Lesson Plan Format
Name: Emily Leimbach
Virginia SOL: 3.8
I differentiated this science
lesson by content and
readiness in order to allow
students to review the cycles
we had learned so far, while
still all working on the concept
Grade:3
of cycles asDate:
a class.
Subject: Science
Start time:
Stop time:
Lesson Title: Cycle Review Monday! (Differentiated by Content and Readiness; Cooperative learning)
SOLs and Essential Knowledge:
3.8 The student will investigate and understand basic patterns and cycles occurring in nature. Key concepts include
a) patterns of natural events such as day and night, seasonal changes, simple phases of the moon, and tides; b) animal life cycles;
and c) plant life cycles.
TSW:
 Explain how some events in nature occur in a pattern or cycle, such as the seasons, day and night, phases of the moon (first
quarter, full, last [third] quarter, new), tides, and life cycles.
 Recognize that the relationships that exist between and among Earth, the sun, and the moon result in day and night,
seasonal changes, phases of the moon, and the tides.
 Model and describe how Earth’s rotation causes day and night.
 Model and describe how the sun’s rays strike Earth to cause seasons.
 Observe, chart, and illustrate phases of the moon (first quarter, full, last [third] quarter, new), and describe the changing
pattern of the moon as it revolves around Earth.
 Collect and analyze data from simple tide tables to determine a pattern of high and low tides.
 Explain the pattern of growth and change that organisms, such as the frog and butterfly undergo during their life cycle.
Objectives (What do you want students to know, do, or feel as a result of your instruction?)
1.
TSW describe the key parts of a particular cycle (animal, plant, tides, moon phases, seasons, day and night).
2.
TSW illustrate parts of a cycle.
3.
Cooperative learning objective: TSW use science talk while working in groups.
4.
TSW understand that cycles happen over and over again.
Cycle, axis, tilt, rotation, day and night, revolution, seasons (winter, spring, summer, and fall), moon
Critical vocabulary:
phases, gravitational pool, high tide, low tide, butterfly cycle, plant, cycle
Vocabulary PowerPoint and wall, Presentation of tides, diagrams for each cycle, paper, glue, crayons, PostMaterials/resources:
its
Pre-assessment: (How will you know if your students already know what you are teaching?)
Review Vocabulary: SmartBoard
 Cycle, axis, tilt, rotation, day and night, revolution, seasons (winter, spring, summer, and fall), moon phases, gravitational
pool, high tide, low tide
 Students will have already learned this material over the past several weeks, but will provide time for any reminders and
clarification on various cycles
Intro (how do you capture their attention and get them interested?):
Ms. Leimbach’s presentation on tides!
 Guided practice: TTW introduce the review Monday by showing her review of the tides. It will include key words, a diagram
of the tides, and a sentence about what causes the tides (the gravitational pull of the moon).
 TTW show examples and non-examples of using science talk, then inviting students to also show examples of science talk
within groups
Body (what comes after your interesting intro?)
Cycle Review Monday
 TSW work in groups to describe the key parts of a particular cycle (using key words, its cause, and labeling a diagram).
 The possibilities of cycles are: butterfly cycle, plant cycle, frog cycle, day and night, seasons, tides, moon phases
 Students will be assigned to various groups based on their readiness levels (differentiation)
Closure (purposeful summary-help them remember today or anticipate tomorrow):
Review of the Cycles: Gallery Walk



TTW display the cycles in the classroom and have students share with a neighbor one key part of a cycle they DIDN’T look at
today.
Cooperative learning reflection  Thumbs-up thumbs-down: processing their science talk
Discussion: what would have improved your science talk as a group? What would have improved your poster?
Assessment: (How will you assess if they have mastered your objectives? Be specific.)
Describe: teacher observation
Illustrate parts: poster
Science talk: observation (formative) and self-reflection
Cycles happen over and over: Vocab review
Are you differentiating lesson content, process, or product by readiness, interest, or learning profile? Explain below.
Student groups are focusing on different cycles, their key parts, and their causes (content differentiation). Some of the cycles are
new cycles that they just learned in third grade (the moon phases and the seasons) while some cycles are a review from second
grade (life cycles of butterflies, frogs, and plants). Students that have shown mastery of the previously learned cycles will be grouped
to work on the cycles that are new to the third graders, while students that still seem to be struggling with understanding the idea of
cycles will work on cycles introduced in second grade (differentiating by readiness). Further, one group will be assigned to the cycle
of tides even though I will have already presented the cycle, its key parts, and cause. This group may be ready to understand this
year’s material, but needs greater scaffolding when constructing and applying their knowledge onto a poster.
For cooperative learning explain how you have insured:
Positive interdependence: small groups
Individual accountability: teacher observation of participation
Group processing: thumbs-up, thumbs down
Social skill: Science talk
Face to face: table work