Lesson 3

KUTZTOWN UNIVERSITY ELEMENTARY EDUCATION DEPARTMENT PROFESSIONAL SEMESTER PROGRAM LESSON PLAN FORMAT
Teacher Candidate: ____________Rachael George _______________ Date: ____Feb 19, 2014________ Cooperating Teacher: __________Dawn Reiter________________________ Coop. Initials: ________________ Group Size: _______21___________ Allotted Time: __25minutes_______ Grade Level: ____1st__________ Subject or Topic: _Matter Guided Inquiry _______________ Section: _____________________
STANDARD:
3.2.1.A1: Observe and describe the properties of liquids and solids. Investigate what happens when solids are mixed with water and other liquids are mixed with water. I. Performance Objectives (Learning Outcomes) Students will be able to investigate what happens when different types of matter are added to water through the completion of this experiment. II. Instructional Materials -Vegetable oil -Square Blocks -Cup of water in clear glass -Science trays -Recording Sheet -Our rule sheets from the previous lesson -Writing utensils -Sentence starters III. Subject Matter/ Content Prerequisite skills -Ability to read and write on grade level -Knowledge of solids, liquids, and gases Key Vocabulary -No new key vocabulary is introduced in this lesson. Big Idea - Investigations help us figure out the world around us and how it works. -Matter follows the rules when introduced to different substances. IV. Implementation A. Introduction 1. Today we will be investigating how the rules we made for matter work when different items are combined together. This will help us better understand how the world around us works. At the end of this lesson, I will be collecting and checking your experiment sheets to see how you did. 2. Begin by playing a quick review game for the rules of matter we made. The rule sheets we made together will be on the front board. I will say a property students will all make a motion that matches. If it describes a solid, they will make a fist. If it describes a liquid, they will make a wave motion with one hand. If it describes a gas they will put their hand out and wiggle their fingers. 3. After the activity, I will get complete silence with the multiple pattern claps. Then I will teach
the students hands on top- everybody stop. Tell them we will be using this to go from one part of the experiment to the next. B. Development 1. Students will be paired with a table partner. Each partner will be given a tray with one of each of the above materials and two recording sheets. The materials will be discussed and explicit rules will be laid out for using the materials. 2. Together, we will go through the experiment. We will start by making a prediction. First, I will take a prediction from a student of what will happen when we put the item in and then I will model how to draw it in. Students will draw what they think the glass will look like with the item in it. On the page there is already a glass with a water line; students simply have to draw their object in. 3. Next students will be released to try it. 4. After two minutes, I will bring them back together with hands on top. 5.Then students will write what we observed that happened. I will provide a sentence starter on the board The cube.../ The oil/My breath Then I will put up the strips that have the different words and phrases the students can choose from. For the cube they will be: stayed the same shape, floated, bobbed, and sank. Students may also write their own. For the oil they will be: floated on top and made the shape of the glass. For my breath it will be: moved the water and was invisible. 5. Next, we will discuss if it followed the rules for a solid/liquid/gas while referencing back to our chart. Then students will make a check if the item followed the rules. 6. Steps 2-5 will be repeated for each material that is put in the glass. The vegetable oil will be put in last. C. Closure 1. Have a final discussion of what we saw and how it related to the rules. -Solid kept a shape of its own in the water. -The liquid matched the shape of the container and kept its space -The gas took up space and moved the water then escaped into the air around us. 2. Ask students, is there anything we may have put in the water that might have changed from the rules? Take answers and discuss ending with that We will hear about some rule breakers tomorrow!" D. Accommodations / Differentiation -Students may choose to use the sentence starters and endings, or they may work from scratch. -Students will receive modeling for each piece of the task that they will be expected to do. -Yesterday's rules will be posted for reference and to help reinforce connections throughout the lesson. -Students will be working with a partner for support with the procedures. -Irelynd, Connor, Mark, and Jayden will be checked in with frequently to ensure that they are on task. E. Assessment/Evaluation plan 1. Formative- Students' activity sheets will be collected and reviewed according to an activity rubric. The rubric will have three sections that focus on the investigation piece of this lesson. The first will deal with having made a prediction. The second will hone in on the observation piece. The last will revolve around the conclusion. These three characteristics (hypothesis, observation, and conclusion) form the core of an investigation on the properties of matter and therefore aligns with my
standard and objective. 2. Summative- There is no summative evaluation for this lesson. V. Reflective Response A. Report of Students Performance in Terms of States Objectives B. Personal Reflection 1. Did the experiment function smoothly and effectively? If not, what could I have done differently? 2. Were students engaged with the task? If they disengaged, at what point did I lose them? 3. Did I provide enough support and differentiation throughout this lesson? 4. Did this lesson fit in the time allotted? How was my pacing? VI. Resources American Chemical Society Education Devision. (2007).Inquiry in action: Investigating matter through inquiry. (3rd ed.). New York, NY: American Chemical Society. Pearson Education. (2010). Scott foresman: Science. (Grade 1 Teacher's ed., Vol. 2). Boston, Massachusetts: Pearson. Przybilla, K. (2008). Molecularium: Teacher's resource guide. Troy, New York: Rensselaer Polytechnic Institute.

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KUTZTOWN UNIVERSITY ELEMENTARY EDUCATION DEPARTMENT PROFESSIONAL SEMESTER PROGRAM LESSON PLAN FORMAT

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