Integrated 3 day Lesson Plan
STEM units provide students with an opportunity to problem-solve and connect to real-world scenarios. This type of instruction and learning generates ingenuity, builds persistence, and encourages teamwork and experimentation. When developing a STEM unit, early childhood educators must plan meaningful and creative ways for students to demonstrate their learning of the STEM concepts, while still considering standards, objectives, and rigor.
Using the “3-Day Unit Plan Template,” outline a unit to include the lesson plan created in Topic 4. Your unit plan should include the following:
Section 1: Lesson Preparation
Title of Unit, Brief Summary, and Classroom Factors: Create a title for your lessons and write a brief summary of your lessons based on the selected standards. Identify the classroom factors and their effect on planning, teaching, and assessing students.
Content Standards for math, science, and at least one ISTE-S standard.
Specific Learning Targets/Objectives: Aligned to the selected content standards.
Academic Language: Key terms for this lesson.
Unit Resources, Materials, Equipment, and Technology needed for this lesson.
Depth of Knowledge Lesson Questions: One developmentally appropriate question for each level of understanding that supports IBL (inquiry-based learning).
Section 2: Instructional Planning
Anticipatory Set: Explain how you will introduce the lesson and activate prior knowledge to trigger students’ curiosity and engagement in the lesson.
Multiple Means of Representation: Explain the strategies and resources, including the equitable and appropriate use of technology, to present STEM content in a way that meets the needs and engages young learners in investigating the theme/question.
Multiple Means of Engagement: Explain how you will apply in-depth content knowledge and learning resources to facilitate and guide engaging activities that will allow students to learn, practice, and master the STEM content.
Multiple Means of Expression: Describe formative and summative assessment methods that will be used to monitor student progress during the lesson and modify instruction and/or teacher guidance while students engage in the IBL process.
Differentiation: Use knowledge of your field experience class or the information in the selected class profile to develop meaningful, developmentally appropriate learning progressions to meet the needs of all students.
Extension Activity and/or Homework: Create a meaningful extension activity that can be completed in the classroom or at home that will allow students to further explore the objectives and/or theme/question.
In addition, write a 150-300 word reflection addressing the following:
Describe how your unit plan includes meaningful, developmentally appropriate learning progressions adapted to meet the needs of all students based on central concepts, methods, and tools of inquiry of the academic disciplines.
Discuss how your multiple means of engagement applies in-depth content knowledge and learning resources in the academic disciplines to create meaningful and engaging opportunities for students to learn, practice, and master content.
Support your reflection with 2-3 scholarly resources.
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GCU College of
Education
LESSON
UNIT
PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Unit/Subject:
Title of Unit and Brief Summary: Create a title for each lesson and 1-2 sentences summarizing the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping: Describe the important classroom factors (demographics and environment) and student factors (IEPs,
504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
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Day 1 |
Day 2 |
Day 3 |
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National/State Learning Standards List specific grade-level standards that are the focus of the lesson being presented. |
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Specific Learning Target(s)/Objectives Based on state standards, identify what is intended to be measured in learning. |
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Academic Language General academic vocabulary and content-specific vocabulary included in the unit. |
© 2021-2022. Grand Canyon University. All Rights Reserved.
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Unit Resources, Materials, Equipment, and Technology List all resources, materials, equipment, and technology to be used in the unit. |
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Depth of Knowledge Lesson Questions What questions can be posed throughout the lesson to assess all levels of student understanding? · Level 1: Recall · Level 2: Skill/Concepts · Level 3: Strategic Thinking · Level 4: Extended Thinking |
Section 2: Instructional Planning
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Day 1 |
Day 2 |
Day 3 |
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Anticipatory Set How will students’ prior knowledge be activated as well as gain student interest in the upcoming content? |
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Presentation of Content |
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Multiple Means of Representation Describe how content will be presented in various ways to meet the needs of different learners. |
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Multiple Means of Representation Differentiation Explain how materials will be differentiated for each of the following groups: · English Language Learners (ELL) · Students with special needs · Students with gifted abilities · Early finishers (those who finish early and may need additional sources/support) |
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Application of Content |
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Multiple Means of Engagement How will students explore, practice, and apply the content? |
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Multiple Means of Engagement Differentiation Explain how materials will be differentiated for each of the following groups: · English Language Learners (ELL) · Students with special needs · Students with gifted abilities · Early finishers (those who finish early and may need additional sources/support) |
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Assessment of Content |
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Multiple Means of Expression Formative and summative assessments used to monitor student progress and modify instruction. |
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Multiple Means of Expression Differentiation Explain how materials will be differentiated for each of the following groups: · English Language Learners (ELL) · Students with special needs · Students with gifted abilities · Early finishers (those who finish early and may need additional sources/support) |
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Extension Activity and/or Homework |
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Identify and describe any extension activities or homework tasks as appropriate. Explain how the extension activity or homework assignment supports the learning targets/objectives. |
© 2021-2022. Grand Canyon University. All Rights Reserved
© 2021-2022. Grand Canyon University. All Rights Reserved
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GCU College of Education
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
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Teacher Candidate Name: |
Davielle Vinson |
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Grade Level: |
3rd Grade |
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Date: |
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Unit/Subject: |
STEM (Science, Technology, Engineering, Math) |
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Instructional Plan Title: |
"Exploring the Water Cycle" |
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Lesson Summary and Focus: |
This lesson focuses on understanding the water cycle and its critical concepts like evaporation, condensation, precipitation, and collection. Students will explore these processes through interactive activities and experiments. |
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Classroom and Student Factors/Grouping: |
The class consists of diverse learners who are English Language Learners (ELLs) and students with various socioeconomic statuses. There are different students who have IEPs or 504 Plans. As a result, the classroom will use differentiated instruction to accommodate these needs. |
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National/State Learning Standards: |
· Science: NGSS 3-ESS2-1: Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season ( NSGS, 2024). · Math: CCSS.MATH.CONTENT.3.MD.B.3: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories (Education.Com., 2024). · ISTE-S: 1.6.b. Students create original works or responsibly repurpose or remix digital resources into new creations (ISTE.Org., 2024). |
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Specific Learning Target(s)/Objectives: |
· Students will identify and describe the stages of the water cycle. · Students will create a simple model to demonstrate the water cycle. · Students will interpret data related to weather conditions and the water cycle. |
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Academic Language |
Key vocabulary: · Evaporation · Condensation · Precipitation · Collection · Water Cycle · Weather · Data A suitable teaching strategy is to introduce terms through visual aids and interactive activities. Also, use a word wall and flashcards for reinforcement. |
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Resources, Materials, Equipment, and Technology: |
· Chart paper and markers · Water cycle diagram handouts · Interactive whiteboard · Small containers, water, and plastic wrap are to be applied in a water cycle experiment. · Laptops/tablets for online weather data research · Science notebooks for observations |
Section 2: Instructional Planning
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Anticipatory Set The objective is to engage students and activate prior knowledge about the water cycle. 1. I will show a video clip of the water cycle in action: · The purpose of the video is to serve as a dynamic visual introduction to the water cycle. It shall showcase processes like evaporation, condensation, and precipitation in a captivating manner. · Materials Needed: Laptop and projector to display the video to the entire class. · Activity: After watching the video, engage students in a discussion where they describe what they observed. Prompt them to connect these observations to any prior knowledge they have about water and weather. Such a process will foster a connection between new information and existent understanding. |
Time Needed 15 Minutes |
