28 DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION ELEMENTARY 4th SEMESTER LESSON PLAN TEMPLATE (3/20/14) 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: Characteristics of a Gas

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 forces of motion and 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: Students will be able to identify characteristics of solids. Language Walk-Away: Students can predict, describe, and record the characteristics of solids. Vocabulary: Characteristics, predictions, and solids. ASSESSMENT EVIDENCE (What evidence do I need to show the students
have learned the Walk-Away?)

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

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Formative Evidence (checking for understanding throughout the lesson): Listen and observe students describe the characteristics of a solid. Content Walk-Away Evidence (Summative): Students will be able to identify characteristics of solids. Language Walk-Away Evidence (Summative): Students can predict, describe, and record the characteristics of solids. 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

Approx. Time 2 min.

ACTIVE LEARNING PLAN

Activate/Building Background Knowledge Ask students to look around the room; ask if they can see any objects that may be a gas/filled with a gas. Ask the students what other information they can tell you about gas. SIOP1-Content objectives, 2-Language objectives,
3-Content appropriate, 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary

Formative assessment: Learning Goal Students can describe a gas.

Success Criteria Students will be able to explain what a gas is.

Assessment Strategy Listen and observe students as they discuss gas.

Modification/accommodations: (ELL, IEP, GATE, etc.) Ask the ELL students to think about the air they breathe. This will help build vocabulary.

3 min.

Focus Lesson (I do it) At the rug discuss with students the different types of gas. SIOP 5-Adaptation of content, Appropriate speech, 11Clear explanation, 12-Variety of techniques

Learning Goal Students will understand what a gas is.

Success Criteria Students can list different types of gas.

Assessment Strategy Listen and observe the students discuss different types of gas.

Modification/accommodations: PowerPoint visuals to help with understanding of how rocks are used in everyday life.

5min.

Guided Instruction (We do it) Have students make predictions about what will happen when we heat the melted snowmen on a stovetop. Heat up the water and have students make observations. SIOP 6-Meaningful activities1016-Opportunity for
interaction, 18-Wait time, 19-Opportunity for L1 students 23-Content objective supported, 24-Language objective supported, 25-Students engaged, 26-Pacing

Learning Goal Students can compare the characteristics of gas to liquid.

Success Criteria Students explore the characteristic of the snowmen as they are being heated to a boil.

Assessment Strategy Listen and observe the students compare and list the characteristics.

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

7 min.

Collaborative/Cooperative (You do it together) Review with students the unit on matter by playing a game of Jeopardy.
SIOP17-Grouping supports objectives, 20-Hands-on materials, 21-Activities to apply content/language knowledge, 22Language skills: reading, writing, listening, speaking29-Feedback,

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10 min.

Independent (You do it alone) Have students finish up the characteristics worksheet and take the post-test. SIOP 30-Assessment Summative Assessment: Characteristics of gas worksheet. Modification/accommodations: Help the lower level students by making sure they understand the directions. Explain further if necessary.

3 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 worksheet in the middle of their tables.
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? Power Point presentation Jeopardy. Stovetop and pan to boil water. Characteristics worksheet, for each child Various art materials, such as markers, scraps of fabric, fake fur, glue-on eyes, sequins, etc.. 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 how well the students understood the different characteristics Allow for more time to finish the characteristics worksheet and the post-test. Overall it was a good lesson.