SETON HILL UNIVERSITY

Lesson Plan Template

TOPIC
Name
Subject
Grade Level
Date/Duration
Big Ideas

Essential
Questions

PA/Common
Core/Standards

Objective
Bloom's
Taxonomy
Webb's Depth of
Knowledge
(DOK)

Formative &
Summative
Assessment
Evidence

DETAILS
Kiley Morgan
Science
Kindergarten
Daily Lesson Plan/30-45 minutes
Comprehension of everyday ingredients dissolving in
water will help the students understand the beginnings
of cooking and if the ingredient is good for their health.
Comprehension of ingredients dissolving will help the
students understand the science of dissolving items in
water.
What does it mean for something to dissolve in water.
When would we use these ingredients in cooking/in the
kitchen?
How do we know if something dissolves in water?
Are these ingredients good for our health?
3.1.K.A9 Understand that all scientific investigations
involve asking and answering questions and comparing
the answer with what is already known.
3.1.K.A9 Plan and conduct a simple investigation and
understand that different questions require different
kinds of investigations.
3.1.K.A9 Use simple equipment (tools and other
technologies) to gather data and understand that this
allows scientists to collect more information than
relying on their senses to gather information.
During a group discussion (C), the Kindergarten
students (A) will be able to identify and repeat (B) all
eight (D) of the everyday ingredients used for
dissolving. Also in the group discussion (C), the
students (A) will be able to tell the teacher (B) if they
have ever heard of any of the ingredients (D) before.
In small groups (C), the students (A) will be able to
work together (B) to dissolve each ingredient, one at a
time (D) in the water.
In the final group discussion (C), the students (A) will be
able to help determine (B) if all of the ingredients (D)
are good or bad for their health.
Formative Assessments: The teacher will ask the
students questions to be sure of their understanding of
the ingredients and where they can be used along with
the dissolving process. If the students do not know the
answer, the teacher will review the information and
continue asking the students the questions to make
sure they have a complete understanding of dissolving
and of the ingredients and where they can be used.
Summative Assessment: The teacher will give the

CK

ISTE Standards
for Students

Framework for
21st Century
Learning

Accommodation
s, Modifications

SUPERVISING
TEACHERS
SIGNATURE

children a multiple choice test about the dissolving

process and simple questions about the ingredients
they used in the experiment and where else they could
see/use these same ingredients.
21st Century Learning for Health Literacy is Obtaining,
interpreting and understanding basic health information
and services and using such information in ways that
are health enhancing. Understanding preventive
physical and mental health measures, including proper
diet, nutrition, exercise, risk avoidance, and stress
reduction.

The ISTE Nets for students: Standards are for all children of
all ages and grades and lets them talk or think about critical
thinking, digital citizenship, technology operations, creativity
and innovation, communication collaboration, and research
and information.

The students will be in groups, which will be helpful to

students who cannot physically stir the ingredients into
the water. These students will still be able to contribute
to the group discussion and will still be able to talk to
their peers/teacher about what is happening to the
ingredients and the water. If the physical disability is
not too severe, the student will be able to help their
peers stir the ingredients even with some guided help
from a teacher, aide, or another peer.

Seton Hill University Lesson Plan Template Step-by-Step

Procedures
RATIONALE for
the Learning
Plan
Introduction

Explicit
Instructions

No prior lesson about any of the topics in this lesson.

Activating Prior Knowledge
The teacher will ask the students if they have ever heard
of the term dissolving.
The teacher will also ask the students about the
ingredients they will be dissolving in the water and if
they have ever heard of them.
Hook/Lead-In/Anticipatory Set
The students will pretend to be chefs and pretend to
make their favorite food. They will have to stir their
ingredients just like they will have to stir ingredients into
water.
Big Idea Statement
The students will be able to dissolve ingredients in water
and tell if the ingredient is good or bad for their health.
The students will also be able to understand the start of
what you need to do to cook.
Essential Questions Statement
What does it mean for something to dissolve in water.
When would we use these ingredients in cooking/in the
kitchen?
How do we know if something dissolves in water?
Are these ingredients good for our health?
Objective Statement
During a group discussion (C), the Kindergarten students
(A) will be able to identify and repeat (B) all eight (D) of
the everyday ingredients used for dissolving. Also in the
group discussion (C), the students (A) will be able to tell
the teacher (B) if they have ever heard of any of the
ingredients (D) before.
In small groups (C), the students (A) will be able to work
together (B) to dissolve each ingredient, one at a time
(D) in the water.
In the final group discussion (C), the students (A) will be

CK

Lesson
Procedure

Reading

able to help determine (B) if all of the ingredients (D) are

good or bad for their health.
Transition
The teacher will split up the students into smaller groups
of 8. The groups will be set at a different table. The
teacher will tell the students their groups one group at a
time. The teacher will have the first group hop to their
table. The second group will fly to their table. The third
group will skip to their table.
Key Vocabulary
Dissolve
Ingredient
Health
Cooking
Chef
PreAssessment of Students
The teacher will ask the students if they know what the
key terms for the lesson mean. The teacher will ask if
they know what the definition of these words is.
Modeling of the Concept
The teacher will use a separate bowl of water and a
different ingredient than what the students will use to
show an example of what is expected of them. The
teacher will pour the ingredient into the water and stir it.
Guiding the Practice
The tables of the groups will be in the middle of the
open space of the room. The teacher will be able to be
next to all the groups at once and be next to them for
supervision. The teacher will also be close enough to the
students if they need help. The teacher will be asking
the students if they ingredient dissolved in the water
before the groups can move onto the next ingredient.
The teacher will look for the students to be talking to
each other and talking about if the ingredient dissolved
in the water.
Providing the Independent Practice
The students will talk to each other and to the teacher
about how the ingredients are connected to their health
and to cooking. The students will talk about if they have
heard of these ingredients before at home or out in the
grocery store etc.
Transition
The teacher will split up the students into smaller groups
of 8. The groups will be set at a different table. The
teacher will tell the students their groups one group at a
time. The teacher will have the first group hop to their
table. The second group will fly to their table. The third
group will skip to their table.
The teacher will have the ingredients and bowls of water

Materials
Technology
Equipment
Supplies

ready for the students prior to the lesson. There will be

24 different bowls of water for the students. There will
be one bowl for each group for each ingredient. There
will also be 24 bowls of ingredients. There are 8 different
ingredients and each group will have their own bowl for
that ingredient. There will also be a spoon in each bowl
of water for the students to stir the ingredients with.
The teacher will have a bowl of water, a different
ingredient than any of the 8 the students have, and a
spoon to stir the ingredient with for the example to show
the students what is expected.
Evaluation of
Formal Evaluation
the
The teacher will give the students a multiple-choice test
Learning/Master
about the definitions of the key words from the lesson.
y of the
The teacher will keep the tests for parents to see how
Concept
their child is progressing.
Informal Evaluation
The teacher will ask the students question to make sure
they understand all of the material that they learned the
key concepts/words of the lesson.
Closure
Summary & Review of the Learning
The students will tell the teacher what they learned
about in the lesson in their own terms.
The students will tell the teacher if they thought
anything was hard to accomplish in the lesson.
Homework/Assignments
None
Teacher

Self-reflection