UH COE Lesson Plan Template (Direct Instruction)

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Name of Teacher Candidate  Liliana Cordova

Lesson Overview
Kindergarten
Grade Level
One 45 minute class period
Estimated Time Needed

This lesson plan will start by asking students about different objects they
see in the sky. The teacher will then say that they will be focusing on the
different types of clouds. The students will watch a video all about clouds
and get a glimpse of how clouds are formed, how they look, and their
Lesson Description
different names. During content input the students will learn about 4
different types of clouds. During guided practice, the students will be
introduced to the experiment and predict what will happen. Then students
will get to explore hands on what will happen to their cloud when food
coloring is put on it.
(8) Earth and space. The student knows that there are recognizable
patterns in the natural world and among objects in the sky. The student is
expected to:
(C) observe, describe, and illustrate objects in the sky such as the clouds,
Moon, and stars, including the Sun.
Content Area Standards
(5) Comprehension skills: listening, speaking, reading, writing, and thinking
using multiple texts. The student uses metacognitive skills to both develop
and deepen comprehension of increasingly complex texts. The student is
expected to:
(F) make inferences and use evidence to support understanding with adult
assistance;
Technology Standards N/A

I can observe, describe, and illustrate objects in the sky such as the clouds,
Moon, and stars, including the Sun.
Objectives
I can make inferences and use evidence to support understanding with
adult assistance;

Resources/Materials/Tools 
-weather
-cloud
-pipette
Terms/Vocabulary -cumulonimbus cloud
-stratus cloud
-cirrus cloud
-cumulus cloud
UH COE Lesson Plan Template (Direct Instruction)
Focus: https://youtu.be/eCumUup9vWQ
Technology Resources
-shaving cream
-blue food coloring
-5 plastic clear cups
-anchor chart
-markers
Other Resources
-computer
-overhead projector
-tape
-water
-droppers

Lesson Procedures 
A step-by-step description of the
scope and sequence of lesson
activities, with estimated time on task
noted in parentheses for each step.
In other words, completely describe Describe how each stage of
Cite specifically what
the flow of the lesson-the content to the lesson will be managed,
resources for this activity
be presented, and the strategies to including role of teacher and
will be used, and describe
This template is built on the be used. Include actual words you learners (who is doing what
in detail how they will be
will use and questions you will ask at each point), location
traditional “Madeline students. Consider items such as: (e.g., classroom, computer
used.
Hunter” lesson structure. Note who will be using the
parts of the lesson that might be lab, outside), and any
tool and in what ways. Note
difficult, and how you will know special considerations, such
any safety considerations
whether you can go on; how to as for differentiated
needed.
ensure that students completely instruction.
understand directions before
releasing them to work
independently; and what students
will do if they finish their work early.
The teacher will say: “I want
you to close your eyes. Now I
want you to imagine you walk
outside and you look up to the
sky. Look at it really hard. Now
open your eyes. Raise your
-The students will be in
hand if you can tell me what
the carpet watching the Computer,
you say when you look up to
Focus/Anticipatory Set video, and turning and Video:
the sky.”
(motivational hook) talking to their partner. https://youtu.be/eCu
7 min -The teacher will be mUup9vWQ
-When they say ‘clouds’ ask –
asking questions based
-what color were they?
on the video.
-Did anyone see clouds that
were a different color than
white?
-Did you see more than one
cloud?
-Were they all the same
UH COE Lesson Plan Template (Direct Instruction)
shape?
-Were they all the same size?

State Objective  

The teacher will say in other

words “today we will be
looking at different types of
clouds.. then we are going to
do a fun experiment and
predict what will happen to our
cloud.” 
 
The teacher will then say:
“We will now watch a video all
about clouds. But first I want to
ask you some questions.”
-What do you know about
clouds?
-Do you have any questions
for me about clouds?
-Did you know that there are
different types of clouds?
-How do you know there are
different types of clouds in the
sky?
-How do you think clouds are
formed?
-Do you think the clouds
change color and shape?
-Why do you think this
happens?

*Teacher will remind students

of expectations for watching a
video by saying “We are
getting ready to watch the
video. I want you to show me
that you are ready before I
move on.”

After having this discussion

the teacher will ask the
students: to watch the video
and look for how the clouds
change based on the weather
UH COE Lesson Plan Template (Direct Instruction)
and the different names of
clouds.
The students will be turning
and talking to their partner
about what they saw in the
video.

After watching the video the

teacher will ask:
-What are some of the types of
clouds that you saw in the
video?
-How do you know that clouds
can tell us about the weather?
-How did clouds look like when
they made rain?
-How are clouds formed?

The teacher will tie her last

question and introduce how
clouds are formed by hand
motion.

The teacher will have a

pre-made anchor chart with
the types of clouds.
The teacher will introduce
vocabulary of names of clouds Anchor chart about
Content-input  (cumulonimbus, stratus, cirrus, -The students will be different types of
(Could include content cumulus) on the carpet matching clouds, descriptions,
outline, presentation, the picture of the cloud visuals
questioning, modeling, The teacher will read the to the description.
examples) description of each cloud and -The teacher will be hand motion of how
7 min have some students come to reading the clouds are formed,
the board and match the visual descriptions. and produce rain,
of the cloud with the name of
the cloud.

For example, the teacher will

say “I have here a card that
says cumulonimbus, can
everyone say that with me?
cumulonimbus .. very good…”
“This cloud is the largest in the
UH COE Lesson Plan Template (Direct Instruction)
sky, it brings lightning, thunder,
and rain” “which of the clouds
on the anchor match this
description?”
The teacher will repeat this
process with the other clouds.

