Grade One Science Standards of Learning for Virginia Public Schools

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Grade One Science Standards of Learning for Virginia
Public Schools – January 2010
Introduction
The Science Standards of Learning for Virginia Public Schools
identify academic content
for essential components of the science curriculum at different
grade levels. Standards are
identified for kindergarten through grade five, for middle
school, and for a core set of
high school courses — Earth Science, Biology, Chemistry, and
Physics. Throughout a
student’s science schooling from kindergarten through grade
six, content strands, or
topics are included. The Standards of Learning in each strand
progress in complexity as
they are studied at various grade levels in grades K-6, and are
represented indirectly
throughout the high school courses. These strands are

Five key components of the science standards that are critical to
implementation and
necessary for student success in achieving science literacy are
1) Goals; 2) K-12 Safety;
3) Instructional Technology; 4) Investigate and Understand; and
5) Application. It is
imperative to science instruction that the local curriculum
consider and address how these
components are incorporated in the design of the kindergarten
through high school
science program.
Goals
The purposes of scientific investigation and discovery are to
satisfy humankind’s quest
for knowledge and understanding and to preserve and enhance
the quality of the human
experience. Therefore, as a result of science instruction,
students will be able to achieve
the following objectives:
1. Develop and use an experimental design in scientific inquiry.
2. Use the language of science to communicate understanding.
3. Investigate phenomena using technology.
4. Apply scientific concepts, skills, and processes to everyday
experiences.

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5. Experience the richness and excitement of scientific
discovery of the natural
world through the collaborative quest for knowledge and
understanding.
6. Make informed decisions regarding contemporary issues,
taking into account the
following:
reasoning and logic;
sponsibility; and
7. Develop scientific dispositions and habits of mind including:

s;
8. Develop an understanding of the interrelationship of science
with technology,
engineering and mathematics.
9. Explore science-related careers and interests.
K-12 Safety
In implementing the Science Standards of Learning, teachers
must be certain that
students know how to follow safety guidelines, demonstrate
appropriate laboratory safety
techniques, and use equipment safely while working
individually and in groups.
Safety must be given the highest priority in implementing the
K-12 instructional program
for science. Correct and safe techniques, as well as wise
selection of experiments,
resources, materials, and field experiences appropriate to age
levels, must be carefully
considered with regard to the safety precautions for every
instructional activity. Safe
science classrooms require thorough planning, careful
management, and constant
monitoring of student activities. Class enrollment should not

exceed the designed
capacity of the room.
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Teachers must be knowledgeable of the properties, use, and
proper disposal of all
chemicals that may be judged as hazardous prior to their use in
an instructional activity.
Such information is referenced through Materials Safety Data
Sheets (MSDS). The
identified precautions involving the use of goggles, gloves,
aprons, and fume hoods must
be followed as prescribed.
While no comprehensive list exists to cover all situations, the
following should be
reviewed to avoid potential safety problems. Appropriate safety
procedures should be
used in the following situations:
and coming in
contact with natural hazards, such as poison ivy, ticks,
mushrooms, insects,
spiders, and snakes;
labware;
n burners, and other

sources of flame/heat;
and flammable and
explosive materials;
disposal and
recombinant DNA;
er equipment/motors;
The use of human body fluids or tissues is generally prohibited
for classroom lab
activities. Further guidance from the following sources may be
referenced:

Instructional Technology
The use of current and emerging technologies is essential to the
K-12 science
instructional program. Specifically, technology must accomplish
the following:
includes improved
communication through reading/information retrieval (the use of
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telecommunications), writing (word processing), organization
and analysis of data
(databases, spreadsheets, and graphics programs), presentation
of one’s ideas
(presentation software), and resource management (project
management
software).
ongoing part of the
delivery and assessment of instruction.
learning of science
concepts, skills, and processes. Technology, however, should
not be limited to
traditional instruments of science, such as microscopes,
labware, and data-
collecting apparatus, but should also include computers,
robotics, video-
microscopes, graphing calculators, probeware, geospatial

technologies, online
communication, software and appropriate hardware, as well as
other emerging
technologies.
developed at the school
division level.
In most cases, the application of technology in science should
remain “transparent”
unless it is the actual focus of the instruction. One must expect
students to “do as a
scientist does” and not simply hear about science if they are
truly expected to explore,
explain, and apply scientific concepts, skills, and processes.
As computer/technology skills are essential components of
every student’s education, it is
important that teaching these skills is a shared responsibility of
teachers of all disciplines
and grade levels.
Investigate and Understand
Many of the standards in the Science Standards of Learning
begin with the phrase
“Students will investigate and understand.” This phrase was
chosen to communicate the
range of rigorous science skills and knowledge levels embedded
in each standard.
Limiting a standard to one observable behavior, such as
“describe” or “explain,” would
have narrowed the interpretation of what was intended to be a
rich, highly rigorous, and
inclusive content standard.

“Investigate” refers to scientific methodology and implies
systematic use of the following
inquiry skills:
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g, and manipulating variables in
experimentation;
“Understand” refers to various levels of knowledge application.
In the Science Standards
of Learning, these knowledge levels include the ability to:

terminology, and facts;
the information is
related to other key facts, and suggest additional interpretations
of its meaning or
importance;
recognizing what
information is required for a particular situation, using the
information to explain
new phenomena, and determining when there are exceptions;
principles, recognizing the
key relations and patterns that are not always readily visible;
information to produce
a new idea, plan, procedure, or product; and
precision,
consistency, or effectiveness.
Therefore, the use of “investigate and understand” allows each
content standard to
become the basis for a broad range of teaching objectives,
which the school division will
develop and refine to meet the intent of the Science Standards
of Learning.
Application
Science provides the key to understanding the natural world.

The application of science
to relevant topics provides a context for students to build their
knowledge and make
connections across content and subject areas. This includes
applications of science
among technology, engineering, and mathematics, as well as
within other science
disciplines. Various strategies can be used to facilitate these
applications and to promote
a better understanding of the interrelated nature of these four
areas.
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Grade One
The first-grade standards continue to stress basic science skills
in understanding familiar
objects and events. Students are expected to begin conducting
simple experiments and be
responsible for some of the planning. Students are introduced to
the concept of
classifying plants and animals based on simple characteristics.
Emphasis is placed on the
relationships among objects and their interactions with one
another. Students are
expected to know the basic relationships between the sun and
Earth, and between
seasonal changes and plant and animal activities. Students will
also begin to develop an
understanding of moving objects, simple solutions, and
important natural resources.
Scientific Investigation, Reasoning, and Logic

1.1 The student will demonstrate an understanding of scientific
reasoning, logic,
and the nature of science by planning and conducting
investigations in which
a) the senses are used to observe differences in physical
properties;
b) observations are made from multiple positions to achieve a
variety of
perspectives and are repeated to ensure accuracy;
c) objects or events are classified and arranged according to
characteristics or
properties;
d) simple tools are used to enhance observations;
e) length, mass, volume, and temperature are measured using
nonstandard
units;
f) inferences are made and conclusions are drawn about familiar
objects and
events;
g) a question is developed from one or more observations;
h) predictions are made based on patterns of observations;
i) observations and data are recorded, analyzed, and
communicated orally
and with simple graphs, pictures, written statements, and
numbers; and
j) simple investigations and experiments are conducted to
answer questions.
Force, Motion, and Energy

1.2 The student will investigate and understand that moving
objects exhibit
different kinds of motion. Key concepts include
a) objects may have straight, circular, and back-and-forth
motions;
b) objects may vibrate and produce sound; and
c) pushes or pulls can change the movement of an object.
Matter
1.3 The student will investigate and understand how different
common materials
interact with water. Key concepts include
a) some liquids will separate when mixed with water, but others
will not;
b) some solids will dissolve in water, but others will not; and
c) some substances will dissolve more readily in hot water than
in cold
water.
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Life Processes
1.4 The student will investigate and understand that plants have
basic life needs
and functional parts and can be classified according to certain
characteristics.
Key concepts include
a) plants need nutrients, air, water, light, and a place to grow;
b) basic parts of plants; and

c) plants can be classified based on a variety of characteristics.
1.5 The student will investigate and understand that animals,
including humans,
have basic needs and certain distinguishing characteristics. Key
concepts
include
a) basic needs include adequate air, food, water, shelter, and
space (habitat);
b) animals, including humans, have many different physical
characteristics;
and
c) animals can be classified according to a variety of
characteristics.
Interrelationships in Earth/Space Systems
1.6 The student will investigate and understand the basic
relationships between
the sun and Earth. Key concepts include
a) the sun is the source of energy and light that warms the land,
air, and
water; and
b) the sun’s relative position in the morning is east and in the
late afternoon
is west.
Earth Patterns, Cycles, and Change
1.7 The student will investigate and understand weather and

seasonal changes.
a) changes in temperature, light, and precipitation affect plants
and animals,
including humans;
b) there are relationships between daily and seasonal changes;
and
c) changes in temperature, light, and precipitation can be
observed and
recorded over time.
Earth Resources
1.8 The student will investigate and understand that natural
resources are limited.
a) identification of natural resources;
b) factors that affect air and water quality; and
c) recycling, reusing, and reducing consumption of natural
resources.
http://www.doe.virginia.gov/testing/sol/standards_docs/index.sh
tml
State Education department/ Listing all standards per grade
level
https://www.socialstudies.org/sites/default/files/media/2017/No
v/ncss_teacher_standards_2017-rev9-6-17.pdf

Social Studies
https://www.nextgenscience.org/search-standards
Science
http://www.ncte.org/standards/ncte-ira
English Language arts
https://www.nctm.org/standards/
Math expectations

InTASC Model Core Teaching Standards Interstate New
Teachers Assessment and Support ConsortiumDOMAIN 1: THE
LEARNER AND LEARNINGStandard #1: Learner
Development – The teacher understands how learners grow and
develop, recognizing that patterns of learning and development
vary individually within and across the cognitive, linguistic,
social, emotional, and physical areas, and designs and
implements developmentally appropriate and challenging
learning experiences.Standard #2: Learning Differences – The
teacher uses understanding of individual differences and diverse
cultures and communities to ensure inclusive learning
environments that enable each learner to meet high
standards.Standard #3: Learning Environments – The teacher
works with others to create environments that support
individual and collaborative learning, and that encourage
positive social interaction, active engagement in learning, and
self motivation.
DOMAIN 2: CONTENT KNOWLEDGEStandard #4: Content
Knowledge – The teacher understands the central concepts,
tools of inquiry, and structures of the disciplines(s) he or she
teaches and creates learning experiences that make the
discipline accessible and meaningful for learners to assure
mastery of the content.Standard #5: Application of Content –
The teacher understands how to connect concepts and use
differing perspectives to engage learners in critical thinking,
creativity, and collaborative problem solving related to
authentic local and global issues.
DOMAIN 3: INSTRUCTIONAL PRACTICEStandard #6:
Assessment – The teacher understands and uses multiple
methods of assessment to engage learners in their own growth,
to monitor learner progress, and to guide the teacher’s and
learner’s decision making.Standard #7: Planning for Instruction
– The teacher plans instruction that supports every student in
meeting rigorous learning goals by drawing upon knowledge of

content areas, curriculum, cross-disciplinary skills, and
pedagogy, as well as knowledge of learners and the community
context.Standard #8: Instructional Strategies – The teacher
understands and uses a variety of instructional strategies to
encourage learners to develop deep understanding of content
areas and their connections, and to build skills to apply
knowledge in meaningful ways.
DOMAIN 4: PROFESSIONAL RESPONSIBILITYStandard #9:
Professional Learning and Ethical Practice – The teacher
engages in ongoing professional learning and uses evidence to
continually evaluate his/her practice, particularly the effects of
his/her choices and actions on others (learners, families, other
professionals, and the community), and adapts practice to meet
the needs of each learner.Standard #10: Leadership and
Collaboration – The teacher seeks appropriate leadership roles
and opportunities to take responsibility to take responsibility
for student learning, to collaborate with learners, families,
colleagues, other school professionals, and community members
to ensure learner growth, and to advance the profession.
EDUC 510
Lesson Plan Template Explanation
Do not write your lesson in this template. A blank template has
been provided.
Part B: Planning
Preliminary Information
Date of Lesson: Use date of submission
Grade Level: For example; K, 1, 2, 6, 9, 11
Subject/Topic: For example; Math/Fractions
Learning Segment Theme: For example; Fractions of a set
Where in the learning segment does this lesson occur?
If you are planning to teach three lessons on this topic, is this
lesson 1 (beginning), lesson 2 (middle) or lesson 3 (end)
☐Beginning ☐Middle ☐End

