Lesson Plan Template

Instructor: Michelle DeSmedt

Title:
Grade Level:
Length of
Lesson:
Objectives:
Standards
Addressed:

Required
Materials:

Anticipatory
Set:

Procedure:

Sun and Me
First Grade
3 Days
25 minutes each day
Given all required material, the first graders will be able to identify at
least three of the beneficial and harmful properties of the sun.
SC.1.E.5.4 Identify the beneficial and harmful properties of the Sun.
Day 1:
Good/Bad Sun Document
Interactive Whiteboard
Day 2:
Teacher Computer to Access Stay Safe. Be Sunwise
(YouTube)
Mission: Sunwise reading handouts
Day 3:
Schools laptop cart
Classroom Computers
Notecards with answers
Teacher Smartphone
Teacher will dress up in all of the appropriate attire to go out in the
Sun. Ex: Sunglasses, Hat, and Sunscreen.
Day 1:
1. To grab the students attention, teacher will dress up in the
appropriate attire for a day in the sun. Ex: sunglasses, hat,
and sunscreen
2. A document displaying a good and bad son will be
projected over the interactive white board. Students will
work independently for about 5 minutes brainstorming
beneficial and harmful properties of the sun that they
already know. Next, teacher will call upon students to come
to their interactive white board and list what they came up
with.
Day 2:
1. To begin the second days discussion, we will watch Stay
Safe. Be Sunwise as a class. The video will be followed up
with a class discussion. Discussion prompt: What did you
learn about the sun from that video that you did not already

Guided
Practice:

Independent
Practice and
Assessment:

know?
2. Next, the class will be broken up into groups (4-5 students)
and they will take turns reading the story Mission:
Sunwise.
Day 3:
1. Utilizing the schools laptop cart and classroom computers,
the students will begin today by engaging in an online
activity Sun-Safe-Sam. Students will help their character
pack their bag with the essential items for a day at the
beach, then they will dress their character in the items pick
out, and finally they will get to rewards themselves for their
hard work by seeing how big of a sandcastle their character
can build.
2. Finally, to wrap up all three days the students will take an
online quiz via Plickers. They will simply view the questions
displayed on the board and then flip their personalized card
to the correct letter choice. Teacher will scan each students
card quickly through their smartphone then display the final
answer on the board for all to see.
Day 1: Teacher will gage an understanding on the students previous
knowledge of the beneficial and harmful properties of the sun when
they come up to the interactive white board.
Day 2: Students will work in groups to complete the reading of
Mission: Sunwise. Teacher will also be able to check for
understanding on this day of how well the class listened to the video
Stay Safe. Be Sunwise by a class discussion What did you learn
from that video about the sun that you did not already know?
Day 3: Mastery of the lessons objective will be fully assessed on this
day. First, the students will work independently to complete the online
activity Sun-Safe-Sam. Plickers will be the ultimate assessment of
the students understanding. Students will work independently again to
complete an online quiz. The teacher will receive each individuals
results and asses how well they understand the material presented the
past three days

Day 1:
Disability (Dyslexia): Student will be given hand out of good/bad sun
in advance, in order to provide them with the opportunity to come up
Accommodatio with beneficial/harmful properties in advance. After class completes the
ns/
two suns on the interactive white board, teacher will then give handout
Modifications: (large font) to student to take home.
Gifted: No accommodations necessary at this point.
ESOL: Students will be expected to write down what they see from the
whiteboard, however they will be given a copy of the final two suns

References:

translated into their native language.

Day 2:
Disability (Dyslexia): Students will be given link to video and
discussion prompt in advance in advance. They will be given a handout
of the story in advance to practice, as well as a larger font copy of it.
They will read the story with teacher.
Gifted: After reading they will write a sentence describing their favorite
character.
ESOL: Students will be given two copies of the story, one written in
their native language and one written in English. They will also be
placed in a reading group with at least one gifted student who can help
assist with pronunciation of words.
Day 3:
Disability (Dyslexia): Student will be given link to practice the activity
at home and will also be allowed extra time to complete it in class.
Teacher will read the Plickers quiz questions, as well as the answers
aloud three times to ensure students understanding of the question.
They will also be allowed to go back to finish questions.
Gifted: After completion of activity, students will read a pamphlet and
highlight important ideas.
ESOL: Students will be given a written test in their native language
with the same questions and answer choices in the same order.
https://www.youtube.com/watch?v=wsDUuav21xg&feature=yo
utu.be (YouTube Video Stay Safe. Be Sunwise.)
https://www.epa.gov/sites/production/files/201509/documents/mission_story.pdf (Classroom reading Mission: Sunwise By: U.S Environmental Protection Agency)
http://www.kongregate.com/games/checkit/sun-safe-sam-goesto-the-beach (Class activity - Sun Safe Sam Goes To The
Beach By: Kongregate)
www1.eere.energy.gov/education/pdfs/solar_energyfromsungui
destudent
(Gifted student accommodation day 2 Energy from the Sun
By: US Department of Energy)