University of Houston

Science for ELLs

Name: Adrene Henninger

Basic Lesson Components

Grade Level: 3rd

Time Estimate: 30 minutes

Science Content:
The students will gain knowledge on mass, states of matter, and the physical properties of matter.

The students will get a better understanding of matter. They will see some physical properties of
matter that can be observed.

1. Mass: measures the amount of matter in an object. 2. States of Matter:

Solid- feels hard and does not change.

Liquid- can pour and fills a container.
3. Gas- hard to see and fills a container.

4. the students will collect data.

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5. The students will use both observations and inferences.

TEKS: §112.14. Science, Grade 3

(5) Matter and energy. The student knows that matter has measurable physical properties and those
properties determine how matter is classified, changed, and used. The student is expected to:

(A) measure, test, and record physical properties of matter, including temperature, mass,
magnetism, and the ability to sink or float.

(B) describe and classify samples of matter as solids, liquids, and gases and demonstrate that solids
have a definite shape and that liquids and gases take the shape of their container.

Content Objective(s): The student will be able to gather and record data regarding physical
properties of matter.

ELPS:

(2) Cross-curricular second language acquisition/listening. (E) use visual, contextual, and
linguistic support to enhance and confirm understanding of increasingly complex and elaborated
spoken language.
(3) Cross-curricular second language acquisition/speaking. (C) speak using a variety of
grammatical structures, sentence lengths, sentence types, and connecting words with increasing
accuracy and ease as more English is acquired.
(4) Cross-curricular second language acquisition/reading. (F) use visual and contextual support
and support from peers and teachers to read grade-appropriate content area text, enhance and
confirm understanding, and develop vocabulary, grasp of language structures, and background
knowledge needed to comprehend increasingly challenging language.
(5) Cross-curricular second language acquisition/writing. (F) write using a variety of grade-
appropriate sentence lengths, patterns, and connecting words to combine phrases, clauses, and
sentences in increasingly accurate ways as more English is acquired.

Language Objective (s):

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Listening (I): Extensively use visual and verbal cues to reinforce spoken or written words.
Speaking (I): Focus on the content of student’s response and not on pronunciation or grammatical
errors.
Reading (I): Increase student’s comprehension of text with visuals, peer support, pretaught topic-
related vocabulary and predictable stories.
Writing (I): Create an interactive word wall that students can use during independent or cooperative
writing tasks.

Vocabulary: Definition: Cognate (T or F):

1. Mass 1. a coherent, typically large body of matter LATIN:
2. Matter with no definite shape. 1. Massa (T)
3. State 2. physical substance in general, as distinct 2. Materia (T)
4. Relative from mind and spirit; (in physics) that 3. Status (T)
5. Observation which occupies space and possesses rest 4. Relativus (T)
6. Inferences mass, especially as distinct from energy. 5. Observatio (T)
7. Properties 3. the particular condition that someone or 6. Inferentia (T)
something is in at a specific time. 7. Proprietas (T)
4. considered in relation or in proportion to
something else.
5. the action or process of observing
something or someone carefully or in
order to gain information.
6. a conclusion reached on the basis of
evidence and reasoning.
7. a thing or things belonging to someone;
possessions collectively.

Misconceptions:
Mass and Matter is the volume of something.

Materials/Resources/Technology Needs:
Materials: Earthlets book, balloon, desk, water, black film canisters, materials in canister, data sheet,
Properties of matter foldable, properties of matter Venn diagrams, exit tickets, pencil

Book:
Fiction: Willis, J., Ross, T. (1988) Earthlets as explained by Professor Xargle, Anderson Press, UK.
(first published in USA, 1989, E.P. Dutton).
Nonfiction: Midthun, J., Hiti, S. (2012) Matter and Its Properties, World Book Inc., Chicago,
Illinois.
Technology: PowerPoint, video, document camera

Safety:
Do not put anything in your mouth, nose, eyes, and ears.
No horse playing

5E Instructional Procedures

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 What Teacher Does:
Engage TTW:
1. Show students the cover of
Earthlets. Ask Students the
following questions:
• Who do you think Dr.
Xargle is?
• What do you think
Earthlets are?
2. Show a video of the book
Earthlets being read aloud to
the class. After reading of the
book, ask the following:
• Who is Dr. Xargle?
• What observations did
Dr. Xargle, make about
human babies?
• What is an observation?
3. Complete the Word sort by
doing the following: (Place
students in pairs)
• Give each pair of
students a set of the
sentence cards.
• Have students work
together in pairs to sort
the words in any way
they think make sense.
• Circulate and discuss
with students how they
are sorting their cards;
ask students to give
their groups headings.
• Next, have pairs sort
their cards into groups:
inferences and
observations.
• After students have
sorted all the cards,
discuss the sort with the
class and explain which
cards are inferences and
which cards are
observations.
4. Tell the class that they are
going to use both
What Students Do:
TSW:
1. The students look over the cover of
book and observe.
2. Answer the following questions in
their science journals:
3. Who do you think Dr. Xargle is?
4. What do you think Earthlets are?
5. Watch the video and listen as the
book Earthlets as explained by
Professor Xargle is read.
6. Answer the following questions in
their science journals after video:
• Who is Dr. Xargle?
• What observations did Dr.
Xargle, make about human
babies?
• What is an observation?
7. Complete the Word sort by doing the
following:
• Look at a set of sentence
cards.
• Work with their partner to
sort the words in any way
they think make sense.
• Continue to finish sorting
their cards and making sure
they put group headings as
they sort cards.
• Next, sort their cards into
groups of inferences and
observations.
• Discuss why they placed their
cards in this order and explain
what reason they placed some
cards in inferences and some
in observations.
• Clear their desk to get ready
to look at the mystery
samples.
• Get prepared to make
observations and inferences
on the PROPERTIES of the
mystery samples.
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 observations and inferences
with mystery samples to try
and determine what the
samples are. When doing
so, they will be making
observations, and inferences
about the PROPERTIES of
the mystery samples.
Explore
TTW:
1. Prepare film canisters before
lesson. Fill canisters with
cotton ball, paper clip, tacks,
lotion, water, shells, bell, sand.
2. Give each group 4 canisters to
start with. Once groups have
completed their data for the 4
canisters, they will switch with
the other group and observe the
other 4 canisters. Total 8
canisters will be observed. List
the item(s) that might be in
canisters on the board
3. Give each group a data sheet.
Explain to students they will
record their information about
matter in their group on the
mystery canisters.
4. Discuss observable properties
of their objects
• Mass
• Sound
5. Explain after both groups have
finished filling in their data
sheet, they will get to look
inside the canisters.
6. Hand out all canisters that
students will observe.
7. Have students open their
canisters and have the groups
make additional observations
about the properties of their
samples.
TSW:
1. Break into groups and prepare to
work on mystery canisters.
2. Write their names on data sheet.
3. Students start making observations
and discussing in their groups what
they might think is in their canister.
4. Discuss with teacher the observable
properties of their objects:
• Mass
• Sound
5. Groups will be look at several
mystery canisters and observe and
record observation on all canisters.
6. Once groups record their observation,
they will open their canisters and
make additional observations about
their properties of their samples.
7. Listen as teacher explains that all of
these things are matter has observable
properties.
8. After discussion with the teacher,
will ansk the following question,
“Would it be possible to classify all
these items based on the properties
we observed?”
9. Answer question in their groups and
record answer on back of data sheet.
10. Each group will discuss and explain
answer with teacher and class.
11. Listen to teacher clarify answer of the
question.
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 8. Discuss that all of these things
are matter has observable
properties.
9. Finish discussion and ask the
following questions, “Would it
be possible to classify all these
items based on the properties
we observed?” Discuss
answers.
10. The answer is yes, it is possible
to classify the items based on
their properties.
Explain
TTW:
1. Pass out foldable papers.
2. Have students complete the
properties of matter foldable.
3. Provide pictures for students to
cut and glue in foldable.
4. Review the following as he/she
creates the foldable with
students:
• Matter is anything that
has mass and takes up
space.
• Matter has specific
properties, or
characteristics.
• During the investigation
today, you observed
properties of matter.
• By making and
recording careful
observations, scientist
learn about the world
around them.
• Mass is the amount of
matter in an object.
• State is the
classification of matter
as a solid, liquid, or gas.
5. Ask students if Light, Sound,
and Heat are matter?
6. Answer is No, they are not
matter, because they do not take
up space.
TSW:
1. The students will label their foldable
with the correct titles that the teacher
reads out.
2. Listen and follow along with teacher
as they title the foldable with: Mass,
States of Matter, Properties of Matter.
3. Complete the properties of matter on
their foldable.
4. Cut and glue appropriate pictures
under the correct titles.
5. Students listen to teacher as they are
creating their foldable to the
following review:
• Matter is anything that has
mass and takes up space.
• Matter has specific properties,
or characteristics.
• During the investigation
today, you observed
properties of matter.
• By making and recording
careful observations, scientist
learn about the world around
them.
• Mass is the amount of matter
in an object.
• State is the classification of
matter as a solid, liquid, or
gas.
6. The student complete and finish
foldable of matter.
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Elaborate
TTW:
1. Give each student the Venn
diagram sheet. Together,
classify the items by their mass.
2. Explain to students we will
complete remaining Venn
diagrams as a class.
3. Discuss with students how they
classified matter using the Venn
diagrams.
4. Talk about definite shape and
no definite shape.
5. Show students two different
size vases with food coloring
water in one. Show how liquid
does not has definite shape. As
I poor from large vase to skinny
vase they can see how it takes
shape of the vase. Explain how
solids have definite shape and
do not take up shape of
container. I place chocolate egg
in same glass vase to show how
it does not change shape.
6. Ask, “Were you using
inferences to classify matter or
observations?”
Evaluate
TTW:
1. Hand out Exit Ticket to all
students.
2. Use an “Exit Ticket” for the
students to answer questions
about matter and its properties.
3. When the students return to
class the following day, discuss
the exit tickets and clear up any
misconceptions.
TSW:
1. Work as a class on a Venn diagram
sheet the teacher gives them.
2. Together with teacher classify the
items by their mass.
3. Classify some of the items in the
canisters by their mass.
4. Classify by solid, liquid, gas on Venn
diagram.
5. Some of the examples classified:
paper clip will go in solid, chocolate
egg in solid, water in liquid, air in
gas, etc.
6. Identify what has definite shape and
no definite shape. Place this in the
correct place in Venn diagram.
7. Complete and finish Venn diagram as
a class.
8. Listen as teacher explains how to
classify matter using the Venn
Diagram.
7. Answer the following question that
the teacher asks, “Were you using
inferences to classify matter or
observations?”
8. Answer question on back of Venn
diagram sheet.
TSW:
1. Have an “Exit Ticket” that they will
fill out.
2. Answer questions about matter and
its properties on the exit ticket.
3. Turn in “Exit Ticket” and Venn
Diagram into purple ben on book
shelf.
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IMPORTANT NOTES FOR COURSE CREDIT:
- DRAFT 1: Include all worksheets and printable manipulatives at end of lesson plan.
- Peer Teach: Update all work, including worksheets and printable manipulatives using
track changes. (Nothing to submit, just update your lesson)
- DRAFT 2: Include evidence of classroom instruction AND copies of student artifact(s)
collected during instruction of this lesson.