Lesson Structure or Grouping:
Please assume that you will be teaching this lesson to a whole
class.
☐Whole Class ☐Small Group ☐1:1
Other (specify): Click or tap here to enter text.
Student Assets (Knowledge of Students)
Use this section to describe your students. If you are unsure of
any of the features in this section it is acceptable to write
“Unsure.” When you write lesson plans during student teaching
you will be expected to complete this entire section.
Personal (Interests, family backgrounds, experiences, etc.)
Click or tap here to enter text.
Cultural (Traditions, dialects, worldview, literature, arts, etc.)
Community (Landmarks, community events, etc.)
Developmental (Cognitive, physical, social, and emotional)
Consider the Following Question for the next section of this
Form:
What are your goals for student learning and why are they
appropriate for these students at this time?
Big Idea or Concept being Taught – Central Focus
Provide an overview of what you want your students to learn
during this lesson
Rationale/Context for Learning – Justification for your Plans
Why this lesson at this time, for this group of learners? How
does it connect to previous learning or succeeding lessons?
Explain why this lesson is appropriate at this time. You will
need to create this information since you are not going to teach
this lesson in a classroom. Please use this section to show that
you understand the sequential nature of teaching content.
For example; This is the first lesson on fractions of a set.

Students have mastered fractions of a whole in previous lessons.
Students will need to understand this concept in order to move
on to more complex fraction skills.
Prior Knowledge and Conceptions
What prior knowledge must students already know to be
successful with this lesson?
Prior knowledge is required for every lesson. What do you
expect your students to know before they start to learn this
content? For example; Students must know letter sounds before
they can spell. Students must know simple machines before they
can understand compound machines.
What prior skills must students already know to be successful
with this lesson?
Prior Skills are required for each lesson. What do you expect
your students to be able to do before they can learn this
content? For example, Students must know how to write
sentences before they begin to write paragraphs. Students must
know how to add before they can multiply.
What prior academic language must students already know to be
What terms or vocabulary will students need to know before
they can learn this content. For example; fraction, numerator,
denominator, part, whole
Standards
State Standards
Copy and paste the full Virginia SOL that will be covered in
this lesson (number and words).
http://www.doe.virginia.gov/testing/index.shtml
National Standards
Copy and paste the full national standard that is most aligned
with the Virginia SOL (number and words). The national
standard should come from one of the following organizations.
Math – NCTM – https://www.nctm.org/Standards-and-
Positions/Principles-and-Standards/Principles,-Standards,-and-

Expectations/
English – NCTE – http://www.ncte.org/standards/ncte-ira
Science – NGSS – https://www.nextgenscience.org/overview-
topics
Social Studies – NCSS (10 themes) –
https://www.socialstudies.org/standards/strands
Physical Education – SHAPE -
https://www.shapeamerica.org/standards/default.aspx
Music – NAfME - https://nafme.org/my-
classroom/standards/core-music-standards/
InTASC Alignment
Please review the in-TASC standards document that is posted
with the assignment instructions. Copy and paste the in-TASC
standard that is most aligned with your lesson.
Learning Objective(s)
These must be behavioral and measurable.
Statements of what students will know, understand, and be able
to do at the end of the lesson (consider all three domains).
Include condition, performance, and criterion.
Condition: What support will students be given?
Performance: What should students be able to do? Use an active
and measurable verb.
Criterion: What level of proficiency must be achieved in order
for students to master the objective?
Example: Given a calculator and the posted formula (condition),
the student will calculate the average of a group of numbers
(performance) completing 9/10 problems correctly (criterion).
Example: Given 10 examples of exchange, the student will
distinguish between the use of barter and the use of money with
10/10 correct.
The objective should be aligned with the Virginia Standard of

Learning. For example, if the standard indicates that students
should “define” specific terms, then the word “define” should
be used in the performance portion of the objective.
Academic Language Demands
Language Demand(s)
What reading, writing, or speaking skills are required for
students to successfully complete this lesson? There are
language demands for all lessons in every subject area.
Language Support(s)
How will you support students who struggle with the language
demands listed above? For example, will you allow students
who struggle with writing to type their responses? Will you
allow students to read in pairs in order to support struggling
readers?
Essential Vocabulary
List any essential vocabulary words that will be required for
this lesson. All lessons should include at least one vocabulary
word.
Form:
How will you know and document students’ progress towards
meeting your learning objective?
Evidence and Assessment of Student Learning
How will you know whether your students are meeting your
learning objective? What tools will you use to measure their
progress? How will you provide feedback to promote student
learning?
Diagnostic/Pre-assessment(s)
The diagnostic/pre-assessment is usually completed a few days
or even weeks before the lesson. This might be a quiz, informal
discussion, or benchmark assessment that provides information
on what your students already know about the topic of this

lesson.
Formative Assessments/
Feedback to Learners
Formative assessment is an ongoing process that provides
support to students throughout the lesson. Your lesson should
include some evidence of formative assessment. This typically
takes place during guided practice when the teacher will provide
individual assistance while students practice skills or concepts
taught during the instruction portion of the lesson. Formative
assessment could also occur during a game, where students
guess answers before the correct answer is revealed.
Summative Assessments
The summative assessment will be used to determine whether
students have met the lesson objective. This could be an
assignment completed individually during independent practice.
It does not have to be a formal test. The summative assessment
should be aligned with the Virginia SOL and the lesson
objective.
Expectations for Student Learning – Standards and Criteria
Describe in detail the following levels of student performance
and what student’s work will look like in each circumstance.
How will you communicate your expectations to students?
Provide any rubrics you will use.
Use the criteria in the lesson objective to complete this section
Exceeds Expectations
Example: Students will be able to calculate averages for 10
groups of numbers and explain the process of averaging
numbers.
Meets Expectations
Example: Students will be able to calculate averages for 9
groups of numbers.

Below Expectations
Example: Students will be able to calculate averages for fewer
than 9 groups of numbers.
Form:
How will you support students to meet your goals? Describe
EXPLICITLY what you will do! List planned supports
(instructional strategies, learning tasks and materials, and other
resources deliberately designed to facilitate student learning of
the central focus).
Character Education
You will integrate a character principle (e.g. honesty,
responsibility, perseverance) or a scripture into your lesson.
Please list the principle or scripture and explain how it applies
to your lesson.
Example: Perseverance – As my students work on these new
math skills I will remind them to use perseverance if they have
trouble with the problems.
Planned Supports
List the strategies that you will use to support students who
struggle with this lesson.
Resources and Materials
List all materials and resources that would be needed in order to
teach this lesson.
Technology Connection
You are required to incorporate some form of technology into
your lesson. This could be showing a video, using the document
camera, displaying information on the SmartBoard, or any other
kind of technology that would help you to present the
information in your lesson.

Beginning: Launch/Hook/Anticipatory Set
How will you get the lesson started? What questions, texts,
inquiry, modeling, and/or other techniques will you use to
engage students?
This is a brief introduction to your lesson. You may start with a
video, a quote, a story, or some other strategy to get students
ready to learn this content. The content of the Beginning:
Launch/hook/set must be related to the content of the lesson.
This part of the lesson should last 3-5 minutes.
Middle: Instructional Strategies to Facilitate Student Learning
For example: How will you engage students with ideas/texts to
develop understanding? What questions will you ask? How will
you promote question generation/discussion? What activities
will you use to engage students in learning—for individuals,
small groups, or the whole class? How will you incorporate
technology? How will you address the academic language
demands? Detail your plan.Note: For math lesson plans, please
write or attach every task/problem students will solve during the
lesson—with the correct answers.
Instruction/Modeling
This is where you will teach your students the content outlined
in your objective. This should be a detailed paragraph or
bulleted list of instructional procedures. Remember to include
instructional strategies (e.g. show a PPT, read a book, listen to
a recording, etc.). This will be the longest part of your lesson as
it is the most important. This is where you actually teach your
students something new.
Guided Practice
In this part of the lesson, students will use the information
presented during instruction to practice the skill or review the
content of the lesson. This activity is usually completed in
collaborative groups with the support of the teacher. Formative
assessment typically takes place here. Since the next activity
will be completed independently, it is a good idea to incorporate

some sort of movement or group work into this section.
Independent Practice
In this part of the lesson, students will practice the skill or
review the content of the lesson independently. You could have
students complete the summative assessment here. This is your
opportunity to determine whether students have met the
criterion set forth in the lesson objective.
End: Closure
How will you end the lesson in a way that promotes student
learning and retention?
This part of the lesson should be a summary of what students
learned (e.g. “Today we learned how to…”) or an application
for the content/concept presented (e.g. “When you go home, I
want you to look for examples of…”). You may also use this
time to have students complete an exit ticket or a brief review.
This part of the lesson should not exceed five minutes.
Supports: Differentiation/Extension
How will you provide successful access to the key concepts by
all the students at their ability levels?
Exceptionalities (special needs [IEPs/504 plans], gifted and
talented, accommodations, etc.)
Explain how you would adjust your lesson for students with
learning difficulties and students identified as academically
gifted. This part of the lesson is required.
ELL
Explain how you would adjust your lesson to support English
Language Learners (ELL). This part of the lesson is required.
Learning Styles/Student Engagement
Explain how your lesson will keep students engaged and meet
the needs of visual learners, auditory learners, and tactile-
kinesthetic learners. This part of the lesson is required.

