19 DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION ELEMENTARY 3rd SEMESTER LESSON PLAN TEMPLATE (3/5/14) Teacher Candidate: April

l Talbot
Contextual Factors: 26 Students 15 Boys 11 Girls 3 IEP 6 High Level Learners 2 ELL 2 Speech 6 Low Level Learners Classroom Environment: Desks are arranged in groups of five or six. They are placed randomly throughout the classroom. Whiteboard is on the east end of the room. The rug instruction area is on the west wall. Technology available.

Grade Level: Grade 2

Title: Science: Physical Change in Matter.

CONTEXTUAL FACTORS (classroom factors)

WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be able to do?)
Standard 3: Physical Science. Students will gain an understanding of Physical Science through the study of the properties of Materials. Objective 2: Compare and contrast the differences in how different materials respond to change. a. Model physical changes of various materials. b. Investigate and provide evidence that matter is not destroyed or created through changes. Content Walk-Away:

I will be able to identify matter and how changes occur.

Language Walk-Away:

I will be able to observe and record the changes that occur with Legos, Play-Dough, and Cool-Aid.
Vocabulary:

Matter, physical change, mixture, solution, solid, liquid, and gas. ASSESSMENT EVIDENCE (What evidence do I need to show the students
have learned the Walk-Away?)

Modifications/Accomo dations (ELL, IEP, GATE, etc.)

Give extra help for low level learners Use pictures to describe vocabulary for ELL Ask the High Level Learners some higher level questions to stretch their thinking

Formative Evidence (checking for understanding throughout the lesson): Listen and observe students describe the changes in Matter. Content Walk-Away Evidence (Summative): I will be able to identify matter and how changes occur. Language Walk-Away Evidence (Summative): I will be able to observe and record the changes that occur with legos, play-dough, and cool-aid.

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Vocabulary: Matter, physical change, mixture, solution, solid, liquid, and gas.

Approx. Time 3 min.

ACTIVE LEARNING PLAN

Activate/Building Background Knowledge Group discussion about what the students can observe about the objects placed on their tables (legos, playdough, cool-aid, and water. SIOP1-Content objectives, 2-Language objectives, 3-Content appropriate, 7Linked to background, 8-Linked to past learning, 9-Key vocabulary Formative assessment: Learning Goal Students can describe which State the objects (play-dough, legos, cool-aid, and water) are in. Success Criteria Students will able to explain what happens to the objects when they take them apart and build something new. Assessment Strategy Observe students when they describe what happens to the objects when they take them and build something new.

Modification/accommodations: (ELL, IEP, GATE, etc.) Help lower level students describe nonliving things and erosion, by giving prompts when needed.

7 min.

Focus Lesson (I do it) I will read, Joe-Joe the Wizard Brews up Solids, Liquids, and Gases by Eric Braun. Show different pictures of the changes that occur in solid, liquid, and gas. SIOP 5-Adaptation of content, Appropriate speech, 11-Clear explanation, 12-Variety of techniques Learning Goal Students can discuss the aspects change. Success Criteria Students can answer questions on changes that occur in solid, liquid, and gas. Assessment Strategy Listen and observe the students answer questions on the types of changes that occur.

Modification/accommodations: Use pictures to show the changes that occur in solid, liquid, and gas. Guided Instruction (We do it)

Demonstrate what happens when you take a can of cool-aid (solid) and mix it in water. Discuss with 5 min.
the students the changes that occurred when they took the play-dough, legos, and can of cool-aid and built/made something new with them. SIOP 6-Meaningful activities1016-Opportunity for interaction, , 18Wait time, 19-Opportunity for L1 students 23-Content objective supported, 24-Language objective supported, 25-Students engaged, 26-Pacing Collaborative/Cooperative (You do it together) Have students discuss with their partner what changes occurred with the play-dough, and legos. SIOP17Grouping supports objectives, 21-Activities to apply content/language knowledge, 22-Language skills: reading, writing, listening, speaking, 29-Feedback, Formative Assessment: Learning Goal Students can explain physical change, mixture, and solution. Success Criteria Students can describe the changes that occurred when they built something new. Assessment Strategy Listen and observe the students as they describe what happened.

5 min.

Modification/accommodations: Give extra help to low level learners if needed.

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10 min

Independent (You do it alone) Observe and record the changes that occurred. SIOP 20-Hands-on materials, 30-Assessment Summative Assessment: Writing worksheet about the changes that took place when they played with the play-dough, legos, and when they made cool-aid. Modification/accommodations: Help the lower level students by making sure they understand the directions. Explain further if necessary.

2 min

Closure/Review of walk-aways, vocabulary, and essential questions (Note: Closure includes student interactions, reflection, and/or demonstrations.) Have the students place their completed journals on the desk in a neat pile and then meet back at the rug. SIOP 27-Review vocabulary, 28-Review concepts

SIOP Indicators (Add SIOP number and description within the lesson plan) Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary materials, 5-Adaptation of content, 6-Meaningful activities Building Background: 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary Comprehensive Input: 10-Appropriate speech, 11-Clear explanation, 12-Variety of techniques Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19-Opportunity for L1 students Practice/Application: 20-Hands-on materials, 21-Activities to apply content/language knowledge, 22-Language skills: reading, writing, listening, speaking Lesson Delivery: 23-Content objective supported, 24-Language objective supported, 25-Students engaged, 26-Pacing Review/Assessment: 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment

TEACHING NOTES
What materials do I need to have ready? Video of wind erosion, sand for observation of wind erosion What is the approximate time needed for this lesson? 30 minutes.

REFLECTION AFTER LESSON

How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning? How can I transfer what I learned from teaching this lesson to future teaching? What was effective and not effective? What goals can I set to improve my practice and student learning? I can use the assessment data to reflect on my teaching of solid, liquid, and gas and how the students understood the content. I learned that by reflecting on previous lessons will improve my future lessons. This lesson on the changes in solid, liquid, and gas went much better than the three states of matter lesson because I cut the lesson down to what I wanted the student to take from the lesson this helped with the amount of time scheduled for the lesson. I felt it went a lot smoother.