DRAFT 1

• What level of inquiry is your lesson? Explicitly how your lesson is formatted to follow
the identified level of inquiry.

I feel this lesson is structured inquiry. This lesson allows students to explore from the
beginning of the lesson when they sort out their cards to see what an observation or
inferences is. They are using a hands-on approach. The students also get to explore, with the
mystery canisters that gives them, a hands-on experience in observing, collecting data and
predicting, on their own. This lesson is structured by the teacher. Each step of the way helps
lead them to the main topic. The lesson leads students to know what matter is. They will
experience some of the physical properties of matter that will help them to recognize later, on
their own.

• Which aspect(s) of the nature of science does your lesson address? Explicitly explain
how your lesson addressed the identified aspects.

§112.14. Science, Grade 3

(5) Matter and energy. The student knows that matter has measurable physical properties
and those properties determine how matter is classified, changed, and used. The student is
expected to:

(A) measure, test, and record physical properties of matter, including temperature, mass,
magnetism, and the ability to sink or float.

(B) describe and classify samples of matter as solids, liquids, and gases and demonstrate that
solids have a definite shape and that liquids and gases take the shape of their container.

I address matter all throughout my lesson. The students will see how to measure physicals
properties and how matter is classified. The students will do these when working with the
mystery canisters. After they do the observations, and inferences, they will open their
canisters to measure the physical properties inside. During the explore part of the lesson,
students will record data on what the physical properties are. They will also describe and
classify what is solid, liquid and gas. They will also have this part, in the explain portion of
lesson, as they create the foldable on properties of matter.

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• How did you accommodate linguistically diverse students (ELLs) in this lesson? Why
do you think the strategies you selected will be beneficial to student learning?

I used the Latin form of the word, that goes along with the vocabulary words, to help
highlight the main points needed to understand. I also found if these words were cognate. All
words, that are the vocabulary words, ended up having a cognate that went along with the
word. This will be easier to recognize and understand the words meanings. I used a lot of
visuals throughout the lesson to will help give support for each activity. I have students
working in groups that will give peer support throughout lesson.

• How did you integrate your students’ home cultures into this lesson?
Everything that the students will observe, in the mystery canisters, will be things that they
have seen or have around their home like beads, water, paper clip, ribbon, or a chocolate egg.
I will also will use sea shells and sand, which students will recognize since we live by a
coast. I will use a desk to illustrate a solid. Water to illustrate liquid. A empty mystery
canister to illustrate gas.

Peer Teach:

• Reflect upon the feedback received from your professor. Discuss how the feedback
impacted your lesson plan. The feedback given from the professor was helpful. In the
elaborate part of my lesson, I was not quite clear on what I was expecting from my
students, and what they were going to be completing. It helped me to see exactly what I
needed to correct and where I needed to add more explanation on that part.

• Identify small group members and feedback received from each during peer teach.
Discuss how the feedback impacted your lesson plan and anticipated instruction.
Feedback from peers was helpful. On the engage part of my lesson I had the students place
sentence strips in columns describing which on was observations or inferences. My peers
said it would help to create a worksheet that had headings to where it would help students
know where to place them. I took the advice and created the worksheet. The feedback
helped me to see areas of where I needed to slow down and have clearer directions. I
appreciate the feedback.

Final Draft & Critical Friends (Draft 2):

• Identify your cooperating teacher and feedback received regarding the planning and
implementation of this lesson. Discuss how the feedback impacted your final lesson plan
and how it will impact your future instruction. I was given great advice in what I could
do to break up some areas that seemed a bit overwhelming. She helped me get a better
understanding in some areas where I could enhace the students learning. On my part of
the lesson where I was to talk about definite shape and no definite shape, my teacher
helped give me some advice to where I could bring in an illustration that could bring

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understanding to what I wanted the students to know. It helped with clear
understanding of what I was teaching.

Identify small group members and feedback received from each during critical
friends. Discuss how the feedback impacted this lesson plan and your future
instruction -Henry, Ana, Diane, and Kathrine. The feedback I received was
positive. I was told I activated prior knowledge, I gave clear understanding, and
great guiding questions in scaffolding the students.

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