Lesson Plan 2

You need to use the unit plan I have created for the lesson plan. I have shared all the materials required. Please follow the rubric and use all the resources to give me a good grade.

Early Learning Guidelines: Nebraska’s Birth to Five Learning and Development Standards

educationLesson Planteacher

UNK College of Education Spring 2022

Lesson Plan Template

UNK Teacher Education

Name: Date/Time:

Grade Level & Subject:

Unit:

Lesson:

Setting and Assessing Student Learning Outcomes / Knowledge of Resources

Context of the Lesson/Unit

Identify the broader unit that the lesson fits within.

List NE Standards. List ISTE Student Standards or Applied technology used.

Learning Objective(s)

Directly align with standard content and cognitive difficulty. Clear and concise. Valid method of assessment and developmentally appropriate for one lesson.

Previous Knowledge/Sequence of Learning

Plans and practices reflect understanding of prerequisite knowledge. Previous knowledge is specific to lesson plan objectives. Future knowledge identifies objectives related to current objectives.

Diagnostic/Pre-Assessment

Pre-assessment aligns with objectives, data is used to inform decisions.

Post (summative) Assessment

Directly measures mastery of learning objectives and applies all success criteria to evaluate students’ mastery of learning objectives.

Learner Background

Identifies known developmental characteristics/strengths (social, emotional, cognitive, physical, language); individual identity traits (races, ethnicities, nationalities, gender identities/expressions, religions, political affiliations, socio-economic backgrounds, disclosed sexual orientations, and interests); student interests and readiness for learning; multi-language/emergent bilingual needs.

List the name(s) or initials of student(s) and if they have an IEP and or/504 plan.

Applies the learner characteristics throughout lesson sequence.

Materials & References

1. List all materials needed to implement the lesson.

2. Resources are ready-to-use and attached/linked.

3. All adopted or borrowed materials are cited in APA form or N/A.

4. Technology is incorporated to enhance the lesson.

Instructional Plan

Write out each step of instruction with explicit detail to the extent that another teacher/substitute could implement the plan with minimal assistance. Include step-by-step procedures; questioning/dialogue; and transitions. Provide links and/or attach ALL resources, tools, and assessments implemented throughout the plan.

Lesson Segment

Detailed Sequence of Teaching

Formative Assessment

(Include Estimated Time Allotted)

Differentiation

Describe
specific adjustments to each section below that anticipate student needs.

Accommodation(s)

(IEPs and/or 504 Plans)

Connect all segments to
specific individual student accommodations listed in IEP and/or 504 Plan.

Formative Assessments

Specific strategies that evaluate and allow for reflection in progress towards mastery of learning objective(s).

Introduction

Begins lesson with hook/anticipatory set that engages students in the lesson’s topic.

Clearly communicates Objective(s) and relevance for objective (s) for application to interest/motivation for future learning.

Develops sequencing of learning experiences that utilizes and assigns available time.

Core Instruction

Intentionally plans and incorporates 3+ means of engagement to optimize learning opportunities (I.e., partner work, pair share, performance tasks, Kagan cooperative learning strategies, Talk Moves, Inquiries).

Sufficient detail to guide instruction with ease.

Provides guided/intentional and varied levels (Bloom’s) of questions.

Closure

States a clear plan for evaluating mastery of learning objective(s).

UNK College of Education Spring 2022

Lesson Plan Template

UNK Teacher Education

Name: Student Name Date/Time: When you are scheduled to teach the lesson.

Grade Level & Subject: Preschool

Unit: Whatever you named the unit when creating the unit plan summary

Lesson: List the number of the lesson from the unit (Lesson 2)

Setting and Assessing Student Learning Outcomes / Knowledge of Resources

Context of the Lesson/Unit

Identify the broader unit that the lesson fits within.

List NE Standards. List ISTE Student Standards or Applied technology used.

You are cutting and pasting from the unit plan summary for much of the first page of this lesson.

Broader unit = content or domain = “Health & Physical Development”

Standard = “HP.01: Fine (Small) Motor Skills: Uses finger and hand control to operate and use small object demonstrating fine motor
coordination”

Learning Objective(s)

Directly align with standard content and cognitive difficulty. Clear and concise. Valid method of assessment and developmentally appropriate for one lesson.

Remember you identified 1 objective for each lesson outlined in the unit plan summary. Here you will be using the objective you identified for which ever lesson you are know writing. For my example we are using lesson plan 2.

Day 2: Lesson 2: children begin to use classroom and household tools independently with hand-eye coordination to carry out more complex activities.

Note: I used the term “day 1, day 2” in my example but it should have been “lesson 1, lesson 2”.

Previous Knowledge/Sequence of Learning

Plans and practices reflect understanding of prerequisite knowledge. Previous knowledge is specific to lesson plan objectives. Future knowledge identifies objectives related to current objectives.

Write a brief explanation of what you know about the children’s “previous knowledge/skills”. It is important to be able to explain what they already know as it supports the rational for why we are teaching what we are teaching. When looking at your objective (lesson 2 for example) we should have an understanding of skills they need to have before then begin to use tools independently with hand -eye coordination. You can look at the ELG’s for 2-year-olds to get an idea of what they should know before moving on in the same domain/area as a 3-year-old.

So, in this box you are talking about the past (previous knowledge/skills) and the future (lessons 3, 4……..).

Diagnostic/Pre-Assessment

Pre-assessment aligns with objectives, data is used to inform decisions.

Identify the pre-assessment you used or will use to determine where children currently are in their “physical development” associated with their “fine motor” skills, specifically their “hand-eye coordination”. You spoke to this generally in the unit plan summary so here you will be clear on what you used.

For example: “Class Roster Checklist was used for several days last week to document fine motor development for each child. The date from the checklist indicated varied levels of development for hand – eye coordination. Many children were able to use their hands and fingers to manipulate small objects, however most showed difficulty with transferring small objects from one place to another (e.g., beads to containers). This data supports the need for additional practice in using fine motor skills. The use of varied tools may assist varied levels of development (e.g., tweezers, magnetic wands…).”

Post (summative) Assessment

Directly measures mastery of learning objectives and applies all success criteria to evaluate students’ mastery of learning objectives.

You spoke to this generally in the unit plan summary so here you will be clear on what you plan to use during the lesson to document/assess learning (do not worry about mastery as it is unlikely that preschoolers will master a skill in one 10 – 20-minute lesson).

You could again use the same example as the pre-assessment (observation and documentation using a checklist), or you can use something different. Remember “authentic” assessment is most appropriate for this age.

Learner Background

List the name(s) or initials of student(s) and if they have an IEP and or/504 plan.

Applies the learner characteristics throughout lesson sequence.

Provide a good paragraph that provides the reader with an understanding of the children in the learning environment.

Materials & References

1. List all materials needed to implement the lesson.

2. Resources are ready-to-use and attached/linked.

3. All adopted or borrowed materials are cited in APA form or N/A.

4. Technology is incorporated to enhance the lesson.

Follow the 4 prompts.

Remember that technology for young children does not mean a computer or other devices. Technologies are tools that help to solve a problem. So, in my example, tweezers are a technology. However, ensure that you clearly identify what you consider a technology. I need to know what YOU know. For example, don’t just include them in your materials list without somehow labeling or identifying them as a technology.

Ok to leave blank

Ensure you list at least 1 different differentiations strategy per section (intro, core, closure).

Instructional Plan

Lesson Segment

Detailed Sequence of Teaching

Formative Assessment

(Include Estimated Time Allotted)

Differentiation

Describe
specific adjustments to each section below that anticipate student needs.

Accommodation(s)

(IEPs and/or 504 Plans)

Connect all segments to
specific individual student accommodations listed in IEP and/or 504 Plan.

Formative Assessments

Specific strategies that evaluate and allow for reflection in progress towards mastery of learning objective(s).

Introduction

Begins lesson with hook/anticipatory set that engages students in the lesson’s topic.

Here is where we start the lesson planning .

Be clear, concise, but with enough detail that ANOTHER TEACHER/SUB could teach this lesson without you.

The intro should be exciting, something to grab children’s attention, get them excited, thinking, wondering, wanting to join you.

Ensure you are including your strategies for differentiation, adaptations, and assessment as applicable.

Although you may not need to use all planned differentiation strategies, you should plan for them anyway.

Ensure you list at least 1 different differentiations strategy per section (intro, core, closure).

Example: I will provide several different communication opportunities to encourage conversation/sharing. 1. Ask for volunteers; 2. Draw name stick; 3. Pick a friend to share next

Since you are in an inclusive classroom, at least 1 child in the classroom has a verified disability, medical, or health need. In this area, you need to consider adaptations (See Cara’s Kit info on Canvas). Adaptations might include the environment, materials, instructions….

If you have access to the IEP or 504 plan you should align with them. If you do not, ensure you talk with the teacher about ideas for adaptation that would align with them.

You addressed this generally in your unit plan summary. Know you will be specific for the formative assessment strategy(ies) you plan to use for this particular lesson.

Formative assessment gauges a child’s understanding during the learning process.

For the intro, how will you monitor engagement, rather than the actual learning objective?

Example: I will utilize observation to monitor engagement and understanding.

Clearly communicates Objective(s) and relevance for objective (s) for application to interest/motivation for future learning.

Develops sequencing of learning experiences that utilizes and assigns available time.

Ok to leave blank

Core Instruction

Sufficient detail to guide instruction with ease.

Provides guided/intentional and varied levels (Bloom’s) of questions.

Be clear, concise, but with enough detail that ANOTHER TEACHER/SUB could teach this lesson without you.

Your intro got them excited and now they get to explore, experiment, manipulate, play………….

How will the environment be set-up/materials organized. In this area you will write a step-by-step sequence of what will occur. What will adults be doing to support, scaffold, … and what specific teaching strategies will be used by adults. What will children be doing. What specific vocal, questions, content will be targeted and how.

Ensure you are including your strategies for differentiation, adaptations, and assessment as applicable.

Ensure you list at least 1 different differentiations strategy per section (intro, core, closure).

Example: (in reference to a child with an IEP). In past activities, JC (Child) loses interest in provided materials when he struggles to manipulate them. I will focus on materials adaptations by providing tools of varied lengths, widths, weight to support increased manipulation

Example: I will ask open-ended questions to increase engagement.

NOTE: when you write your Intro to the left, you will need to ensure that you include several open-ended questions.

Closure

States a clear plan for evaluating mastery of learning objective(s).

For preschoolers you will want to describe how you will provide warning to children that the activity is coming to a close (e.g., 5-minute warning), how you will wrap-up/reinforce the target skills (e.g., asking “which tools were easy to use, harder to use, what other tools could we use”.

Consider letting children know where they can find the materials used for later play. Example: “The tools and beads will be in the table toys area for you to use later”.

Consider how you will transition children from this activity to the next. So maybe from Small Group to Snack?

Example: (in reference to a child with an IEP). In past activities, JC (Child) does not like to clean up the materials he was using before going to the next activity. I will utilize a picture prompt of JC picking up and a picture of JC getting a high-five and a smile. These prompts may assist him in remembering how happy he is when once he transitions.

Example: I will ask questions about the tools used, asking children to recall how they used them and how they can use them and others in the future.

I will use the class roster checklist to document growth in hand-eye coordination through use of tools provided.

UNK College of Education Spring 2022

Lesson Plan Template Resource Guide

UNK Teacher Education

Name: Enter first and last name Date/Time: Enter date and time lesson plan will be implemented OR date submitted to
instructor

Grade Level & Subject: Enter grade level and content area of lesson

Unit: Identify the unit under which this lesson corresponds to.

Lesson: Enter unique name for lesson for easy identification.

Setting and Assessing Student Learning Outcomes / Knowledge of Resources

Context of the Lesson/Unit
Identify the broader unit that the lesson fits
within.
List NE Standards. List ISTE Student Standards or
Applied technology used.

The context of the lesson includes the NE State standard(s), This section also includes an ISTE standard and indicator that the lesson
attends to. Both are required for full credit. Follow underlined links for resources.

Learning Objective(s)
Directly align with standard content and
cognitive difficulty. Clear and concise. Valid
method of assessment and directly
appropriate for one lesson.

Learning objectives come from the standards/indicators/goals stated above. They should be written in clear and concise language
that outlines the observable and measurable behavior outcome by the end of the lesson. If there is more than one skill, write more
than one objective. Make sure these are written to align with the taxonomy of the standard, which should also be reflected in the
assessments. Make sure to include the skill rather than the learning tasks.
State each student’s IEP goals addressed in this lesson.
Lumen Learning: Writing Objectives
Marzano’s (2000) New Taxonomy
Revised Bloom’s Taxonomy
Video on writing objectives/targets from NE state standards.

Previous Knowledge/Sequence of
Learning
Plans and practices reflect understanding of
prerequisite knowledge. Previous
knowledge is specific to lesson plan
objectives. Future knowledge identifies
objectives related to current objectives.

Connect the learning objective(s) to the previous and future knowledge. If you are beginning a new skill, list the knowledge that
students have related to this, AND what they will learn after this lesson. Be specific rather than general. What did the students learn
yesterday? What will they learn tomorrow? How does this objective connect to recent and anticipated learning?

Diagnostic/Pre-Assessment
Pre-assessment aligns with objectives, data
is used to inform decisions.

Describe and include a link to the assessment that you will give students BEFORE instruction to collect data on students’ level of
mastery of this lesson’s objective. This will assess a learner’s current knowledge base or skills, which allows the teacher to make
sound instructional choices about pacing and differentiation. Often, the diagnostic is the same as, or very similar to, the summative,
which allows teachers and students to chart the progress of their learning by comparing performances pre- and post-instruction. This
assessment is commonly done in a pre-unit exam or as a warm-up/bellringer. If you intend to do a pre-unit exam that will not be
taken during this lesson’s sequencing, include the item(s) from that exam that would evaluate students’ mastery of this lesson’s
objective(s).
Erie’s School District Assessment Definitions

Content Area Standards

https://www.iste.org/standards/iste-standards-for-students

How to: Writing Objectives

http://competencyworks.pbworks.com/w/file/fetch/67264923/MarzanoTheNewTaxonomy

https://www.celt.iastate.edu/instructional-strategies/effective-teaching-practices/revised-blooms-taxonomy/

https://www.eriesd.org/cms/lib/PA01001942/Centricity/Domain/1917/Types%20of%20Assessments%20information%20sheets

Post/Summative Assessment
Directly measures mastery of learning
objectives and applies all success criteria to
evaluate students’ mastery of learning
objectives.

