Lesson Plan Dr.

Cadys Course Name: Melissa Burch Date: 2/13/2012

Elementary Science Lesson Plan

Main Subject: Science Integrated Subject(s): Reading Grade Level: 3-4 Common Core Standards/Benchmarks/Objectives: The student will increase their understanding of the properties of objects and materials that they encounter on a daily basis. The student will compare, describe, and sort and classify these materials by observable properties. Benchmark: The student will develop skills to describe objects. Indicator: The student will recognize and describe the differences between solids, liquids, and gases.

Reading Strategies: (place an x by each one used) Before, During, After _x_ Graphic Organizer _x_ Anticipation/Prediction __x Summarize __ KWL x__ Paired Reading __ Note-taking __ SQ3R __ QAR __ Skimming _x_ Scanning Headings/Subheadings/Captions __ Inference _x_ Preview __ Teacher Modeling __ Repetition __ Critical Reading _x_ Vocabulary Review __ Other ______________________________

Technology Integration: (place an x by each one used)

_x_ Projector _x_ Overhead _x_ Interactive Whiteboard __ iPad _x_ Laptop __ Computer Lab __ E-reader __ iPod Touch __ Clickers __ CD __ Cellphone __ Calculator __ Television __ DVD __ Radio __ PC - Educational Game(s) __ Digital Camera __ Scanner __ Copier __ Tape Recorder __ Microscope __ Watches __ Other _______________________________

Lesson Plan Dr. Cadys Course Websites: http://www.harcourtschool.com/activity/states_of_matter/ http://www.neok12.com/States-of-Matter.htm http://www.sciencecompanion.com/solids-liquids-and-gasesweb-links/

Community Resource(s): (place an x by each one used) __ Public Library __ Local College __ Guest Speaker __ Field Trip __ Outside Organization __ Local Business _x_ Other ___virtual field trip____________________________________

Pre-Assessment: (used to determine prior knowledge/baseline data)

Formative Assessment: (part of instructional process/used to adjust teaching and learning)

Summative Assessment: (given periodically/used to determine what students know and dont know/gauges learning relative to content standards) __ State Assessments __ District Benchmarks _x_ End of Unit Test _x_ Chapter Test __ End of Semester Exam __ Other ________________

__ KWL _x_ Turn & Talk __ Yes/No Cards __ SA/A/D/SD __ Squaring Off __ Graffiti Wall _x_ Other __Introduction discussion with teacher and students._______________

__ Peer Assessment _x_ Self-Assessment __ Goal Setting _x_ Observations __ Questioning Strategies __ Student Record Keeping __ Flashcards __ Pop Quizzes _x_ Oral Q & A __ Other _________________

Lesson Plan Dr. Cadys Course Science Inquiry Guiding Questions: List at least five guiding questions that you will use for this lesson. Engage: What is matter? Explore: What do we know about the differences of a solid, a liquid, and a gas? What do you think will happen to the egg? Explain: What type of matter is air? Can a solid change to a liquid? Can a liquid change to a gas? What happens to molecules when you add heat? Elaborate: Can you give me some examples of solids? Liquids? Gases? What happens to molecules in the cold? Evaluate: What categories do these items belong in? Solid, liquid or gas?

Multiple Intelligences: (place an x by each area included in your lesson plan) _x_ Spatial (ability to visualize) _x_ Linguistic (words spoken/written) __ Logical-Mathematical __ Kinesthetic (movement) _x_ Interpersonal (interaction w/ others) _x_ Intrapersonal (self-reflective ability) __ Naturalist (having to do with nature)

Blooms Taxonomy: (place an x by each level included in your lesson plan) _x_ Knowledge (tell, list, define, label, recite, memorize, repeat, find, name, record, fill in, recall) _x_ Comprehension (locate, explain, summarize, identify, describe, report, discuss, review, show) _x_ Application (demonstrate, construct, record, illustrate, research, order, display, practice) __x Analysis (compare, contrast, classify, critique, solve, experiment, examine, infer, categorize) _x_ Evaluation (judge, predict, verify, rate, determine, decide, choose, forecast, estimate, prioritize) __x Synthesis (compose, hypothesize, design, formulate, create, invent, develop, refine, produce)
Benjamin Bloom

Howard Gardner

Safety Precautions Do not allow students near matches. All students must wear safety goggles as they observe the investigation. Explain the importance of following directions.

5-E Model

Lesson Plan Dr. Cadys Course Provide specific plans for each of the areas below. Ensure that you include all of the marked items above into this portion of the lesson plan.

Engage: How will you probe prior (s) knowledge and help (s) generate questions for investigation? Explore: How will you provide the opportunity for (s) to gather, organize, interpret, analyze, and evaluate data?

