Vocab Lesson Plan

8/2/2019 Vocab Lesson Plan

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NEVADA STATE COLLEGE

TEACHER PREPARATION PROGRAM

LESSON PLAN FORMAT

Description of Classroom:This is a 3rd grade classroom. There are a total of 24 students in this classroom. 14 are boys and 10 aregirls. This is a lesson for a science unit.

Background:This is the first day of the science unit. We will be learning about bubbles. There is vocabulary and a

reading book for this unit called Pop! A Book About Bubbles by Kimberly Brubaker Bradley.

Content Objective(s):Students will be able to:

Understand science vocabulary about bubbles

Understand the characteristics of bubbles

Understand that the vocabulary coincides with what they are learning about bubbles.

Language Objective(s):Students will be able to:

Pronounce and recite each vocabulary word correctly Understand how to use each word in the science context correctly

Write each vocabulary word and know the definitions of each word

Nevada Standards:P.5.A.4 Students know that, by combining two or more materials, the properties of that material

can be different from the original materials.

P.5.B.5 Students know Earths gravity pulls any object toward it without touching it.

Key Vocabulary:water: a natural occurring liquid made up of hydrogen and

oxygen

sphere: a ball shape

spectrum: the pattern of different colors formed when light


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shines through a soap bubble

solution: a liquid mixture

glycerin: a substance that holds on to water and slows down

evaporation. Glycerin helps soap slow down evaporation.

foam: many small bubbles together

evaporation: the movement of water from its liquid form to its

vapor or gas form

elastic: the ability to stretch

carbon dioxide: a gas we exhale when we breathe or blow

bubble: a thin skin of liquid around air or gas

gravity: a force which tries to pull two objects toward each other

Best Practices: (put an X next to those that you address in your lesson)Preparation Scaffolding Grouping Options

X Adaptation of content X Modeling Whole Class

Links to background X Guided practice X Small groupsLinks to past learning X Independent practice Partners

Strategies incorporated Verbal scaffolds IndependentProcedural scaffolds

Integration of Processes Application Assessment

X Listening X Hands-on X Individual

X Speaking Authentic (Meaningful) X Group

X Reading X Linked to objectives Written

X Writing X Promotes engagement Oral

Teaching Strategies:Today, students will be introduced to a new science unit about bubbles. The teacher will go overvocabulary, read a book, and give groups students into their science groups. The students will be given a

KWL chart (Billmeyer pgs. 116-118) to start off the science unit. The chart will be given to students to

use throughout the unit.


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Warm Up Activity:To introduce the unit the teacher will say, Today boys and girls we will be starting a new scienceunit about bubbles. First, we will start our KWL charts, then will we go over vocabulary and finish

todays science with a book about bubbles!

Students will take out their science folders containing KWL charts and a pencil. On the top of the

KWL chart, students will label on top of the chart Day One. Then students will fill out ONLY theWhat I Know column with four facts they know about bubbles.

KWL Chart

What I Know What I Want Know What I Learned

Lesson Sequence:1. Vocabulary Study (15 minutes)

For vocabulary warm-up today, students will gather on the carpet to begin new

vocabulary words. These steps will be repeated for each word:

1. The teacher will give students a vocabulary word on the SMART board. When the teacher

says the word, students will repeat the word.2. The teacher will give students the definition of the word on the SMART board. Students will repeat

the definition of the word.

3. The teacher will give the students a sentence containing the vocabulary word, following with anaction. For example, for the vocabulary word gravity the teacher will give the students this sentence

with this action to follow: Pretend you are floating in space saying, There is no gravity in outer

space. Say this three times. Students will then proceed to say the sentence three times whileperforming the action.

2. Introduce the Unit (5 minutes)

The teacher will introduce the science unit about bubbles to the students and explain what they will be

doing throughout the week. This is when students will be placed in their science groups. The teacher

will give rules and guidelines that are expected of each student in their groups.


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Rules and Guidelines

1. Please follow all directions and safety precautions the teacher instructs you to do.

2. Please READ all directions BEFORE you begin your experiment!3. Team work! Team work! Team work! (Everybody gets a chance!)

4. Please be respectful and courteous to all group members.

5. Respect all classroom materials and treat them with care.6. Have fun!

3. Reading (20 minutes)

Before reading, students, along with the teachers assistance, will use the Pre-Reading Plan (Billmeyerpg. 121) to access students prior knowledge. In their groups, students will discuss these questions

among themselves.

Pre-Reading PlanPlease discuss the following questions with your group members. Try to relate your questions to

vocabulary words.1. What comes to your mind when you hear the word bubbles? (One response from each group

member.)

2. Write down a list of your groups responses.3. What made you think of each response? Explain.

4. As a result of our discussion, can you think of any other information that you know about bubbles?

ReadingWe will be reading a little bit every day from Pop! A Book About Bubbles by Kimberly Brubaker.

Bradley. This book is filled with facts about bubbles and has a lot of illustrations. The teacher will

keep multiple copies for students to look at while conducting their experiments with their groups. Theteacher will encourage students to identify the vocabulary words while the teacher is reading.

Accommodations:For those students with learning disabilities, I will work with them individually as well as assign astudent helper in the group to work with them.

For those students with higher knowledge, I will give them more advanced instructions.

Supplementary Materials: Five extra copies of Pop! A Book About Bubbles by Kimberly Brubaker Bradley

Visual aids with vocabulary words


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Review/Assessment:The factors the teacher will assess students on:

How did students work well in groups?

How well did students follow directions?

How well did students recite vocabulary words and definitions? Did students use vocabulary terms during group work?

How well did students use vocabulary words during group work?

Reflection:How did the lesson go?

What could you have done better?How well did students understand the material?

What would you do differently?

References

Billmeyer Ph.D., Rachel Teaching Reading in the Content Areas: If Not

Me Then Who? 2ed. Pgs. 116-118, 121 (Billmeyer)

Documents

Vocab Lesson Plan