Kalie Hearrell ELED 3221 3/10/14 edTPA Indirect Instruction Lesson Plan Template The Mystery of Quicksand _____________________________________________________________________________

Central Focus/Big Idea: Matter: Properties and Change Subject of this lesson: To explain why quicksand is both a liquid and a solid through both prediction and observation while reflecting on the properties of matter using prior knowledge. Grade Level: grade 2 NC Essential Standard(s): 2. P.2 Understand properties of solids and liquids, and the changes they undergo. Next Generation Science Standard(s): 2-PS1-1 Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. [Clarification Statement: Observations could include color, texture, hardness, and flexibility. Patterns could include the similar properties that different materials share.] 21st Century Skills: Critical Thinking and Problem Solving Outcome for 4th grade addresses importance of designing and conducting experiments that require students to produce explanations from their own observations and discuss these discoveries with others. Collaborative process- Outcome for 4th and 8th grade addresses importance of students cooperatively working together in both small/large groups in order to develop logical reasoning through evidence and claims. Academic Language Demand Language Function: Students will make predictions about what the picture they are viewing is an example of in the engage portion. Furthermore, students will be predicting if the quicksand they prepare in small groups is a liquid or a solid. After doing the quicksand activity they will once again predict if it is liquid or a solid based on the observations they made during the activity and from the prior knowledge they have about matter. They will question the quicksand by experimenting with it. Also, by discussing and forming questions with peers about this substance. After viewing the YouTube clip and participating in a classroom discussion in the elaboration section, students will be able to explain the quicksand process and diagram. Lastly, they will be able to explain why/why not their prior predictions about quicksand were correct. 1

Analyze Interpret

Argue Predict

Categorize Question

Compare/contrast Describe Retell Summarize

Explain

Scientific Vocabulary: Quicksand, saturate, liquefies, groundwater, and particles.

Instructional Objective: Students will be able to explain why quicksand defies the state of matter (both liquid and solid) by using the cornstarch experiment to symbolize actual quicksand. They will be expected to use prior knowledge about the properties of matter as a reference when forming predictions and conclusions about the experiment. Furthermore, they will be able to explain how quicksand is formed and what different properties of matter it involves. Lastly, to be successful, students will correctly answer at least 6 out of 8 questions during the evaluation portion of the lesson. Prior Knowledge (student): Students should know the basic properties of matter: volume, shape, and mass. They should understand that matter is made up of atoms. They should be able to identify examples of solids, liquids, and gases. Additionally, they should understand the properties of liquids, solids, and gases. Lastly, they should be able to explain the transformations that occur when temperature is added or subtracted from a liquid or a solid. Content Knowledge (teacher): Need to have basic knowledge about quicksand. What it is and how it becomes saturated (underground water, ground water, or precipitation). That quicksand is both a liquid and a solid and the reason why this is true (explained in elaborate section). Additionally, they should understand the properties of liquids, solids, and gases. Lastly, they should be able to explain the transformations that occur when temperature is added or subtracted from a liquid or a solid.

Accommodations for special needs (individual and/or small group): I would make sure individuals with physical disabilities were paired with students that could give them assistance if needed. More importantly, I would make sure to observe these students more closely during the different activities in order to help them remain on task and eliminate frustration or confusion. For ELL, I would also pair these students with native English speaking individuals. For the evaluation portion, I would give them worksheets with a word bank of answers and have the questions already written out. They would hear the questions verbally and visually see the questions. Materials and Technology requirements:
Newspaper (per desk) 4-5 Ziploc bags of starch (1 cups) (per group) 4-5 medium Tupperware bowls (per group) Pack of food coloring ( distributed by teachers) 4-5 cups of water (1/2 cup of water) ( per group) 4-5 popsicle sticks (per group) Smart Board I-Doc Camera Whiteboard/anchor chart

Sink to wash hands Expo Markers Notebook paper Pencil/Pen Individual whiteboards Computer (for YouTube and photos)

Total Estimated Time: 30-45 minutes Source of lesson: https://www.exploratorium.edu/science_explorer/ooze.html http://www.mediabistro.com/agencyspy/files/original/quicksand_0208_445x260.jpg http://science.howstuffworks.com/environmental/earth/geology/quicksand1.htm http://static.ddmcdn.com/gif/quicksand-friction.gif http://www.nextgenscience.org/2spm-structures-properties-matter

Safety considerations: Students will be verbally read directions and will repeat them to confirm understanding. The teacher will remind students to take quality care of materials used in this activity and to be careful at all times. Additionally, teacher will observe students at all times.

Content and Strategies (Procedure)

Engage: Put a picture of quicksand on the Smart Board or I-Doc and ask students to make predictions with a partner about what they think this is a picture of. (2-4 minutes). Next, have 3-4 students share their answer with the class (By raised hand). If you guessed that the man was standing in quicksand, you were correct. Following, have the students talk about what they know about quicksand as a whole class. (By raised hand). The teacher should never correct a response. Simply ask students if they would like to add to the conversation or disagree with a comment.

http://www.mediabistro.com/agencyspy/files/original/quicksand_0208_445x260.jpg Explore: (Teacher) Today we are going to make our own form of quicksand. As were making this concoction I want everyone to think about what we have been learning in the last few weeks relating to matter. Think about the different properties of a solid and liquid, and how they undergo change. Explain to the students that they will be working together to make this quicksand in their small groups. Two students from each group will be called to the back of the classroom to get the supplies for their table. These supplies will include: a Ziploc bag of pre-measured cornstarch, a cup of measured water, a Popsicle stick, newspaper, and one medium sized Tupperware bowl. After getting the supplies they should lay out the newspaper. Then they should pour the bag of cornstarch into the Tupperware bowl. Before pouring the water into the Tupperware bowl, they should choose what color they want their quicksand to be. The teacher will go around with a box of food color and will put the drops in the water for the students. The students will stir the water with the Popsicle stick. Then they will pour the water into the Tupperware bowl. They will stir the concoction with their Popsicle stick until it becomes liquefied. The teacher should be modeling these procedures while explaining them, using own container.

Tell the students to explore with the quicksand. Pick it up, poke at it. Push on it slowly. Let it flow through your fingers. Most of all have fun with it. Think about how you would classify quicksand? Is a solid or a liquid? Who knows? Students should be encouraged to discuss the activity with students in their small groups. However, they should be told to not make a mess or put it on one another. During this time the teacher should be observing the student and listening to student conversation. The teacher should never answer a question, but should respond with a question. For example, if a student says, Is this a solid? The teacher should say, What makes you think it is a solid? This activity should be anywhere from 15-20 minutes. Call students to classroom sink or bathroom by groups to wash hands. Have the 2 group helpers bring supplies to back table and neatly stack cups, throw away bags, newspaper, and Popsicle sticks, and put Tupperware bowls on back table. *Do not wash quicksand down sink. It will clog the sink. Explanation: After the students have cleaned up and are back seated. Have the class predict by a raise of hands if they think the quicksand is a solid or a liquid. Write down on the white board the number of students that predict it is a solid, the number of students that predict it is a liquid, and the number of students that think it is both. Have the students share why they have made their predictions (raised hands). After class discussion, ask students if any would like to change their mind. Following, have students watch this YouTube clip that reviews the activity they just did and reveals the answer to the mystery question: Is quicksand a liquid or a solid? http://www.youtube.com/watch?v=lmHaSm0mhqw After the YouTube clip, ask students so, what is quicksand? Yes, it is both. What happen when you slapped or punched the quicksand? (Prompt for all responses) Yes, it became a solid. What part of the experiment symbolized sand? Right, the cornstarch symbolizes sand. Sand is made of tiny solid particles. However, what happen when water was poured into the cornstarch? (Prompt for all responses) Yes, it became liquefied. Like with quicksand, groundwater or rain saturates the solid ground, making it liquefied soil. Do you think the water is able to escape from within the quicksand? No, the water becomes trapped in the sand. Do you think the loose sand can support this type of weight? No, it cannot. What did the quicksand do that made you think it was a liquid? (Prompt for all responses) Thats right. You could drip it from your hands or easily push into it. It also took the shape of the container, a property of liquid. Lastly, if underground water is under the loose sand, which way do you think it is pushing? Is it pushing upward or downward? Correct. It is pushing upward. This is opposite from the force of gravity which pushes downward. That is why quicksand is able to float.

Elaborate: Show students diagram example that better explains what they just learned. Have them discuss with a partner/small groups about what they have now know about quicksand and

what the diagram is showing. The teacher should be observing student discussions. The teacher can answer questions or ask questions at this point. This should be a 4-5 minute discussion.

Using their individual whiteboards, students will do a Sketch to Stretch. They will sketch a picture that applies to what they have just learned. They will explain in 2-3 sentences what the sketch is about and 3-5 students will be chosen to briefly share their work. Teacher should model before having students do this part. This should be only 8-12 minutes.

Evaluate: Tell the students that this time this is an individual activity. They should not share their answers with the people around them. They will number a piece of notebook paper 1-8. Students should skip lines between each number. The teacher should model on the I-Doc where students should put name, date, and write numbers 1-8. Each question will be read out loud. They should write their answer next to the corresponding question. Question and Answer Key:
1.) Is quicksand a liquid or a solid? Both 2.) What did the cornstarch symbolize? Sand

3.) When the quicksand took the shape of the container. What property of matter did it show? Liquid 4.) When the water saturates the loose sand, can it escape? No 5.) When you punched or slapped the quicksand and it didnt move. What property of matter did it show? Solid 6.) Which way does the underground water flow causing the loose sand to become liquefied? Upward 7.) Can the loose sand support the weight of the water? No 8.) Does moving in quicksand make you sink faster? Yes

Formative Assessment: The teacher is listening to the different student responses to get a better idea of who made a connection to the lesson and who did not. Teacher can take notes on sticky notes or write names of students that are struggling during the student discussion in elaborate. Summative Assessment: Students will receive mastery it they answer 6 out the 8 questions correctly. Partial mastery will be given to students that answer 5 out the 8 questions correctly. Anything less than 5 correct will be given non-mastery and will be spoken to individually. However, the conversation following the quiz should assist in adjusting imprecise understandings.