GENERIC LESSON PLAN for Ed470

INSTRUCTIONAL UNIT
TEACHER: Randy Raymond DATE: May 4, 2011 GRADE/Acquisition Level: 1st Grade / Early Intermediate SUBJECT (Content Area): Science LESSON TITLE: All about Solids, Liquids, or Gases? LESSON OBJECTIVE: Students will be able to classify matter as solids, liquids, or gasses. Students will demonstrate that each state of matter has distinct properties by using a graphic organizer to write a fiveparagraph essay.

LANGUAGE STANDARDS AND CONTENT OBJECTIVES

CONTENT STANDARD ELD READING STANDARD Physical Sciences: 1. Materials come in different forms Draw and label pictures related to a story (states), including solids, liquids, topic or ones own experience. and gases. As a basis for understanding this concept: a) Students know solids, liquids, and gases have different properties ELD WRITING STANDARD Following a model, proceed through the writing process to independently write short paragraphs of at least three lines. ELD LISTENING/SPEAKING STANDARD Ask and answer questions by using phrases or simple sentences.

COGNITIVE, AFFECTIVE, AND PSYCHOMOTOR OBJECTIVES

COGNITIVE OBJECTIVES [Not necessary for Ed470] AFFECTIVE OBJECTIVES PSYCHOMOTOR OBJECTIVES [Not necessary for Ed470] [Not necessary for Ed470]

ADAPTATIONS FOR LEARNERS

MODIFICATIONS FOR ELL Picture file Index cards A video to introduce the topic Worksheets Graphic Organizers Re-reading the book for clarity RATIONALE Pictures allow ELL students to see what they are learning about. A video allows the student some introductory information before they begin reading. The index cards are a way of modifying the text so the REFLECTION Overall, my supervising teacher liked this lesson. I made afew adjustments as we went through it, but she said this was normal and that good teachers make adjustments as their students need it.

ELL may understand better. Graphic organizers allow the ELL to organize their thoughts about what they have learned.

ASSESSMENT
STRATEGY FOR ASSESSMENT The final assessment will be a five paragraph essay about the three states of matter, but scaffold exercises throughout the lesson will assess the students understanding.

LEARNING ENVIRONMENT
MATERIALS, EQUIPMENT, and TECHNOLOGY NEEDED The book, What is the World Made of? All About Solids, Liquids, and Gases, by Kathleen Weidner Zoehfeld Solid, Liquid, Gas Worksheets Index cards set up like the following: 1. Name of Solid / why it is a solid 2. A finish the sentences card a. Liquids have no ______ b. Milk is not _____ or square. c. All liquids can be _____into a container. d. ______ Take the shape of whatever they are in. A picture file with gases and non gases. Computer with internet access and SmartBoard (or some sort of projection system)

INTO, THROUGH, and BEYOND

INTO Teacher will introduce the question: What do you know about solids, liquids, and gasses? Can you think of three examples? Students do a Think, Pair, Share Teacher will hand out the blank solid, liquid, and gas worksheet. One to each table group. The students list the characteristics they generated and the examples they thought of and then share with the class. Students will do a Four Corners activity with the vocabulary terms for this lesson. RATIONALE To get their attention REFLECTION I received positive feedback on my into techniques. The video from Study Jams really got attention. The students are asked to pull from previous To see what they know. knowledge and then build on it. The into peaks their attention and gives them This is a diagnostic to see the background they need what the students already to successfully navigate the know. lesson.

To introduce vocabulary that will be used in the lesson

Vocabulary: Condensation Evaporation Gas Liquid Matter Solid Vapor Before reading the book, students will watch the video Study Jams. THROUGH Teacher begins reading the book, stopping to identify and describe any vocabulary as it comes up in the text. The teacher reads the book again, this time the students use the solids index card and listen carefully to pages 8 11. Students write down three different kinds of solids mentioned in the book. Again, after the teacher reads pages 12 13, the students think about what shape a liquid takes and complete the liquids index card. Pages 14 -17 discuss gases. After the teacher reads these pages, the students will view a short picture file. Students will determine if the picture depicts a gas. Students will play Stand-up / Sit-down and discuss why they believe the way they do. Students compare the information they now know with what they came up with in the Into. Did anything change? Were any predictions proven true?

RATIONALE The video is used to grab attention and explain more about what will be discussed in the book. The teacher will read through the first time to get the students familiar with the book and the vocabulary. The following activities check for comprehension.

REFLECTION My supervising teacher liked my approach here. She liked that we did different exercises for each section. We took as much time as needed here but still stayed focused.

This allows the students to see what they have learned and how far they have come.

BEYOND Students will use their knowledge of what characteristics each state of matter possesses and come up with a list of questions in a Think, Pair, Share. Students will then use those questions to play You Are There, with one student interviewing and the other becoming a solid, liquid, or gas. Students will pull slips of paper from a can that has specific types of these. For example, liquid = honey, solid = gold, gas = air we breathe. They will be asked questions about their characteristics and answer based on what they are. Using the information gathered from these activities, students will create three Description graphic organizers (pg 142 of the 99 ideas book); one for each state of matter. This is a whole class exercise and will be completed on three sheets of butcher paper for the class to refer to later. Students will then complete a five paragraph essay, with each paragraph containing at least three lines. The students will use the model from the graphic organizer listed on pg 137 of the 99 Ideas book; Explanation: Main Idea and Supporting Details. The teacher may start each paragraph as such: Matter comes in three A solid is A liquid is A gas is

RATIONALE

REFLECTION

The following activities I realized through this utilize the students new exercise that the beyond is knowledge and allow them really just an extension of to further understand the the through. Checking for material. understanding is an ongoing process, and the writing exercise another way to check for understanding. Another area that was well received was the class exercise making the Description graphic organizer from pg 142. The class then had a visual to refer to while making their own graphic organizer from page 137. The fact that the teacher can provide starting sentences also received positive feedback. This gives the student a way to get started if they experience difficulty finding a way to start their paragraphs.

By creating a graphic organizer, the students will be able to organize their thoughts for the writing exercise.

My supervising teacher did suggest that we make a graphic organizer for each The students will use the state of matter. This took last graphic organizer to another day of the lesson, be able to write their but it was worth it in the essay. The teacher will end. The students final help be getting the work was better than either students started with the of us expected. first line of each paragraph. If necessary, the teacher may use this graphic organizer for each state of matter as well. This will help the students construct a better formed paragraph. For example: A solid is One example of a solid is Another example of a solid is A third example of a solid is