Extension
Explain how you will challenge students who need enrichment
in this area. Describe tasks that you will assign if students
finish their work early.
What Ifs
Be proactive. Consider what might not go as planned with the
lesson. What will you do about it?
What if students...
Create a scenario for something that could go wrong in your
lesson and explain how you would address the issue.
What if students cannot...
For example, “What if students cannot access information via
the SmartBoard?”
References: Materials and Resources
Cite all sources used in the development of the lesson materials
and resources, including URLs or other references.
You must include at least one instructional resource (e.g.
website, magazine, or video) that should be cited here in APA
format.
References: Research to Support Instructional Design
Cite all research used to support instructional design, including
URLs or other references.
You must include at least one scholarly resource (e.g. scholarly
journal article or textbook) that supports one of the
instructional strategies used in your lesson. This resource
should be listed in APA format.

EDUC 510
Lesson Plan Template
edTPA Planning (Part B)
Part B: Planning
Date of Lesson: Click or tap here to enter text.
Grade Level:
Subject/Topic: Click or tap here to enter text.
Learning Segment Theme: Click or tap here to enter text.
Where in the learning segment does this lesson occur?
☐Beginning ☐Middle ☐End
Lesson Structure or Grouping:
☐Whole Class ☐Small Group ☐1:1
Other (specify): Click or tap here to enter text.
Student Assets (Knowledge of Students)
Personal (Interests, family backgrounds, experiences, etc.)
Cultural (Traditions, dialects, worldview, literature, arts, etc.)
Community (Landmarks, community events, etc.)
Developmental (Cognitive, physical, social, and emotional)
Form:
What are your goals for student learning and why are they
appropriate for these students at this time?
Big Idea or Concept being Taught – Central Focus

Rationale/Context for Learning – Justification for your Plans
Why this lesson at this time, for this group of learners? How
does it connect to previous learning or succeeding lessons?
Prior Knowledge and Conceptions
What prior knowledge must students already know to be
What prior skills must students already know to be successful
with this lesson?
What prior academic language must students already know to be
Standards
State Standards
National Standards
InTASC Alignment
Learning Objective(s)
These must be behavioral and measurable.
Statements of what students will know, understand and be able
to do at the end of the lesson (consider all three domains).
Include condition, performance, and criterion.
Language Demand(s)
Language Support(s)

Essential Vocabulary
Form:
How will you know and document students’ progress towards
meeting your learning objective?
How will you know whether your students are meeting your
learning objective? What tools will you use to measure their
progress? How will you provide feedback to promote student
learning?
Diagnostic/Pre-assessment(s)
Formative Assessments/
Feedback to Learners
Summative Assessments
Expectations for Student Learning – Standards and Criteria
Describe in detail the following levels of student performance
and what student’s work will look like in each circumstance.
How will you communicate your expectations to students?
Provide any rubrics you will use.
Exceeds Expectations
Meets Expectations
Below Expectations

Form:
How will you support students to meet your goals? Describe
EXPLICITLY what you will do! List planned supports
(instructional strategies, learning tasks and materials, and other
resources deliberately designed to facilitate student learning of
the central focus).
Character Education
Planned Supports
Resources and Materials
Beginning: Launch/Hook/Anticipatory Set
How will you get the lesson started? What questions, texts,
inquiry, modeling, and/or other techniques will you use to
engage students?
Middle: Instructional Strategies to Facilitate Student Learning
For example: How will you engage students with ideas/texts to
develop understanding? What questions will you ask? How will
you promote question generation/discussion? What activities
will you use to engage students in learning—for individuals,
small groups, or the whole class? How will you incorporate
technology? How will you address the academic language
demands? Detail your plan.Note: For math lesson plans, please
write or attach every task/problem students will solve during the
lesson—with the correct answers.
Instruction/Modeling

Guided Practice
End: Closure
How will you end the lesson in a way that promotes student
learning and retention?
Supports: Differentiation/Extension
How will you provide successful access to the key concepts by
all the students at their ability levels?
Exceptionalities (special needs [IEPs/504 plans], gifted and
talented, accommodations, etc.)
ELL
Learning Styles/Student Engagement
Extension
What Ifs
Be proactive. Consider what might not go as planned with the
lesson. What will you do about it?
What if students...
What if students cannot...

References: Materials and Resources
Cite all sources used in the development of the lesson materials
and resources, including URLs or other references.
References: Research to Support Instructional Design
Cite all research used to support instructional design, including
URLs or other references.
EDUC 510
Lesson Plan Grading Rubric
Criteria
Levels of Achievement
Content
Advanced
Proficient
Developing
Not present
3 points
Preliminary information is included and accurate.
2 points
Some preliminary information is included.
1 point

Little preliminary information is included.
0 points
The requirements are missing.
Big Idea
3 points
The central focus of the lesson is listed and it aligns with the
instructional standard and lesson objective.
2 points
The central focus of the lesson is listed and it aligns with the
instructional standard OR the lesson objective.
1 point
The central focus of the lesson is listed. It does not align with
the instructional standard or the lesson objective.
0 points
Rationale
3 points
A well-developed rationale or justification for teaching this
lesson at this particular time is provided.
2 points
A rationale or justification for teaching this lesson at this
particular time is provided.
1 point
A poorly-developed rationale or justification for teaching this
lesson at this particular time is provided.
0 points
Prior Knowledge
3 points
The prior knowledge section is accurately and thoroughly
completed.
2 points
The prior knowledge section is completed but lacks accuracy or
sufficient depth.
1 point
The prior knowledge section is minimally completed.

0 points
Content Standards
3 points
Accurately reflects national, state, and InTasc standards.
2 points
Reflects national or state or InTasc standard, but not all three.
1 point
Does not accurately reflect national and/or state and/or InTasc
standards.
0 points
Learning Objective
5 points
The learning objective is measurable and accurately follows the
condition, performance, criterion format.
4 points
The learning objective is not measurable OR does not follow the
condition, performance, criterion format.
1 to 3 point
The learning objective is not measurable and it does not follow
the condition, performance, criterion format.
0 points
3 points
A description of language demands, language supports, and
essential vocabulary is included in the lesson plan.
2 points
A description of two of the three academic language demands is
included in the lesson plan:
language demands
language supports
essential vocabulary
1 point
A description of one of the three academic language demands is

included in the lesson plan:
language demands
language supports
essential vocabulary
0 points
3 points
Diagnostic, formative, and summative assessments are
thoroughly described.
2 points
Diagnostic, formative, and summative assessments are included
but are poorly described or inaccurate.
1 point
One or more of the assessments is not included.
0 points
Expectations for Student Learning
3 points
This section provides a thorough description of what students
must do to exceed, meet, or fall below expectations
2 points
This section does not contain sufficient information related to
expectations for learning.
1 point
One or more parts of this section are incomplete.
0 points
Character Education Principle
3 points
The lesson includes and integrates a valid character education
principle.
2 points
The lesson mentions a character education principle that is not
related to the lesson.
1 point

The character education section is completed but does not
provide information on a character education principle.
0 points
Planned Supports
3 points
The lesson includes a provision for supporting students who
may struggle to understand the skill or concept. The provision
may be reasonably implemented in a classroom setting.
2 points
The lesson includes a provision for supporting students who
may struggle to understand the skill or concept.
1 point
The provision for supporting students who may struggle to
understand a skill or concept is not related to the lesson.
0 points
Resources/
Materials
3 points
The lesson plan includes a list of all resources/materials that
will be needed to complete the lesson.
2 points
The lesson plan includes a list of most of the
resources/materials that will be needed to complete the lesson.
1 point
The lesson plan includes a list of a few resources/materials that
will be needed to complete the lesson.
0 points
3 points
The lesson includes an interactive technology component.
2 points
The lesson includes a technology component.

1 point
The lesson plan lists a technology component, but technology is
not integrated into the lesson.
0 points
Beginning/ Set
5 points
This part of the lesson plan provides a clear description of an
engagement strategy used to get the lesson started.
4 points
This part of the lesson provides a clear description of an
activity that is not engaging.
1 to 3 points
This part of the lesson is not clearly described AND the activity
is not engaging.
0 points
Instruction/ Modeling
6 points
Explains the content and/or skill and how it will be taught so
that candidate understanding is evident. Contains multiple and
specific steps. Candidates know, understand, and use the major
concepts, principles, theories, and research related to the
development of children and young adolescents to construct
multiple learning opportunities that support individual students’
development, acquisition of knowledge, and motivation.
5 points
Either explains the content and/or skill, how it will be taught, or
the specific steps.
Candidates know, understand, and use the Candidates know,
understand, and use the major concepts, principles, theories,
and research related to the development of children and young
adolescents to construct learning opportunities that support
individual students’ development, acquisition of knowledge, and
motivation.
1 to 4 points