The teacher will tell students -The students will be Anchor chart of
that they are going to do an on the carpet predictions,
experiment with clouds. She predicting/ inferring markers,
will have students predict what what the food coloring visuals of what will
will happen to the cloud when will do in the happen
she puts food coloring on it. experiment.

The teacher will say that: “ we -The teacher will be

are going to do a fun asking students
experiment. But first I want questions as they do
you to predict what will this.
happen. Do you know what
predict means? Predict means
to guess what will happen.”

The teacher will have an

anchor chart that has three
columns. One will have: The
Guided Practice 
cloud will turn completely blue,
(identify students who
the cloud will sink to the
failed to master lesson
bottom, or the water will turn
objectives.)
blue and look like rain. (with
15 min
visuals)

“I have this anchor chart that

says the cloud will turn
completely blue, the cloud will
sink to the bottom, or the
water will turn blue and look
like rain. I PREDICT THAT
THE CLOUD WILL TURN
BLUE. So I am going to put
my sticky note with my name
right here. We are going to -The students will be in
make a graph. I want you to their seats, adding the
know that my prediction might drops of food coloring.
not be right and your -The teacher will be plastic cups, shaving
prediction might not be right walking around and cream, food coloring,
and that is OK.” monitoring as students water, sticky note with
do this. students names
UH COE Lesson Plan Template (Direct Instruction)

The teacher will give students

a sticky note with their name
on it.
The teacher will ask students
to stand up and make a line
behind their corresponding
prediction and place their
sticky note in the form of a
graph (think about what we
said how clouds are formed)

The teacher will be asking:

-Why do you think that will
happen?
-Why do you think the cloud is
going to turn blue?
-Why do you think the cloud is
going to sink?
-How do you know?

*The teacher will remind

students of the steps of the
experiment and expectations
before having students go
back to their seats.

The teacher will say “in your

table you each have one cup
with water, I will come around
and put your cloud on top of
your cup, you will each get
food coloring and put 10 drops
into the cloud” the teacher will
demonstrate how to do this
and ask “how many drop will
you each put?” That’s right 10,
very good” Then you will put
your food coloring down, put
your hands on your lap and
see what happens, are you
ready?”

The students will go to their

seats and do the experiment.
UH COE Lesson Plan Template (Direct Instruction)
The teacher will ask students
to go to the carpet and ask:
-What did you observe?
-Was your prediction right?
-Why do you think that
happened? -The students will be
-What type of cloud does your on the carpet.
Independent Practice 
cloud look like the most? -The teacher will be
(reteaching and
(cumulonimbus cloud) asking questions to
enrichment)
-How do you know? probe student
7 min
understanding.
The teacher will say: “I want
you to kiss your brain and
because you all worked very
hard.

Students will complete the

assessment.
Closure  -The students will be
Students will draw 4 objects in
5 min  back at their seats.
the sky and draw what they
observed in their experiment.

Plans for Differentiated Instruction/Accomodations 

Identify specific strategies you will use, such as modified requirements,
differentiated instruction and assessment, extended work time, guiding
Special Education  templates, support structures, and school personnel with who you may need to
Students  consult. The more specific you get here—for specific kids’ needs, and for this
specific lesson content—the better.
 
Identify specific strategies you will use, such as researching Internet sites and
other resources in students’ native language, allowing alternate ways to
English Language  demonstrate their learning, support personnel with who you may need to
Learners  consult, gaining the help of peers.

N/A 
Identify specific strategies you will use to extend instruction, such as more
challenging tasks, extensions that require in-depth uncovering of content,
expanded investigation in related topics of the learner’s choice, open-ended
tasks or projects. Remember that planning for children who finish work early
may be different than planning for students who are working at a higher
Gifted and Talented  academic level

Students who are gifted and talented will be asked further probing 
questions. For example, what type of cloud will you most likely see in the 
sky on a sunny day? During the assessment this student will write what 
they observed happening to the cloud. 
UH COE Lesson Plan Template (Direct Instruction)
Other:  

Potential Challenges/Plan B 
Rarely do lessons go exactly as planned. Think through the challenges you might face in this particular lesson
(e.g., students not understanding, materials not working, the pace being too quick or too slow), and then propose
several “Plan B” scenarios so you can be as prepared as possible.

Some potential challenges would be if students do not know how to use the pipette, as well as student 
disengagement throughout the lesson.
If this occurs the teacher will: 
-raise her enthusiasm  
-take a brain break  
-have students stand to take all the wiggles out 
 

Assessment 
A description of the assessments you will use throughout and after the lesson to ensure that students have
learned, including the context and specific procedures for evaluating student learning. Based on the
learning objectives, assessment can occur through interview, observation, journals, essays, quizzes, tests,
final products, and lots of other ways. Assessments can be conducted by the teacher, peers, and/or the
students themselves. If you have a specific rubric, link it or paste it.

Pre assessment: Students will be able to illustrate at least 6 objects in the sky  
 
Post assessment: Students will be able to illustrate objects in the sky and what happened when 
they put food coloring in their cloud. 

Notes and Credits 

There are many lesson plan ideas available, from other teachers, curriculum guides, and online. You are free to use
whatever information you find to inspire your lesson planning, provided:
1. You properly cite your sources;
2. You fit the information into this required lesson format, meaning you will need to add additional information to
complete the lesson; and
3. You modify the lesson to fit your objectives and student needs (You will almost never teach any lesson as is –
even those found in your teacher’s guides. You will always know best what the individual learners in your
classroom will respond to.