Describe and include a link to the assessment tool or strategy that you will give students after instruction to collect data on students’
level of mastery of this lesson’s objective. This will assess all learning objectives and align with the taxonomy defined in the learning
objective. For full credit, you will include in the Lesson Sequence, moments when you explain Success Criteria, as well as at least one
opportunity for students to self-assess their progress toward mastering the learning objective(s).

Learner Background
Identifies known developmental
characteristics/strengths (social, emotional,
cognitive, physical, language)
Identify individual identity traits (races,
ethnicities, nationalities, gender
identities/expressions, religions, political
affiliations, socio-economic backgrounds,
disclosed sexual orientations, and interests).
Identify student interests and readiness for
learning.
Identify multi-language/emergent bilingual
needs.
List the name(s) or initials of student(s) and if
they have an IEP and or/504 plan.

List general and individual developmental characteristics/strengths: social, emotional, physical, cognitive, language. Make sure to
include general attributes and specific characteristics of individuals that may impact the way the lesson is taught, especially as they
relate to multi-language/emergent bilingual needs. You can use students’ initials to identify specific students.
K-8 Physical, Socio-emotional, cognitive traits
High Schoolers’ Developmental Milestones
ASHA Speech and Language Resources

Identify individual identity traits: races, ethnicities, nationalities, languages, gender identities/expressions, religions, political
affiliations, socio-economic backgrounds, and disclosed sexual orientations. Identify student interests and readiness for learning.
Get to Know Your Students – Colorín Colorado
What Great Teachers Know about their Students – TeachThought University

List students by their initials and their corresponding IEP and/or 504 accommodations, especially those relevant to the
implementation of this lesson plan.
If you are writing a lesson plan that does not correspond with a specific student/group of students, or if you do not have any
students with a specific IEP, you can click here for examples of IEPs. Choose a grade-relevant IEP plan and apply information to this
lesson, as if that student were in the class/group you are teaching for this lesson. See your course instructor for details and any
exceptions.

Materials & References

1. List all materials needed to
implement the lesson.

2. Resources are ready-to-use and
attached/linked.

3. All adopted or borrowed materials
are cited in APA form or N/A.

4. Technology is incorporated to
enhance the lesson.

List all materials that the teacher and the students will use during this lesson.
Include the technology or the applied technology that is associated with the ISTE Standard that you designated above.
Provide references in APA format for any borrowed sources, including texts, websites/electronic sources, curricula, etc., including the
hyperlinks.
Include and label hyperlinks to any assessment tools and printable learning tasks/activities.

https://www.oregon.gov/ode/educator-resources/assessment/Documents/writing_tips_learning_goals_success_criteria

https://www7.lawrence.edu/mfhe/www_dept_student_dean_sub_volunteer/Everyone/developmental%20characteristics

https://www.understood.org/en/articles/developmental-milestones-for-typical-high-schoolers

https://www.asha.org/slp/schools/prof-consult/norms/

https://www.colorincolorado.org/article/learning-about-your-students-backgrounds

Learning Profiles: What Great Teachers Know About Their Students

https://drive.google.com/drive/folders/19-BGVyr_Hz8pVWjND1e5jDNGHhXiwZT6?usp=sharing

https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html

https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/reference_list_author_authors.html

https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/reference_list_electronic_sources.html

https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/reference_list_books.html

Instructional Plan
Write out each step of instruction with explicit detail to the extent that another teacher/substitute could implement the plan with minimal assistance. Include step-by-step procedures;
questioning/dialogue; and transitions. Provide links and/or attach ALL resources, tools, and assessments implemented throughout the plan.

Lesson Segment
Detailed Sequence of Instruction & Assessment

(Include Estimated Time Allotted)

Differentiation
Describe specific
adjustments to each
section below that
anticipate student
needs.

Accommodations
Connect all
segments to
specific individual
student
accommodations
listed in IEP and/or
504s.

Formative
Assessments

Specific strategies
that evaluate and
allow for reflection in
progress towards
mastery of learning
objective(s)..

Introduction
Begins with
hook/anticipatory set
that engages students
in the lesson’s topic.

List the steps of the anticipatory set or hook that you will use to get students engaged
in the topic. You can choose to begin class the way you see fit, however, be sure to
include a hook at some point before you begin instruction.
(Include estimated time for introduction.)

Click ‘Differentiation’
above for tips.
Include intentional
adjustments based on
UDL.

List all required
accommodations to
include identities and
lived experiences in
this section for each
student with an IEP.
Use students’ initials.

List the diagnostic
and/or how you will
use information
from the hook and
the diagnostic to
modify the teaching.

Clearly communicates
Objective(s) and
relevance for objective
(s) for application to
interest/motivation for
future learning.
Develops sequencing of
learning experiences
that utilizes and assigns
available time.
Provides opportunities
for learners to analyze
progress of learning
objectives.

Clearly states the objective(s). Again, this could come before or after your anticipatory
set, but before instruction on new material. This is also a good place to explain any
Success Criteria for obtaining mastery of the objectives to the students and the mode
of the summative assessment.
Be sure to state your plan for administering a diagnostic assessment, even if it occurs
as part of a pre-unit test. Make sure to state that and include the item from the
diagnostic that evaluates this lesson’s learning targets.

List any
differentiation
approaches to
delivering objectives.

List all required
accommodations to
include identities and
lived experiences in
this section for each
student with an IEP.
Use students’ initials.

Core Instruction
Intentionally plans and
incorporates 3+ means
of engagement to
optimize learning
opportunities (I.e.,
partner work, pair
share, performance
tasks, Kagan
cooperative learning
strategies, Talk Moves,

List the sequence of teaching or write out the anticipated teaching script with enough
detail for a substitute teacher to be able to implement the lesson. For full credit,
include multiple modes of student engagement.
(Include estimated time for core instruction.)
Provides guided/intentional and varied levels (Bloom’s) of questions that stimulate
productive discussion connected to the learning objective(s)

Question Stems for Each Level of Bloom’s Taxonomy
Higher Order Thinking: Bloom’s Taxonomy

List differentiation
approaches to the
sequence of teaching.
These should be specific
to the tasks of this
lesson, rather than
generalized. Consider
students’ interests,
readiness, UDL: multiple
means of
representation/

List all required
accommodations to
include identities and
lived experiences in
this section for each
student with an IEP.
Use students’ initials.

Include details of the
mode(s) of data
collection that will be
used to assess
progression towards
mastery of the
learning objectives.
How will you
understand students’
progression of
learning and how

How to Differentiate Without Creating 30 Individual Lessons

https://www.edutopia.org/article/7-smart-fast-ways-do-formative-assessment

https://udlguidelines.cast.org/more/about-graphic-organizer

https://www.oregon.gov/ode/educator-resources/assessment/Documents/writing_tips_learning_goals_success_criteria

Higher Order Thinking: Bloom’s Taxonomy

Inquiries).
Sufficient detail to
guide instruction with
ease.
Provides
guided/intentional and
varied levels (Bloom’s)
of questions.

engagement/expression
; varied and intentional
grouping, etc.

could you adjust
instruction based on
the data you collect?

Closure
States a clear plan for
evaluating mastery of
learning objective(s)

(See Summative
Assessment).

Detail the closing sequence including the debrief. The debrief is intended to invite
reflection and active processing of the total lesson experience. Look for
misconceptions or misunderstandings that can be addressed in the debrief. How will
you connect the instruction to the objective(s) and previous/future learning?
(Include estimated time for closure.)

List differentiation
strategies
appropriate for this
lesson’s closing
segment.

List all required
assessment
accommodations in
this section for each
student with an IEP.
Use students’ initials.

University of Nebraska Kearney Teacher Education
Unit Plan Summary/Instructional Sequence Template

Name Alexa Sherry Date 03/02/2025

The purpose of this summary is to guide the sequence and pace of skills and knowledge acquisition described in more granular detail by lesson plans.
It will help map out the learning journey and destination. It provides a framework from which to teach content in a meaningful, organized fashion. A
unit/ instructional sequence is a sequential plan of instruction that integrates skills, concepts, and activities within the context of a theme.

Introduction to Unit

Unit Name: Exploring Emotions and Social Skills
Length of Unit (Number of Days): 10
Grade Level: 3 – 4 years old / preschool
Content Area: Social Emotional Development

Check the lesson that you want the cooperating/mentor teacher to score and observe: ___1 ___2 ___3 ___4 ___5

Unit Academic Standards OR IEP Goals: If applicable, include cross-curricular standards

Academic Standards (Social-Emotional Development):

Nebraska Early Learning Guidelines (ELG) – Social-Emotional Development:

o Standard SE.01: Develops self-awareness and recognizes personal traits and emotions.
o Standard SE.02: Manages emotions with increasing independence, using strategies for emotional regulation.
o Standard SE.03: Develops foundational skills to support cooperation and prosocial behavior.
o Standard SE.04: Shows interest in, interacts with, and develops personal relationships with others.
o Standard SE.05: Develops a sense of belonging to family, community, and other groups.

Unit Learning Objectives
1. Objective 1: Children begin to recognize and describe a wide range of emotions, including primary emotions, with the support of adults

(Social-Emotional Standard SE.02).
2. Objective 2: Children begin to regulate emotions, manage transitions, and adapt to changes in schedules, routines, and situations with adult

support (Social-Emotional Standard SE.02).

Sophie Hermelbracht
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I only see 5 lessons for the unit, which is adequate.

Sophie Hermelbracht
91100000000026699
Students will be able to use strategies such as taking deep breaths, counting, finger tapping, etc. to manage emotions.

Sophie Hermelbracht
91100000000026699
Students will be able to name the emotions happy, sad, scared, mad, etc when looking at pictures of faces.

3. Objective 3: Children begin to engage in cooperative group play and demonstrate understanding of sharing with peers (Social-Emotional
Standard SE.03).

4. Objective 4: Children begin to empathize with others’ feelings and show appropriate emotional responses to peers (Social-Emotional
Standard SE.03).

5. Objective 5: Children begin to develop close friendships with peers, initiate conversations, and engage in sustained cooperative play
(Social-Emotional Standard SE.04).

Unit Assessment/Evidence

Pre-Assessment
Attach or describe the pre-assessment instrument.

Observational Checklist

Summative Assessment
Attach or describe the summative assessment instrument.

Anecdotal Records / Observation Notes

Explain how the pre-assessment will be used to inform progression
and instructional decisions.

Prior to the start of the unit, observe children during free play and
structured activities to assess their current ability to recognize
emotions, engage in cooperative play, and express empathy toward
others. Use an observational checklist to note behaviors such as
sharing, initiating conversations, using appropriate communication, and
demonstrating emotional regulation.

Explain how the summative assessment will produce data/evidence of
student achievement of the unit objectives.

At the end of the unit, document each child’s progress through anecdotal
records based on direct observations. Focus on how children demonstrate
social-emotional skills such as empathy, cooperative play, and emotional
regulation in natural settings like free play, group activities, and
interactions with peers and adults. Record specific examples where
children use words to express emotions, resolve conflicts, or show
concern for others.

Instructional Sequence

Lesson 1 Lesson 2 Lesson 3
Sequence of Learning Objectives

List the learning objectives for each
lesson. Objectives should be aligned with
the unit outcomes. Objectives should
demonstrate logical progression &
sequence.

Children will begin to identify and
label emotions (e.g., happy, sad,
angry) in themselves and others.

Children will begin to demonstrate
empathy by responding
appropriately to the emotions of
others.

Children will begin to use words to
express their emotions in
appropriate ways.

Explanation/Justification

Explain and justify the sequential
connectivity of the learning objectives
across all lessons.

Lesson 1 – This objective lays the foundation for emotional awareness, which is critical for social-emotional
learning. Understanding and identifying emotions is the first step in managing them and recognizing them in
others. In this lesson, children are introduced to basic emotions, which will help them develop a vocabulary
for emotional expression and begin to recognize emotional cues in themselves and others. This skill is
essential for later lessons, as it supports the development of empathy and conflict resolution strategies.

Lesson 2 – In this lesson, children start applying the emotional vocabulary they learned in Lesson 1 to respond

Sophie Hermelbracht
91100000000026699
Make sure that your objectives are precise and measurable.

to others’ feelings with empathy. Being able to recognize others’ emotions and respond with care is
foundational for building positive social relationships and conflict resolution skills. This lesson follows
naturally from identifying emotions, as it pushes children to understand how others might feel and begin to
show appropriate empathy.

Lesson 3 – This lesson focuses on helping children develop the ability to express their emotions verbally
rather than through physical actions. This objective is a critical step for building emotional regulation skills
and fostering healthy communication between peers. It also supports conflict resolution, as children will learn
how to express frustration, anger, or excitement in words instead of using physical behavior.

Lesson 4 – This lesson helps children learn strategies for managing their emotions independently, a key aspect
of emotional development. Techniques such as deep breathing, counting, or taking a break will be introduced
to help children manage frustration or anger. This objective builds on the previous lesson, where children
learned to express emotions. Now, they need strategies for managing those emotions when they arise.

Lesson 5 – This lesson focuses on applying the skills of emotion recognition, empathy, and self-regulation to
resolve conflicts. By using appropriate verbal skills and managing their emotions, children can solve
disagreements peacefully and constructively. This final lesson builds on all previous lessons, as children are
now ready to handle social situations with greater emotional intelligence.

Sequence of Instructional
Strategies

Summarize the instructional
strategies/best practices used in each
lesson. Include a wide variety of research-
based strategies that use several modes of
learning.

Modeling: The teacher will
demonstrate how to label emotions
using facial expressions and
scenarios.
Interactive Read-Aloud:
Reading a book about emotions
will provide children with
examples of emotional expressions
in different contexts.
Group Discussion: Children will
have the opportunity to express
their own emotions and label them
using visuals of faces showing
different emotions.

Role-Playing: Children will
engage in role-playing activities
where they practice responding to
peers’ emotions
Emotion Charades: Children will
act out different emotions and the
class will discuss how to
appropriately respond to each
emotion.
Empathy Stories: The teacher
will share stories where characters
show empathy, followed by a
discussion on how to be kind and
supportive in similar situations.

Emotion Journals: Children will
draw or verbally describe their
feelings in a journal, supported by
teachers or aides.
Feeling Faces Chart: Using a
chart with faces representing
different emotions, children will
point to the face that matches how
they feel.
Guided Group Conversation:
Children will be encouraged to
share their emotions with the
group, guided by the teacher, who
will model appropriate emotional
expression.

Explanation/Justification

Justify why specific instructional
strategies were used and how these
strategies support the learning objectives

Lesson 1- Modeling is important because it demonstrates the concept and provides a clear example for
children to follow. Interactive Read-Aloud supports the development of listening skills and comprehension,

across all lessons. while also reinforcing emotional vocabulary. Group Discussion encourages social interaction and allows
children to practice recognizing and labeling emotions in themselves and peers.

Lesson 2 – Role-Playing allows children to practice empathetic behaviors in a controlled, supportive
environment, making abstract concepts more concrete. Emotion Charades encourages nonverbal
communication and helps children think critically about how to respond to emotions. Empathy Stories offer
real-world examples that children can relate to and learn from, encouraging prosocial behaviors.

Lesson 3 – Emotion Journals give children a structured way to express and reflect on their emotions,
reinforcing emotional vocabulary and self-expression. Feeling Faces Chart provides a visual aid to help
children match words to feelings. Guided Group Conversation fosters verbal expression and social interaction,
which is essential for emotional development.

Lesson 4 – Modeling teaches children how to apply self-regulation techniques, providing an example they can
imitate. Self-Regulation Practice gives children the opportunity to apply what they’ve learned in a real
situation, reinforcing the skill. Calming Corner supports the practice of self-regulation by giving children a
safe space to calm down and manage their emotions independently.

Lesson 5 – Role-Play allows children to practice real-life scenarios in a controlled, supportive setting. Group
Discussion fosters collaboration and gives children the opportunity to share their ideas and strategies with
their peers. Peaceful Problem-Solving Tools provide children with tangible tools for resolving conflicts
independently.

Formative Assessments

List a variety of formative assessments
implemented across all lessons, that allow
students multiple ways to demonstrate
knowledge and skills. Assessments
should be aligned to the learning
objectives.

Observation of children’s ability
to label emotions: The teacher
will observe whether children can
identify and label emotions in
themselves and others.
Emotion Matching Activity:
Children will match emotion cards
(happy, sad, angry) to pictures of
faces displaying those emotions.

Observation of children’s
responses in role-playing:
Teachers will observe whether
children show appropriate
empathy during the role-playing
activity.
Reflection on empathy stories:
After the empathy stories, children
will be asked to share how they
would respond to a similar
situation.

Observation of children’s ability
to use words to express emotions
during journal time and group
conversation.
Review of journal entries to
assess the use of emotion
vocabulary.

Explanation/Justification

Describe how formative assessments are
designed to collect evidence of student
achievement of the learning objectives in

Lesson 1 – The observation provides immediate feedback on each child’s ability to recognize and understand
emotions. The emotion matching activity is a hands-on way for children to demonstrate their understanding of
emotions through visual recognition.

multiple ways across all lessons. Lesson 2 – The role-playing observation allows the teacher to assess how well children apply empathy in
practice. Reflection after reading empathy stories helps children internalize the behaviors by connecting them
to real-world scenarios.

Lesson 3 – The observations during activities provide real-time data on whether children are able to verbalize
their emotions. Journal reviews allow the teacher to assess children’s progress in expressing themselves
independently.

Lesson 4 – The observations allow the teacher to assess how well children apply self-regulation techniques in
real-time. The reflection on the calming corner helps assess whether children are developing the ability to use
these techniques independently.

Lesson 5 – The observations provide insight into whether children can apply conflict resolution strategies
independently. The review of strategies helps ensure children are using effective approaches to manage and
resolve conflicts.

Lesson 4 Lesson 5
Sequence of Learning Objectives

List the learning objectives for each
lesson. Objectives should be aligned with
the unit outcomes. Objectives should
demonstrate logical progression &
sequence.

Children will begin to use self-regulation
techniques to manage their emotions.

Children will demonstrate conflict resolution skills by
using words and appropriate behavior to solve
disagreements.

Sequence of Instructional
Strategies

Summarize the instructional
strategies/best practices used in each
lesson. Include a wide variety of research-
based strategies that use several modes of
learning.

Modeling Self-Regulation Techniques: The
teacher will model strategies like deep breathing
and counting to calm down.
Self-Regulation Practice: Children will
practice self-regulation techniques during
structured activities, such as calming down after
a disagreement or frustration.
Calming Corner: A designated space in the
classroom will be set up with calming activities
and tools (e.g., stress balls, breathing charts) for
children to use when they need a break.

Conflict Resolution Role-Play: Children will practice
solving conflicts using verbal communication and
problem-solving strategies (e.g., asking for a turn, using
kind words).
Group Discussion on Solving Problems: The class will
discuss different strategies for resolving conflicts and
brainstorm ways to handle disagreements.
Peaceful Problem-Solving Tools: The teacher will
introduce tools like “I feel…” statements to help children
communicate effectively during conflicts.

Formative Assessments

List a variety of formative assessments
implemented across all lessons, that allow
students multiple ways to demonstrate
knowledge and skills. Assessments are
aligned to the learning objectives.

Observation of children using self-regulation
techniques during structured activities and
independent play.

Reflection on use of calming corner: Children
will be asked about their experience using the
calming corner and whether it helped them
manage their emotions.

Observation of children using conflict resolution
strategies during role-play and group discussions.

Review of problem-solving strategies: Children will be
observed as they use strategies to resolve conflicts, and
feedback will be given.

Instructions:
Assign a score to each indicator for every Lesson Element. Place a checkmark next to the indicator that is reflective of the work. Enter only one checkmark per
indicator (each line). Place a checkmark to the left of the descriptor you have selected. Enter a total score for each Lesson Element and a total Rubric Score at the end.

Teacher Candidate:

Scoring: Candidates must earn a minimum score of 108 (equals a 2.75 cumulative mean).

Unit Broader unit not identified or does
not align with the lesson/topic.

Identifies unit that does not align with
lesson content.

Identifies broader unit that the lesson
fits within.

Identifies broader unit that the lesson
fits including further learning and/or
real world application.

Standards State standard(s) and/or grade-level
indicator(s) missing. Does not refer or
include ISTE standards or application
of appropriate technology.

State standard(s) listed but misaligned
and/or grade-level indicator(s) unclear.
Vaguely refers to ISTE standards
and/or application of appropriate
technology.

Lists corresponding state standard(s)
and/or grade-level indicator(s). May
include ISTE standards and/or
application of appropriate technology.

Lists state standard(s) from various
subjects and/or grade-level
indicator(s). Includes ISTE standards
and/or application of appropriate
technology.

Total Score Context of the Lesson/Unit /8

Comments

Aligned missing. loosely or vaguely aligned with content
of the standard(s).

aligned with content of standard(s). directly aligned with the
standard/indicator(s) content.

Cognitive
Difficulty

not aligned with the standard(s)
content.

vaguely aligned with the cognitive
difficulty of the standard(s).

aligned with the cognitive difficulty of
the standard(s).

directly aligned with standard cognitive
difficulty and listed from lower- to
higher-level cognitive processes
(Bloom’s/Webb’s).

Clear/Concise not aligned with the standard(s)
cognitive level.

vague, unclear, or too lengthy. clear and concise. clear and concise.

Assessment not measurable. unclear or invalid method of
assessment measures learning
outcomes.

viable method of assessment directly
measures learning outcomes.

valid method of assessment directly
measures learning outcomes.

Developmentally
Appropriate

not developmentally adequate. vaguely developmentally adequate; or
too many/few for one lesson.

developmentally appropriate for one
lesson.

