District Science Lesson Plan Template

Teacher: Yolanda Randolph	Date: September 23-27, 2024	Subject: Science	Period: Sixth

Alabama CCRS/COS: Standards RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RI.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. RI.3.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).

Outcome(s)/Objective(s)/I can statement. TSWBA ask questions and define problems.

ACTIVATING LEARNING STRATEGY/STRATEGIC TEACHING STRATEGIES:

KWL	Word Splash	Anticipation Guide	Lecture	Graphic Organizer/VLT	Poem, Rhymes, etc.
Survey	Possible Sentence	Think-Pair-Share	Reading	Pictograph	Acronyms/Word
First Word	Concept Map	Vocabulary Overview	Model	Diagram	Other: ____________
Word Map	Frayer Model	Daily Language Practice (DLP)___________________	Hands-on	Mind Map/Visual Guide
Engagement Strategies: - Collaborative Group Work - Writing to Learn - Literacy Groups Other:_____________________ - Questioning Techniques - Scaffolding Text -Classroom Talk - T.W.I.R.L.
Technology Integration: Smart board Document Camera IPADS Mac Books Computers Kindles Interactive Tablets Digital/ Video Camera Clickers ACCESS Computer Program: www.readworks.org_________________ Other:______________________________________

This Week’s Vocabulary: physics	friction force	gravity push	physicists pull	claim unbalanced forces	evidence balanced forces

PROCEDURAL CONTENT (application)

Monday	Tuesday	Wednesday	Thursday	Friday
Essential Question	Can science help students to become better athletes?	Can science help students to become better athletes?	Can science help students to become better athletes?	Can science help students to become better athletes?	Can science help students to become better athletes?
Daily Objective(s) I Can Statement	I can identify cause-and-effect relationships.	I can identify cause-and-effect relationships.	I can identify cause-and-effect relationships.	I can identify cause-and-effect relationships.	I can identify cause-and-effect relationships.
Preview (Before) Warm-up- Hook	Say Something	Turn and Talk	Say Something	Turn and Talk	Quick Write
Instruction (During) I Do- We Do- Y’all Do- You Do-	The teacher and students will: 1.Read articles (1 and 2) as a class. 2. Present students with data. 3. Answer Article Assessment Questions.	1.Engage: Read articles (3 and 4) as a class.2. Explore: Present students with the phenomenon image of a backpack.3. Discuss articles (3 and 4). 4. Answer Article Assessment Questions.	1.Engage: Read articles (5 and 6) as a class.2.Explore: Create and Test 3. Discuss articles (3) 4. Answer Article Assessment Questions.	1.Engage: Read articles (7 and 8) as a class.2. Explore: Explain and Communicate 3. Discuss articles (4)& (5)about 4. Answer Articles Assessment Questions.	Read the entire articles from Week 5 as a class and discuss with emphasis on the bold(vocabulary) words.
Small Groups	Engage in Collaborative discussions. Complete Article Assessment about articles 1 and 2 Week 5	Engage in Collaborative discussions. Complete Article Assessment about articles 3 and 4 Week 5	Engage in Collaborative discussions. Complete Article Assessment about article 5/6 Week 5	Engage in Collaborative discussions. Complete Article Assessment about article 8 Week 5	Engage in Collaborative discussions. Complete Science Weekly Assessment from Week 5
After/Homework	Read the Science weekly article Week 5	Read the Science weekly article Week 5	Read the Science weekly article Week 5	Read the Science weekly article Week 5	Read the Science weekly article Week 5
Assessment (Formative): Class work Notebook Homework Quizzes Tests Computer Activities Collaborative Work Project/ Other:

Assessment (Summative): Quizzes Tests Group Activities Project Based Other:

Summarizing: 3-2-1 Ticket out the Door The Important Thing Cue Cards Teacher Questions Student Summary Other: