4th

Science
Grade Level Being Taught: Subject/Content:

Group

18

11/8/16
Date of Lesson:

Name: Maria Soto

Lesson Content
What Standards (national
SC.4.P.8.1-Measure and compare objects and materials based on their physical properties
or state) relate to this
including: mass, shape, volume, color, hardness, texture, odor, taste, attraction to
lesson?
magnets.
(You should include ALL
applicable standards. Rarely
do teachers use just one:
theyd never get through them
all.)
Essential Understanding
(What is the big idea or
essential question that you
want students to come away
with? In other words, what,
aside from the standard and
our objective, will students
understand when they finish
this lesson?)

What is the difference between the two properties of matter: hardness and texture?

4th
Science
Grade Level Being Taught: Subject/Content:

Group

18

11/8/16
Date of Lesson:

Name: Maria Soto

Objectives- What are you
Students will be able to know the difference between the properties of matter, hardness and texture, through
investigation of the propertys characteristics.
teaching?
(Student-centered: What will
students know and be able to
do after this lesson? Include
the ABCDs of objectives:
action, behavior, condition,
and degree of mastery, i.e., "C:
Given a sentence written in
the past or present tense, A:
the student B: will be able to
re-write the sentence in future
tense D: with no errors in
tense or tense contradiction
(i.e., I will see her yesterday.)."
Note: Degree of mastery does
not need to be a percentage.)
Rationale
Address the following
questions:
Why are you teaching this
objective?
Where does this lesson fit
within a larger plan?
Why are you teaching it
this way?
Why is it important for
students to learn this
concept?

I am teaching this objective because throughout the past years my collaborating teacher has noticed that when
classifying matter by its properties students get the most confused with hardness and texture. This lesson fits
within a larger plan because later in the school year the students will see hardness again when studying minerals.
I am breaking up the properties this way so I can properly assess if the students know how to classify matter by
specific properties. This is an important concept for students to learn because in their everyday lives they see
matter all around them and this way they know how to classify it by its properties.

4th
Science
Grade Level Being Taught: Subject/Content:

Group

18

11/8/16
Date of Lesson:

Name: Maria Soto

Evaluation Plan- How will
you know students have
mastered your objectives?
Address the following:
What formative evidence
will you use to document
student learning during this
lesson?
What summative evidence
will you collect, either
during this lesson or in
upcoming lessons?

Formative Evidence:
Throughout this lesson I will collect formative evidence by asking this higher order thinking question What is
the difference between hardness and texture? and the students will do a turn and talk with their shoulder partner.
As the students discuss I will float around the classroom to hear the students thinking. As a class we will share
our answers.
Summative Evidence:
As an exit ticket, the students will write on an index card their new answer to the same H.O.T question What is
the difference between hardness and texture?. Students wrote in their science journals the answer to the What
is the difference between hardness and texture? and I made sure to write in their journal to guide their thinking
for the following lesson.

What Content Knowledge is The content knowledge a teacher must know to teach this material would be what matter is, how to properly
distinguish between hardness and texture.
necessary for a teacher to
teach this material?

4th
Science
Grade Level Being Taught: Subject/Content:

Group

18

11/8/16
Date of Lesson:

Name: Maria Soto

What background
knowledge is necessary for
a student to successfully
meet these objectives?

How will you ensure

The background knowledge necessary for the students to successfully meet this objective would be having
knowledge about what matter is and how to classify the matter by specific properties. I will ensure that the
students have this background knowledge by going over how to classify objects by their descriptors as well as
going over what matter is. I know that my students love discussion and working in groups which is why I have
them partnered up during specific activities. Through their pre-assessment I know that the students have seen
some of this content before which will help me in the long run.

students have this

previous knowledge?
Who are your learners?
What do you know about
them?
What do you know about
their readiness for this
content?
What misconceptions might Students might have the misconception that the hardness and texture of an object is the
students have about this
same classification.
content?

Lesson Implementation

4th
Science
Grade Level Being Taught: Subject/Content:

Group

18

11/8/16
Date of Lesson:

Name: Maria Soto

Teaching Methods
(What teaching method(s) will
you use during this lesson?
Examples include guided
release, 5 Es, direct
instruction, lecture,
demonstration, partner word,
etc.)

The teaching methods I use within this lesson would be direct instruction, guided practice, and followed by a
gradual release to independent work and small group if necessary through the use of the 5 Es.