Total Score Learning Objectives /20

Comments

Lesson Element 2 = Developing

1 = Below Standard

2 = Developing

Lesson Plan Rubric
UNK Teacher Education

Lesson Element

3 = Proficient 4 = Advanced

Context of the
Lesson/Unit

Learning
Objective(s) Are:

1 = Below Standard

Previous
Knowledge

Plan reflects no understanding of
prerequisite knowledge or
relationships among topics and
concepts

Plan reflects a limited understanding of
prerequisite knowledge and
relationships among topics and
concepts.

Plan reflects a general understanding
of prerequisite knowledge and
relationships among topics and
concepts.

Candidate’s plans and practices reflect
advanced understanding of, and
dedication to, prerequisite knowledge
and relationships among topics and
concepts.

Current Lesson Previous knowledge addressed is not
tied to the lesson plan objective or the
current lesson activities

Previous knowledge addressed is tied
to the lesson plan objective but not to
the current lesson activities.

Previous knowledge is related to the
lesson plan objective and the current
lesson activities.

Previous knowledge is specific to the
lesson plan objective and tied directly
to the current lesson activities.

Future
Knowledge

Future knowledge is not addressed Future knowledge identifies
subsequent learning objectives that
are vaguely related to the current
objective.

Future knowledge identifies
subsequent learning objectives that
are moderately related to the current
objective.

Future knowledge identifies
subsequent learning objectives directly
related to the current objective.

Total Score Previous Knowledge/Sequence of Learning /12

Comments

Aligned Pre-assessment does not align with
the objective(s).

Pre-assessment vaguely aligns with the
objective(s).

Pre-assessment is directly aligned with
the objective(s).

Data Use Data is not used to inform
instructional decisions

Some data is used to inform
instructional decisions

Data is used to inform instructional
decisions

Data is purposefully used to inform
instructional decisions.

Measures
Mastery

Does not measure mastery of learning
objective(s).

Insufficiently/indirectly measures
mastery of learning objective(s).

Directly measures mastery of learning
objective(s). Applies most identifiefd
success criteria to evaluate students’
mastery of the learning objective(s).

Directly measures mastery of learning
objective(s) using a success criteria to
evaluate students’ knowledge or
abilities.

Total Score of All Assessments Below Formative Assessment
Comments

Post (Summative)
Assessment

Diagnostic/Pre-
Assessment

1 = Below Standard

Previous
Knowledge/
Sequence of

Learning

1 = Below Standard 2 = Developing 3 = Proficient 4 = Advanced

Lesson Element

3 = ProficientLesson Element 2 = Developing 4 = Advanced

Developmental
Characteristics

Does not identify developmental
characteristics/strengths (social,
emotional, cognitive, physical,
language) of learners.

Limited identification of
developmental
characteristics/strengths (social,
emotional, cognitive, physical,
language) of learners.

Identifies known developmental
characteristics/strengths (social,
emotional, cognitive, physical,
language) of most learners.

Identifies known developmental
characteristics/strengths (social,
emotional, cognitive, physical,
language) of all learners.

Identity traits Does not identify individual identity
traits (races, ethnicities, nationalities,
gender identities/ expressions,
religions, political affiliations, SES
backgrounds, and disclosed sexual
orientations, interests, and any
relevant information.)

Limited identification of individual
identity traits (races, ethnicities,
nationalities, gender
identities/expressions, religions,
political affiliations, SES backgrounds,
disclosed sexual orientations,
interests, any relevant information.)

Identifies known individual identity
traits (races, ethnicities, nationalities,
gender identities/ expressions,
religions, political affiliations, SES
backgrounds, and disclosed sexual
orientations, interests, and any
relevant information.)

Identifies known individual identity
traits and interests (races, ethnicities,
nationalities, gender identities/
expressions, religions, political
affiliations, SES backgrounds, and
disclosed sexual orientations, interests,
and relevant information.)

Multi-language
Needs

Does not Identify multi-
language/emergent bilingual needs.

Identifies but provides no way to
support multi-language/emergent
bilingual needs.

Identifies and provides mechanisms for
supporting multi-language/emergent
bilingual needs.

Identifies and provides multiple
mechanisms for supporting multi-
language/emergent bilingual needs.

IEP and/or
504 Plans

Not outlined as identified by the IEP
and/or 504 Plan.

Some are outlined as identified by
the IEP and/or 504 Plan.

Outlined as identified by the IEP and/
or 504 Plan.

Each accommodation specifically
outlined as identified by the IEP and/
or 504 Plan.

Total Score Learner Background /16

Comments

Lesson Element

Learner
Background

1 = Below Standard 2 = Developing 3 = Proficient 4 = Advanced

List of Materials Missing list of materials needed to
implement the lesson.

Partial list of materials and/or little
connection of how materials will be
used in the lesson

Full list of materials and/or applied
technology needed to implement the
lesson

Specific list of materials and/or applied
technology used and how they connect
the lesson.

Resources Resources not ready-to-use; no
attachments/links

Some resources may be ready-to-use;
errors with attachments/links

Most resources are ready-to-use and
attached/linked correctly.

All resources are ready-to-use and
attached/linked.

Cited Materials Adopted or borrowed materials not
cited or hyperlinks that do not work
correctly.

Adopted or borrowed materials
incorrectly cited.

Adopted/borrowed materials correctly
cite OR N/A.

All adopted or borrowed materials are
correctly cited in APA form or N/A.

Enhances the
Lesson

Materials and/or applied technology
in the form of appropriate
tools/materials is not incorporated in
the lesson.

Identifies how some materials and/or
applied technology/ are incorporated,
but do not enhance lesson.

Identifies how materials and/or
applied technology are incorporated.

Identifies how all materials and/or
applied technology are purposefully
incorporated to enhance the lesson.

Total Score Materials & References /16

Comments

Materials &
References

Lesson Element 1 = Below Standard 2 = Developing 3 = Proficient 4 = Advanced

Hook/
Anticipatory Set

Does not include a hook/anticipatory
set.

Hook/anticipatory set is not clearly
identifiable; the hook/anticipatory set
does not engage students in the
lesson’s topic(s).

Begins with hook/anticipatory set that
engages students in the lesson’s
topic(s).

Begins with captivating
hook/anticipatory set that engages
students in the lesson’s topic(s).

Communicates
Objective(s)

Does not communicate objective(s). Attempts to communicate objective(s). Communicates objective(s). Clearly communicates objective(s).

Relevance of
Objective(s)

Does not communicate relevance of
objective(s) for application to
interest/motivation for future
learning.

Attempts to communicate relevance of
objective(s) for application to
interest/motivation for future learning.

Communicates relevance of
objective(s) for application to
interest/motivation for future learning.

Clearly communicates relevance of
objective(s) for application to
interest/motivation for future learning.

Experiences Align
with Standards/
Objectives

Learning experiences are not aligned
with the standards and objectives.

Some learning experiences are aligned
with the standards and objectives.

All learning experiences are aligned
with the standards and objectives.

All learning experiences intentionally
align with the standards and objectives
to motivate learning.

Sequence of
Learning

The sequence does not
maximize/allocate time.

Only portions of the sequence
maximize time; assigned times uneven.

Majority of the instructional sequence
maximizes and adequately designates
available time.

Develops sequencing of learning
experiences that effectively utilizes and
assigns available time.

Modes of
Engagement

Does not plan to use varied modes of
participation in the instructional
process (singular mode).

Provides underdeveloped plans to use
varied modes of participation in the
instructional process (i.e., partner
work, pair share, performance tasks,
Kagan cooperative working strategies,
Talk Moves, inquiries).

Plans at least 2 modes of engagement
in the instructional process (i.e.,
partner work, pair share, performance
tasks, Kagan cooperative learning
strategies, Talk Moves, inquiries).

Intentionally plans 3+ means of
engagement are incorporated to
optimize learning opportunities (i.e.,
partner work, pair share, performance
tasks, Kagan cooperative learning
strategies, Talk Moves, inquiries).

Sufficient Detail Substantial gaps in instructional detail;
vastly insufficient detail for
implementation.

Gaps in instruction; insufficient detail
for implementation.

Sufficiently detailed instructions to
implement from beginning to end.

Sufficient detail to guide instruction
with ease; anyone could pick up and
teach it.

Questions Does not provide any question(s)
connected to the learning
objective(s).

Provides various basic or singular
question(s) connected to the
learning objective(s).

Provides varied levels (Bloom’s) of
questions that will be productive for
discussion and are connected to the
learning objective(s).

Provides guided/intentional and
varied levels (Bloom’s) of questions
that stimulate productive discussion
connected to the learning objective(s).

Closure Does not state a plan for evaluating
mastery of objective(s). There is no
closure.

States a loosely defined plan for
evaluating mastery of objective(s) or
plan that is not measurable. (Closure)

States a plan for evaluating and
measuring mastery of objective(s)
(Closure).

States a clear plan for evaluating
mastery of learning objective(s).
(Closure)

Total Score Detailed Sequence of Teaching & Estimated Time /36
Comments

Detailed Sequence
of Teaching &

Estimated Time

Lesson Element 1 = Below Standard 2 = Developing 3 = Proficient 4 = Advanced

Purposeful
Adjustments

No purposeful adjustment to the
lesson plan to meet the needs of
student(s) (Ex. interest, readiness,
UDL: multiple means of
representation/
engagement/expression; varied and
intentional grouping).

Plans adjustments to the lesson plan
that do not directly meet student(s)’
needs (Ex. interest, readiness, UDL:
multiple means of representation/
engagement/expression; varied and
intentional grouping).

Plans to meet student(s)’ needs
through purposeful adjustments to the
lesson plan (Ex. interest, readiness,
UDL: multiple means of
representation/
engagement/expression; varied and
intentional grouping).

Plans to meet a variety of student(s)’
needs through purposeful adjustments
to the lesson plan (Ex. interest,
readiness, UDL: multiple means of
representation/
engagement/expression; varied and
intentional grouping).

Tied to
Objective(s)

Not tied to the learning objective(s).  Vaguely tied to learning objective(s).  Tied to the learning objective(s).  Clearly tied to the learning
objective(s). 

Throughout
Sequence

No plans for differentiation. Limited description of differentiation
within the instructional sequence.

Provides detailed description of
differentiation strategies in the
instructional sequence.

Provides detailed description of
differentiation strategies throughout
all sections of the instructional
sequence.

Total Score Differentiation /12

Comments

Incorporated
Into Instruction

Does not reflect a knowledge of or
respect for individual student
identities, incorporating students’
lived experiences into instruction.

Reflects little knowledge of and
respect for individual student
identities, incorporating students’ lived
experiences into instruction.

Reflects a knowledge of and respect
for individual student identities,
incorporating students’ lived
experiences into instruction.

Reflects a knowledge of and respect for
individual student identities,
incorporating students’ lived
experiences into instruction.

Makes
Modifications

Does not make appropriate
accommodations/modifications in the
lesson plan as dictated by the IEP and/
or 504 Plan.

Makes appropriate
accommodations/modifications in few
areas of the lesson plan as dictated by
the IEP and/or 504 Plan.

Makes appropriate
accommodations/modifications in
most areas of the lesson plan as
dictated by the IEP and/or 504 Plan.

Makes appropriate
accommodations/modifications in all
areas of the lesson plan as dictated by
the IEP and/or 504 Plan.

Total Score Accommodation(s) /8
Comments

Accommodation(s)
(IEPS and/or 504

Plans)

Differentiation

Lesson Element

1 = Below Standard

4 = Advanced 1 = Below Standard 2 = Developing 3 = Proficient

3 = Proficient2 = Developing 4 = Advanced

Aligned to
Objectives

Not aligned to objectives. Portions are aligned to objectives. Aligned to objectives. Directly aligned to objectives.

Continuous
Assessment

Plan does not evaluate learning
progression toward mastery.

Generalized plan to evaluate learning
progression toward mastery using one
check for understanding, probing
questions, checklist, indicators, and/or
success criteria.

Detailed plan with 2+ ways to evaluate
learning progression toward mastery,
such as checks for understanding,
probing questions, checklist,
indicators, and/or success criteria.

Detailed plan to continuously evaluate
learning progression toward mastery
such as ongoing checks for
understanding, probing questions,
checklist, indicators, and/or success
criteria. (3+)

Data-Modified
Instruction

Doesn’t plan for collecting
information/data to alter instruction.

Plans for collection of
information/data to modify instruction
without indication of how that’s done.

Collects information/data and modifies
instruction in most of the lesson.

Collects information/data to modify
instruction throughout the lesson.

Self-Analyze Does not provide opportunities for
learners to analyze their own progress
of mastery of the learning objective.

Attempts to provide at least one
opportunity for learners to analyze
their own progress, but it is not related
to objective(s) or is dependent on
teacher.

Provides at least 1 opportunity for
learners to monitor their own progress
of mastery of the learning objective(s).

Provides various, clear opportunities
for learners to analyze their own
progress of mastery of the learning
objective(s).

Total Score All Assessments (Diagnostice-Pre + Post [from above] + Formative) /28

Comments

Lesson Plan Total (All Elements) /156

Formative
Assessments

Lesson Element 1 = Below Standard 2 = Developing 3 = Proficient 4 = Advanced

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Comments Formative Assessments:

Teacher Candidate:

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Lesson Plan Task Force July 11, 2016

‘University of Nebraska Kearney Teacher Education

Lesson Plan Template

Name: Former UNK Student Date/Time: November 17, 2022 8:45 AM Plan # 2

Subject (ELG Domain): Scienc

Lesson (ELG Sub-Domain): Scientific Skills and Methods

Setting and Assessing Student Learning Outcomes/ Knowledge of Resources
Learning Goals (1f-2)
(List the full ELG Standard)

Develops foundational skills in learning and understanding about the world through exploration and
investigation.

Learning Objectives: Content (1c-2)
(List ONE ELG Indicator from Day 1, 2 or 3)

Students will reflect on the developed foundational skills of using scientific tools to understand the
world around them that were gained through exploration and investigation.

How does the learning objective connect to previous and

future learning experiences? (1c-1)

Students have had two previous days to conduct investigation outside to collect and look for materials
in nature using tools of science. They have had numerous experiences in nature to use these tools and
take in the world around them through this lesson and daily recess as well. Filling in the “Learned”
portion of the KWL chart will provoke use of memory in the past few days to how the tools have helped
us gather and observe nature. The walk-through nature hunt gross motor whole group activity will serve
as a concluding and connecting activity to the nature work, they have done indoors and outdoors using
their knowledge.

Essential Question (1a-1)
Provide 3 or 4 open-ended question you will ask students
that will allow you to understand what they gained from the
lesson.

When exploring, how do scientific tools help us better understand the world around us?
What tool could we use to determine how the weather changes in temperature from when school
started in August to now? How could we record the change?
What do you think scientists and people did to remember and look at nature before tools were
invented?

What vocabulary do the students need to learn in order
to meet the learning objective? (5-6 words that will
expand their current vocabulary)

Scientist
Biology
Weather
Magnifying glass
Record

Learner Characteristics (1b-1) (1b-4)
Describe the relevant student characteristics for the whole

classroom (e.g., interests, behaviors, languages, socio-

economic backgrounds, and/or family structure) and any

other relevant information regarding the students you will be

teaching.

Many the students are interested in nature whether its playing in dirt, flowers, animals, or just being
outdoors. One of the students is an English language learner, and he just moved here and started
class a few weeks ago. He understands English well, and will reposing in simple phrases, but when
discussing this is important to help expand his vocabulary in all ways possible. Behaviors are
manageable other than the struggle of always keeping transition smooth, as the children tend to get
antsy. Keeping the lesson engaging is important to prevent chatting or fidgeting between children
especially on the rug or when sitting near one another. When on the rug and completing the gross
motor activity it is important to give enough space so there is no touching or messing around between
the boys in the room especially.

Describe any students’ special learning and/or medical

needs (e.g., IEP/IFSP, 504) (1b-5) (1c-4).

The student with an IEP in this room has autism, and this often leads to emotional upset, or
disturbances in the classroom due to the inability to communicate his wants and needs clearly. One
student is also lower in reading due to learning delays but has no official IEP or medical assistance yet.

Students’ Prior Knowledge (1a-2)
How will you know what prior knowledge your students
have in relation to these learning objectives (e.g., data
from previous lessons or conducting pre-assessment as
part of current lesson)?

To assess prior knowledge students completed a know, want to know, learned, chart on nature and the
outdoor elements. A running record of conversations, findings, and discussions will be recorded by me
at the beginning of the lesson through anecdotes.

On-going (formative) Assessment (1f-3)
What will you do during the lesson to monitor student
understanding?

During the lesson I will give students time to speak to their peers and I will walk around listening and
gathering responses on things learned about the use of tools for exploration, or how they help us in
science. I will also keep record of who shares with the class and how in-depth responses are (detail to
support the hypothesis or predictions or questions).

Post (summative) Assessment (1f-1)
How is the assessment congruent to the learning
objective(s)?

Having children understand, describe, and demonstrate how to use scientific tools and for what for
nature observation allows for the teacher to see that the goals have been met and they have learned
what was intended from the lesson. The KWL also on its own shows if students learned new
information than what was provided at the start in the “know” column. Individual conversations with
students can be had to take anecdotes and notes on one thing they “learned” in this activity for
objective reference.

How will you know that your students have achieved
the learning objective(s)?

Students will be able to describe what scientific tools are used for and appropriate times to use each.
They will better understand nature through these tools by understanding the importance scientific tools
serve in helping scientists understand our world up close.

Materials (1e-2)
List materials (including technology) used in the lesson.
Also include a reference for where you found the idea.

1st portion- Learned chart-
-Google document with previous days filled in spots for continuing chart.
-School computer
-Smart board for projection to whole class.
2nd Portion-
Smart board, school computer for video, YouTube nature hurt video and speakers to connect to
computer for sound projection, open rug space for movement.

Justify the use of the materials used to engage preschool
students in meaningful learning.

The technology used, laptop, projector, and speakers all project both the visual and sound so that all
the students can hear and see the nature hunt interactive video clearly. The google document is used
to keep a running page of the progress the students have made on the KWL.

Lesson Sequence and Delivery:
Regardless of the model, write the lesson with enough detail and teacher talk/questioning that the reader can picture the teacher candidate teaching the lesson in its entirety and/or
another teacher could step in and use the plan with minimal assistance.

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Lesson
Components

Differentiation (1e-1)

1. You MUST use Cara’s Kit to plan,
strategies to meet differing student
needs/interests.

2. Explain your rationale.

Student Engagement
1. Within in the Lesson Sequence and Delivery label

examples for fostering Student Engagement
(SCOR) with S for Success, C for Curiosity, O for
Originality, and R for Relationships.

2. Explain your rationale in the boxes below.

Introduction (1e-4)
Describe how you will
introduce students/get them

excited about what they will
be doing and why it is
important (e.g.
statements/questions/other
to present student-friendly
objective)

-As the children transition from math, I will have
them do their restroom break as normal and have
them reenter the classroom into a spot on the rug.
-Once all students are on the rug I will have the
document camera, smartboard, and KWL document
displayed.
-I will prompt them with questioning on what were
some questions we had about the scientific tools we
used earlier in the day. When some students raise
their hand and share, I will proceed to ask if we
answered any of those questions, and if so, which
ones and the answer.
-I will then have some students if willing, come up
and demonstrate how to use a scientific tool, picking
from ones I have set up on the white board for
display.

Instruction: When sharing, I
will provide visual prompts to
support varied speech and
language needs.

O- Students share their own original
answers on the KWL review.

Core Instruction (1e-4)
Include appropriate lesson
content, clear sequence,
opportunities for practice
and application.

I will write in students answers as they share them
with the class being sure to elaborate on each
answer to solidify the process of the KWL.

-Once we complete the chart, I will ask them to
stand up and share that we are going to do a nature
hunt using several of the tools we just discussed.

-Students and adults will go outside with the tools.
Each child will have access to the tools and paper to
document any findings they wish (writing/drawing).

Adults will engage in the nature hunt activity and be
prepared to ask open-ended questions, label things
if needed, engage in conversations, extend and
expand current knowledge, and write down
additional questions that arise.

Materials: I will provide varied
writing materials to support
varied fine motor
development.

C- Students will be curious as to what
the nature hunt activity entails and
how the tools might assist them in
answering their questions.

Closure (1e-4)
Include what you will
ask or say to
students to refocus
students on learning
objective, and how
you will transition
them to the next part
of the daily routine.

While still outside we will gather in one large group
or in small groups, depending on how many adults
are available during this time. We will discuss the
following.
What did you find outside?
How did you find it?
What tools did you use?
How did the tools help you?
How else might you use the tools?

We will transition from outdoor time to snack time,
first washing hands.

Environment: I will use carpet
squares on the cement for
children to sit on to ensure
each has their own space,
similar to our indoor carpet.

S- Each student will share their
favorite thing or something they
enjoyed, setting them up for success
in the conversation.

R- While students are talking about
the prompted conclusion with their
peers, they are engaging in listening
and responding skills and
strengthening their people skills and
relationship skills.

Post Lesson Reflection
What contributed to students meeting the instructional

objective(s)? Provide specific examples. (4a-1)
The student responses in the KWL were a big factor in meeting the objective. Students understood the
scientific tools well and seeing it mapped out in progress form was very effective. Students were able to see
what they had learned in comparison to what they wanted to learn, and the effectiveness they earned in the
exploration of the tools getting them those answers. Having the tools for each student to use also played a
big importance as they did not need to share, so each student had their own time to explore and utilize the
tools without interruption which allowed for more experiences to tie to the objective.

Given another opportunity to teach your lesson, what specific

suggestions for improving the lesson would you make? (4a-2)
One thing I would do to improve the lesson would be to maybe include more conversation during the nature
hunt and other redirecting prompts back to the scientific tools. I would also like to identify several of the 10
effective teaching practices to focus on to increase learning/conversations.

Teacher candidate comments regarding feedback (4e-2):

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