Lesson Planning

Science Unit Planning in a Nutshell

1. Analyze the science learning standard and determine the specific learning targets. Really dig into the specific standard and analyze both the science content and the modality by which students will demonstrate their knowledge and skills. Be sure you’re clear on exactly what the standard is targeting, and stick to that focus. Note that many of the science standards have two parts: 1) the science content component, and 2) what students will DO to demonstrate their knowledge, such as “design a model.” Look at both parts of the standard statement to determine what you will teach, and the companion skill/action that will guide the assessment task or method. For example, in the Michigan standard 2-LS2-2 Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants, you can see what students need to do in the first part of the standard, and the content is stated in second part of the sentence.
2. What type of assessment(s) will tell me that students have mastered the learning target(s) or where they may be confused? Does the standard provide guidance on how students should demonstrate their understanding or skill?
3. Plan your lessons and learning activities, using a variety of engaging instructional resources such as generating and exploring questions, conducting and/or designing experiments, collecting and analyzing data, researching the internet and/or other media, using technology, engaging in partner and group work, stations, etc.
4. Think about your students’ previous knowledge, possible misconceptions, and differentiation needs. Consider developmental readiness, attention span, and the amount of time it will realistically take children at different age levels to master a given standard/learning target.

Multiple, varied, differentiated learning experiences that move from concrete to abstract representations are most effective.

As best you can, make your expectations realistic for how long each lesson will take and how much time students will need over the course of the unit – plan conservatively, because they usually need/take more time!

There are several critically important components related to lesson planning in science and integrated STEM. These components are as follows:

1. Take the long view. We must think about linking learning experiences in science over time, and not view a given lesson plan as a stand-alone science experience (e.g., we covered “weather” this year, because we did that one lesson plan on weather that one day in the fall). Rather, science explorations require in-depth exploration over time. This is especially true considering the current thinking in science education as we discussed previously, which demands that students are doing the science themselves, figuring out for themselves what will happen to the toy bear if we put it in the bowl of water and put it in the freezer. Making conclusions and connections, through careful facilitation from a teacher, about the connection between temperature and the movement of molecules (or toy bears!).
2. Include clear learning objectives. Science teachers have to think about learning objectives in terms of both what we want students to know and what want them to be able to do. This aligns well with the standards. But being clear on this in a particular lesson plan can be tricky.
3. Find reputable sources. Many practicing teachers report to us that they find activity ideas to do in science or STEM online, especially on websites like Pinterest. This can be a great source of inspiration, but it can also be a problem, if the science is inaccurate, or if the activities do not support the kind of learning that we have discussed so far – one that is inquiry-rich, with opportunities to explore over time, and to engage in the science practices (also supporting a constructivist theory of learning, as noted in Theory). Finding and critically evaluating resources to support science and STEM teaching will continue to be a challenge, so find resources to guide you in this process, such as the article, To Pin or Not to Pin, by Peterson et al., 2019, published by NAEYC in Teaching Young Children. Another tip is to look first at high-quality, well-respected sources in a given area, such as those listed in the Trusted Early and Elementary STEM Sources at the end of this book.