What do you know about matter? Show the students a balloon. Blow up the balloon and ask students What is in the balloon? If I let go of the balloon, what do you think will happen? Allow students to turn and talk with their group. Give groups time to explain what they think will happen, and why. Let the balloon go. Were you correct in your thinking? Ask the students to talk in their group about whether they believe air is a solid, liquid, or gas. Have each group explain their thinking. Each group will write down whether they think air is a solid, liquid, or gas, and why they believe as they do. Ask students to give examples of solids. Make a chart on the smart board with three columns. (solids, liquids, and gases) List the examples that the students give. Do the same for liquids and gases. Ask students how matter can change from a solid to a liquid, or a liquid to a gas, or a liquid to a solid. Allow students to talk in groups and then give each group time to respond and explain their thinking. Show the students a glass bottle. Tell them they are going to observe an experiment in which you I will put small pieces of paper in the bottle and a match. When the paper lights and smoke begins to fill the bottle I will set a peeled hard-boiled egg on top of the bottle. What do they think will happen? Allow students to talk with their groups and make predictions. What will happen? Why do you feel that way? The students will write their predictions in their science journals. (The students will not do an investigation of this type themselves, they will observe as I do it) Do the investigation while students observe. Encourage them to look and listen. Allow them to feel the egg and note changes. Does it feel the same? What feels different? Continue to ask the students questions. What is happening now? Do you see a difference? Do not tell students what should happen. Let them see for themselves and make their own predictions. When the egg is sucked into the bottle, ask the students Is this what you thought would happen? Allow each group to talk about their predictions, and how the results match up with what they predicted. The students will now write in their science journal WHY they think the egg was pulled into the bottle. The students will now go back to their seats and first take a picture walk through the lesson on matter. We will go over vocabulary words that they will see in the chapter. They will then partner read the lesson. The students will be encouraged while reading to see if they can come up with a theory on why the egg was pulled into the bottle. The students will then watch a video about matter, and how it changes. They will again discuss their theories about how the experiment worked. The teacher will discuss with the class how molecules expand with heat. The molecules move away from each other when they are heated. As some of the heated molecules escape past the egg, it makes it wobble. When the inside of the bottle cools down the molecules move close together again. If the bottle did not have the egg blocking the opening, the air outside the bottle would come in and fill the bottle. With the egg in the way,

Explain: How will you set the stage so that (s) can clarify their understanding, reach conclusions, and communicate their knowledge? Elaborate: How will you afford (s) the opportunity to identify additional questions to investigate, collect evidence, and connect new knowledge?

Lesson Plan Dr. Cadys Course the air cannot get in. The air molecules outside of the bottle are so great that it pushes the egg into the bottle. How close did the students get with their thinking? The students will take a virtual field trip related to matter and molecules. I will observe the students as they collaborate with their peers and come up with conclusions on their own. I will also assess what they have written in their journals. I will note their understanding as we completed the Solids, liquid, and gases chart on the smart board. The students will also be given an assessment after the lesson, and again after the unit. This will give me information as to how much the students are understanding, and what they need further instruction on. I will also use this knowledge to modify my future lesson based on what the students find challenging.

Evaluate: How will you assess and use the assessment data to determine what (s) know and do not know? How will you provide feedback and modify lessons?

Students w/ Exceptionalities Describe one specific way that you will adapt your lesson to meet the needs of the following: Emotional/Behavior Disorder I will practice behavior modification with these students. Keeping them engaged will be extremely beneficial. ADD/ADHD I will teach learning and focusing strategies that these students can use to remember and integrate information. It will also be beneficial to group these students carefully, and with students who will help to keep them on task. Continuous scaffolding may be necessary to enhance understanding. ESL/ELL Science through inquiry is extremely beneficial for these students because it helps them feel as if they are on the same playing field. In general the students success in not dependent of being able to read the textbook and answer questions relating to what they have read. I will plan my lessons accordingly, making certain to include as many visual aids as possible. I will also pair or group up students as much as possible so that ELL students can practice using language skills that they are acquiring.

Lesson Plan Dr. Cadys Course

Student Work Mat

Adapted from S&K Associates (1999)

Science Question Why when an egg is placed on the top of a bottle, and fire is created in the bottle does the egg get sucked into the bottle?

Prediction I predict the egg will stay on top of the bottle.

Materials: A bottle with a smaller mouth than the diameter of an egg. One boiled and peeled egg, matches, and strips of paper.

Investigation Plan I plan to place a boiled egg on the top of a glass bottle. I will tear paper into small pieces and put in in the bottle. Then I will place a match in the bottle and light the paper. When the paper is lit and smoke begins to form in the bottle, I will place the egg on top of the bottle. The egg should be pulled into the bottle.

Observation Data I heard the egg wobble on top of the bottle and this made the bottle wobble very slightly on the table. Hear I saw the fire in the bottle, and then it burned out and the bottle filled with smoke. The egg began to move lower and lower into the bottle. Eventually half of the egg was in the bottle and that part broke off. The other part stayed on top. I smelled the matches and then the smoke as it filled the bottle.

See

Smell I tasted nothing as this experiment did not require tasting. Taste

Lesson Plan Dr. Cadys Course I felt the egg and it was really firm and tight in the bottle. I could actually pick the bottle up by holding on to the piece of the egg that was still sticking out from the bottle. Touch

Investigation Results I learned that part of the egg really did get pulled into the bottle and that the heat inside the bottle had something to do with this conclusion. My results were like my prediction because not all of the egg went into the bottle. This was probable due to using large size eggs rather than the medium that should have been used. My results were different from my predication because I honestly didnt believe that any of the egg would be pulled into the bottle.

Answer to My Question The answer to my question is that the molecules move away from each other when they are heated. As some of the heated molecules escape past the egg, it makes it wobble. When the inside of the bottle cools down the molecules move close together again. If the bottle did not have the egg blocking the opening, the air outside the bottle would come in and fill the bottle. With the egg in the way, the air cannot get in. The air molecules outside of the bottle are so great that it pushes the egg into the bottle.

New Question My new question is.. Can you get the egg OUT of the bottle by doing a reverse of this experiment?