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Multiple Means of Representation The objective is to present information in diverse ways to accommodate different learning styles. · I will use a Venn diagram to compare and contrast different stages of the water cycle: The purpose of this visual tool is to help students organize and integrate information by highlighting similarities and differences between stages like evaporation, condensation, and precipitation. · I will model the water cycle through the use of a small experiment with containers, water, and plastic wrap: The purpose of this hands-on activity is to allow students to visualize and understand the water cycle's processes in a tangible way. · I will use visual aids like charts and diagrams: The purpose of these aids is to support visual learners and help reinforce the concepts discussed. Explain how you will differentiate materials for each of the following groups: · English language learners (ELL): I will provide bilingual glossaries and use visuals: · The purpose of these resources is to help bridge language barriers and to ensure ELL students can understand essential vocabulary and concepts. · Students with special needs: I will simplify instructions and provide step-by-step guidance: · The purpose of this is to provide clear, concise instructions and guided steps that help students with learning disabilities to follow along and participate effectively. · Students with gifted abilities: I will encourage more profound research and presentation on a connected topic: · The purpose of this is to encourage students to explore the water cycle in more depth and present their findings so that there can be a higher level of thinking. · Early finishers (those students who finish early and may need additional resources/support): I will provide additional reading materials for the management of digital games: · The purpose of this is to ensure early finishers can extend their learning and disrupt the class flow. |
Time Needed 20 Minutes |
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Multiple Means of Engagement · Activities: · I will group students to conduct the water cycle experiment. · I will use interactive whiteboards for students to draw and label the water cycle. · I will facilitate group discussions on weather data collected from online resources. Explain how you will differentiate activities for each of the following groups: · English language learners (ELL): Pair with bilingual peers. · Students with special needs: Provide additional support from teaching assistants. · Students with gifted abilities: Challenge with higher-order thinking questions. · Early finishers (those students who finish early and may need additional resources/support): Engage in the creation of a digital presentation |
Time Needed 30 Minutes |
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Multiple Means of Expression Students will write a short paragraph or create a poster that explains the water cycle. Formative assessment: For this, a formative assessment is done through a thumbs up/down for understanding stages. Summative assessment: create a model of the water cycle and present it to the class. Explain how you will differentiate assessments for each of the following groups: · English language learners (ELL): Allow oral presentations in native language with translations. · Students with special needs: Use sentence starters and visual supports. · Students with gifted abilities: Include more complex concepts like the impact of human activity on the water cycle. · Early finishers (those students who finish early and may need additional resources/support): Provide additional activities and resources to keep early finishers engaged and learning while the rest of the class completes their assignments. |
Time Needed 20 Minutes |
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Extension Activity and/or Homework A suitable activity is for students to observe and record the local weather conditions over a week and relate them to the water cycle stages. The objective of this process is to reinforce comprehension of the water cycle and its impact on local weather. Application of a technology-based process of use of a weather app or website to track and record data is proper. |
Time Needed |
Reflection
The extension activity leverages meaningful, developmentally appropriate learning strategies from the lesson plan. It does this through the encouragement of students to apply their knowledge of the water cycle to real-world observations. Such a practical application not only extends learning beyond the classroom but also fosters family involvement since it promotes discussions about weather patterns at home. When students get engaged in observation and records of local weather conditions, the process will reinforce their understanding of the water cycle's stages and its impact on everyday life.
For instance, students like Aaron and Vincent, who are English Language Learners (ELLs), benefit from bilingual resources and visual aids that make the content more accessible. It is proper to provide them with materials in both English and their native language to ensure they can comprehend and engage with the activity entirely. The use of visual aids like diagrams of the water cycle can bridge language barriers and enhance understanding.
A student like Kimberly M., who has speech and language impairments, will benefit from visual aids, and structured recording sheets are crucial. The tools can guide her observations and help her systematically record data, all of which ensure she can participate meaningfully in the activity. A simplified instructions and step-by-step guidance can further support her learning process. Overall, it is highly imperative to differentiate the extension activity to ensure all students can engage meaningfully with the content, regardless of their learning needs. When these diverse needs of students are addressed, the lesson shall promote inclusive learning and positive outcomes. Students can be empowered to connect classroom knowledge with real-world experiences that will foster a deeper understanding and appreciation of the water cycle.
References
Education.Com. (2024). 3.MD.B.3 Worksheets. https://www.education.com/common-core/CCSS.MATH.CONTENT.3.MD.B.3/worksheets/
ISTE.Org. (2024). ISTE Standards: For Students. https://iste.org/standards/students
NSGS. (2024). 3-ESS2-1 Earth's Systems. https://www.nextgenscience.org/pe/3-ess2-1-earths-systems#:~:text=3%2DESS2%2D1.,precipitation%2C%20and%20wind%20direction.%5D
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