University of the Virgin Islands 
School of Education 
Bachelor of Arts in Education 
Elementary Education 
Spring 2015 
 
 
Lesson Plan Science 
STT 5 
Lesson Plan 
Elements 
Unacceptable 
1 
Beginning 
2 
Developing  
3 
Target 
4 
 
Instructional 
Objectives 
 
(ACEI 3.1) 
 
Instructional 
objective is not 
stated clearly.  
 
Has an 
instructional 
objective but 
is not 
descriptive of 
a learning 
outcome and 
does not 
include 
condition and 
criterion.  
 
 
40% 
 
Instructional 
objective is 
stated and 
descriptive of 
learning 
outcomes that 
are measurable, 
observable, and 
student oriented 
but does not 
include 
condition and 
criterion. 
20% 
 
Instructional 
objectives are 
clearly stated and 
descriptive of 
learning outcomes 
that are measurable, 
observable, and 
student oriented; 
includes condition, 
behavior and 
criterion.    
 
 
40% 
 
Content 
Knowledge 
 
(ACEI 2.1; 2.3; 
2.3; 2.4; 2.6; 
2.7) 
 
Plan shows little 
evidence of 
knowledge of 
content and no 
evidence of 
research. 
 
Weak content 
and 
inadequate 
evidence of 
research.      
 
Content is 
accurate but 
evidence of 
research is 
limited.   
 
100% 
 
Thorough 
knowledge and 
understanding of 
content. Evidence is 
provided to indicate 
topic is well 
researched.   
 
Lesson 
Introduction 
 
(ACEI 2.1; 3.2;  
3.4) 
An introduction is 
missing. 
An 
introduction 
is used but 
not directed 
to the lesson. 
An introduction 
is used and 
directly related 
to the lesson 
and enhances 
student interest.  
 
60% 
An introduction 
related to the lesson 
enhances student 
interest and leads 
into the 
development of the 
lesson.   
40% 
 
 
 
Lesson 
Development 
 
(ACEI 2.1; 3.2) 
 
Lesson is not 
logically 
sequenced, nor 
does it provide 
opportunity for 
guided or 
independent 
practice.    
 
Lesson is 
adequately and 
sequentially 
developed 
building from 
simple to 
complex 
 
Lesson is 
adequately and 
sequentially 
developed 
building from 
simple to 
complex with 
opportunities for 
guided practice.  
100% 
 
Lesson is adequately 
and sequentially 
developed building 
from simple to 
complex with 
opportunities for 
guided and 
independent 
practice.    
 
 
Instructional 
Strategies 
 
(ACEI 2.1; 3.3; 
3.4) 
 
Instructional 
strategies are not 
appropriate and 
are not aligned 
with the learning 
outcome. 
 
Some 
instructional 
strategies are 
appropriate for 
learning 
outcome that 
are 
meaningful. 
20% 
 
Most 
instructional 
strategies are 
appropriate for 
learning 
outcome; they 
are meaningful 
and varied. 
60% 
 
Instructional 
strategies are 
appropriate for 
learning outcome. 
They are meaningful, 
varied and 
differentiated.   
 
20% 
 
 Questioning 
Strategies 
(ACEI 3.2; 3.3; 
4.0) 
 
 Uses ineffective 
questions that do 
not promote 
critical thinking.  
 
Uses 
questioning 
techniques 
that are 
effective and 
promote some 
levels of 
thinking.  
 
Uses a variety of 
effective 
questioning 
techniques.    
 
 
 
40% 
 
Uses a variety of 
effective questioning 
techniques that 
promote critical 
thinking and problem 
solving.   
 
60% 
 
Technology 
Used 
(ACEI 3.1; 3.5) 
 
Selection and 
application of 
technology is 
inappropriate or 
non-existent. 
 
Some 
selections and 
applications of 
technology are 
not 
appropriate for 
the learning 
environment.  
Technologies 
selected do not 
enhance 
learning. 
 
Some selections 
and applications 
of technology are 
appropriate for 
learning 
environment and 
outcomes and 
enhance learning; 
Technologies 
applied enhance 
learning. 
 
Selection and 
application of 
technology is 
appropriate for the 
learning outcomes 
and the learning 
environment.  
Technologies applied 
enhance learning.  
 
 
100% 
 
Materials 
Needed 
 
Materials are 
missing or are 
used 
inappropriately. 
 
Few materials 
directly 
support 
learning 
objective. 
 
Most materials 
directly support 
learning objective 
are clearly listed 
and meet the 
needs of all 
students. 
 
A variety of materials 
that directly support 
learning objective are 
clearly listed and 
meet the needs of all 
students. 
100% 
 
Closure 
 
Closure session is 
absent from plan. 
 
Closure is 
evident and 
summarizes 
and solidifies 
few main 
points of the 
lesson. 
20% 
 
Closure is evident 
and summarizes 
and solidifies 
some main points 
of the lesson. 
 
 
60% 
 
Closure is evident 
and summarizes and 
solidifies main points 
of the lesson. 
 
 
 
20% 
 
Assessment 
 
(ACEI 4.0; 5.1) 
 
Method for 
assessing student 
learning and 
evaluating 
instruction is 
missing or 
inappropriate. 
 
Method for 
assessing 
student 
learning and 
evaluating 
instruction is 
delineated but 
not 
differentiated 
and aligned to 
lesson’s 
objective. 
 
Method for 
assessing student 
learning and 
evaluating 
instruction is 
clearly delineated 
and aligned to 
lesson’s objective 
but is not 
differentiated. 
 
100% 
 
Method for assessing 
student learning and 
evaluating instruction 
is clearly 
differentiated and 
delineated and 
aligned to lesson’s 
objective.