Candidates do not know, understand, or use the major concepts,
principles, theories, and research related to the development of
children and young adolescents to construct learning
opportunities that support individual students’ development,
acquisition of knowledge, and motivation.
0 points
Guided Practice
6 points
This part of the lesson describes an engaging activity that
allows students to practice the content or skills addressed
during Instruction.
5 points
This part of the lesson describes an activity that is not engaging
OR is not related to the content or skills presented during
Instruction.
1 to 4 points
This part of the lesson describes an activity that is not engaging
AND is not related to the content or skills presented during
Instruction.
0 points
6 points
Provides an assignment, activity, or experience that allows
individual practice for positive learning results for the stated
objective.
5 points
Provides an assignment, activity, or experience for the
objective, but does not provide for independent practice.
1 to 4 points
Does not provide an assignment or skill that matches the
objective nor is it an individual practice.
0 points
Closure

5 points
A quote, question, summary, etc is provided that will
summarize/solidify the main points. Discuss the development of
maintenance and generalization
4 points
Restates the concept being taught without summarizing or
solidifying key points
1 to 3 points
Provides a quote, question, or summary that does not relate to
the lesson plan
0 points
Differentiation
4 points
Differentiated instructional strategies are provided to account
for differences in learning styles, cultural diversity, prior
knowledge, etc. and address exceptional learners including ESL,
LD, ED, etc.
3 points
Differentiated instructional strategies are provided to account
for some differences in learning styles, cultural diversity, prior
knowledge, etc. Strategies do not address exceptional learners
including ESL, LD, ED, etc.
1 to 2 point
The strategies listed are not related to differentiation or
extension.
0 points
What Ifs
3 points
This portion of the lesson demonstrates the candidate's ability
to proactively address five difficult or unusual situations that
might take place during the lesson.
2 points
to proactively address three difficult or unusual situations that

might take place during the lesson.
1 point
to proactively address fewer than three difficult or unusual
situations that might take place during the lesson.
0 points
References
4 points
All resources/materials are cited in the reference section. At
least one scholarly resource related to instructional design is
included.
3 points
Most resources/materials are cited in the reference section
OR
The resource related to instructional design is not from a
scholarly source.
1 to 2 points
Few resources/materials are cited in the reference section
AND
There is no resource related to instructional design.
0 points
Structure
Advanced
Proficient
Developing
Not present
Grammar and Spelling
18 to 20 points
Correct spelling and grammar are used throughout the essay.
There are 0–2 errors in grammar or spelling that distract the
reader from the content.
17 points

1 to 16 points
0 points
There are more than 10 errors in the grammar or spelling that
distract the reader from the content.
EDUC 510
Lesson Plan Assignment Instructions
Overview
Lesson planning is an essential component of the teaching
profession. Effective educators must be able to develop
appropriate objectives and design instructional strategies to
ensure that all students can acquire the knowledge and skills
required by learning standards. The process of lesson planning
requires careful consideration of the needs of the whole class
and the specific needs of small groups or individuals within the
class. The lesson plan template is designed to help the pre-
service teacher think through and prepare for all these
requirements.
Instructions
To provide sufficient preparation for the teaching process, you
will be required to complete a lesson plan for this course.
Please use the provided template to create a lesson plan that is
aligned with Liberty University School of Education standards
for lesson planning and preparation. You must use the Lesson
Plan Template provided. Please save the template and type
directly into the fields to complete this assignment.
· If you are pursuing the MAT in elementary education, you
may focus your lesson on any grade level (K-5) and any one of

the four core subject areas (English, Math, Science, Social
Studies).
· If you are pursuing the MAT in middle grades education, you
may write the plan for any grade level (6-8) and you must write
it in the subject area for which you are seeking endorsement.
· If you are pursuing the MAT in secondary education, you may
write the plan for any grade level (9-12) and you must write it
in the subject area for which you are seeking endorsement.
· You must consult national standards and the Virginia
Standards of Learning for this assignment. You may not use
standards from any state other than Virginia. To locate
applicable national and Virginia standards for this assignment,
please use the links that have been provided.
This should be a 20-minute mini-lesson. Please plan accordingly
as you will be required to create a simulation video of this
lesson for the Lesson Plan Presentation Assignment.
This assignment must be submitted in Canvas and in Livetext.

Grade One Science Standards of Learning for Virginia Public Schools

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