4th
Science
Grade Level Being Taught: Subject/Content:

Group

18

11/8/16
Date of Lesson:

Name: Maria Soto

Step-by-Step Plan
(What exactly do you plan to
do in teaching this lesson? Be
thorough. Act as if you needed
a substitute to carry out the
lesson for you.)
Where applicable, be sure to
address the following:
What Higher Order
Thinking (H.O.T.) questions
will you ask?
How will materials be
distributed?
Who will work together in
groups and how will you
determine the grouping?
How will students transition
between activities?
What will you as the
teacher do?
What will the students do?
What student data will be
collected during each
phase?
What are other adults in
the room doing? How are
they supporting students
learning?
What model of co-teaching
are you using?

Time

Who is
responsible
(Teacher or
Students)?

5
mins

Students

Teacher
3
mins
Teacher
3
mins

Students

10
mins

Students

3
mins

Teacher
Students

Each content area may require a different step-by-step format. Use

whichever plan is appropriate for the content taught in this lesson.
For example, in science, you would detail the 5 Es here
(Engage/Encountering the Idea; Exploring the Idea;
Explanation/Organizing the Idea; Extend/Applying the Idea;
Evaluation).
Engage:
I will ask the students the H.O.T. question What is the difference
between hardness and texture? The students will do a turn and talk
with their shoulder partner. Then we will discuss as a whole class
their answers.
I will read them the definition of texture: how bumpy an object feels.
(smooth, bumpy, rough, and soft)
Exploring the Idea:
I will explain the directions to the Texture Scavenger Hunt. The students will
complete this activity in partners. (Knowing my students I know many
Students will collect their data on a graphic organizer and later paste it in their science
notebook.
Explanation/Organizing the Idea:
As a class we will fill out a class graphic organizer and compile our data that we found
during our scavenger hunt. (We did this outside on picnic benches because the students
seemed to be more attentive outside)

3
mins

I will read them the definition of hardness: how easily it can bend or dent. Then we
will have a class discussion on how hardness and texture are different.

5
mins

Applying the Idea:

The students will fill out a T-chart using bullet points to help them with their
summative portion of this lesson.
Evaluation:

Students

4th
Science
Grade Level Being Taught: Subject/Content:

Group

18

11/8/16
Date of Lesson:

Name: Maria Soto

Students will write on an index card as their exit ticket their final answer to how
hardness and texture are different. Students wrote this a part of their science journal
response.
3
mins

4th
Science
Grade Level Being Taught: Subject/Content:

Group

18

11/8/16
Date of Lesson:

Name: Maria Soto

What will you do if

a student struggles with the content?

If a student is struggling with the content I will pull a small group based on how well they can fill out their Tchart as the other students complete their exit ticket.

What will you do if

a student masters the content quickly?

If the student masters the content quickly I will have the students classify the objects they found while doing
their texture activity using the property of hardness in their science notebook.

Meeting your students

needs as people and as
learners

If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
N/A
If applicable, how does this lesson connect to/reflect the local community?
N/A
How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
Students will be able to classify the objects they found during their texture scavenger hunt by using the property
of hardness in their science notebook.
How will you differentiate instruction for students who need additional
language support?
Students who need additional language support will be able to write one word responses in any of our writing
activities including the exit ticket. These students will also be placed with a partner that could help them excel
the most.

4th
Science
Grade Level Being Taught: Subject/Content:

Group

18

11/8/16
Date of Lesson:

Name: Maria Soto

Accommodations (If
needed)
(What students need specific
accommodation? List
individual students (initials),
and then explain the
accommodation(s) you will
implement for these unique
learners.)

C.K.- When it comes to the summative assessment I will provide her with a worksheet with larger print
and lines that she may paste in her science journal, this is due to her fine motor skills.

Materials
(What materials will you use?
Why did you choose these
materials? Include any
resources you used. This can
also include people!)

- Scavenger Hunt graphic organizer

- T- Chart
- Index card
- Pencil
- Clipboard

4th
Science
Grade Level Being Taught: Subject/Content:
Name: Maria Soto

Group

18

11/8/16
Date of Lesson:

4th
Science
Grade Level Being Taught: Subject/Content:
Name: Maria Soto

Group

18

11/8/16
Date of Lesson:

4th
Science
Grade Level Being Taught: Subject/Content:
Name: Maria Soto

Group

18

11/8/16
Date of Lesson:

4th
Science
Grade Level Being Taught: Subject/Content:
Name: Maria Soto

Group

18

11/8/16
Date of Lesson:

4th
Science
Grade Level Being Taught: Subject/Content:
Name: Maria Soto

Group

18

11/8/16
Date of Lesson:

4th
Science
Grade Level Being Taught: Subject/Content:
Name: Maria Soto

Group

18

11/8/16
Date of Lesson:

4th
Science
Grade Level Being Taught: Subject/Content:
Name: Maria Soto

Group

18

11/8/16
Date of Lesson: