
o Pair students up with more advanced students.
o Provide visual aids for all objects and new vocabulary being used.
o Provide a list of the new vocabulary before the lesson.
o Allow use of native language to express understanding.
o Students will be provided extra time to complete their activity in their science journal.
Intermediate English language learners:
o Provide opportunities to summarize the lesson in partners.
o Pair students up with more advanced students.
o Provide visual aids for all objects and new vocabulary being used.
o Provide a list of the new vocabulary before the lesson.
o Allow them to speak in their native language when asking for help from another student.
o Students will be provided extra time to complete their activity in their science journal.
Advanced English language learners:
o Pair them with an advanced student.
o Create opportunities to extend discussion and answer higher-order thinking questions
o Provide a list of the new vocabulary before the lesson.
o Scaffold text and provide opportunities for the student to summarize information.
Dyslexic Students:
o Pair student with a more advanced student.
o Allow more time for activity in science journal.
o Use visual aids for new vocabulary terms and objects being used in the lesson.
• Extensions
The teacher will provide an activity for the students who need an extension. The teacher will ask the students to go around the room and write down objects that are smooth and objects that are rough. They will make a short list. After they do that, the teacher will extend the activity to making list for “hard” and “soft” objects. This will be a fun scavenger hunt for them and they will be looking at new objects, making observations, classifying the objects and recording their data.
F. Assessment
• Independent Practice –
The students are to go home and make observations about what is smooth and what is rough at their house. They are to find 5 things for each item and write them in their science journal. This gives them extra practice, outside of the classroom, and it also gives them a chance for independent learning. They will work on their own and make observations, while classifying objects, and recording their data. The extra practice allows the student to remember the information more and gaining practice is always great.
G. Summary for the Students of What Has Been Learned
• Closure –
After the students have finished the activity and the teacher has review their work. The teacher will go over their assignment as a class and hold a class discussion. She will ask the students to help her classify the objects into two groups, smooth and rough. During this review she will ask some of the following questions:
• “What makes something smooth?”
• “What makes something rough?”
• “What is something that we haven’t already talked about that is rough?”
• “What is something that we haven’t talked about that is smooth?”
• “Can moving things be rough or smooth?”
• “What kind of foods are rough?”
• “What kind of foods are smooth?”
These question will guide the classroom discussion and there will be several different students who express their opinions. The teacher will also give input and summarize the lesson as whole.
Appendix A
[pic]
References
Bloom’s Taxonomy PDF. Retrieved on September 25, 2016, from
El Saber Enterprises. (2009). ELPS at a Glance: Flip Into Success. Dallas, TX: EL Saber Enterprises
Starrett Elementary School Curriculum for First Grade: Mrs. Nelson.
Texas Education Agency. (2014 July) The Dyslexia Handbook. Retrieved on September 25, 2016, from
Texas Education Agency. (2007). Texas Essential Knowledge and Skills. Retrieved on September 20, 2016, from
YouTube video, retrieved on November 20, 2016 from
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