Musiclessonplan

Fernandes 1
Samantha Fernandes
Music 3202
Professor Nicholas
10/15/15
Lesson Plan
Lesson Title/Subject: Science
Grade: 3rd
Anticipated length of time: 30 min
Point in the sequence of the unit: Middle
Part A: Link the Lesson to the Standards
Academic Content Standards: Physical Science 1e, 1g. S.L 3.1,6; L 3.1,6
ELD: W.3.4-5, R.L 3.4-5, S.L 3.1-3, W.3.5
Unit goal: Students will be able to identify and become knowledgeable of the
three forms of matter and the result of combining solvents and solutes to make a
solution.
IEP goal: Students will be able to express ideas and feelings on the activity to
table groups and larger class in complete and coherent sentences. (SL.K.6)
Part B: Plan the lesson
Learning outcomes/objectives: Students are able to identify and describe the
three forms of matter and provide examples, along with being able to describe what
happens when two solvents combine.
Assessment: After the video, I will divide students into four different table groups,
all with a short handout describing one form of matter or what happens when you
combine two solvents. I will then ask the students to talk within their table groups about
what they just read and any new information they learned. As they are discussing, I will
walk around the classroom, pausing at each table to listen in on their discussion and get
a feel for their understanding of the material. I will then call the class attention to the
front of the room so I ask each table to explain what they just read. This will give me the
opportunity to assess them further.
Adaptations for EL and SN learners: ESL learners should be reading a portion (if
not all) of the handout to their table group. They should also try and be actively involved
in table discussion to assure understanding. The handouts and their tables might be
simplified if their reading skills are low. IEP learners will not be expected to read, but
should just provide one or two simple sentences to the class about what they read. For
their groups, I will stop and ask the child(ren) what they thought and learned so they are
better prepared to say it aloud to the class. GATE students will be called on in the class
discussion and will be asked to provide another example besides the one their group
came up with. I might also ask them to provide an example for another group.
Part C: Components of the lesson
Introduction:
How will you hook learners?
Fernandes 2
Alright, everyone. Who remembers when we
learned about matter? Great! Now who can tell me what they liked about
that? *Calls on students* I love that you all liked so much about matter!
Do you think that now you understand the world a little bit more? *Calls
on students*. Good! Thats what I want to hear. Today, we are going to
learn a little bit more about the world as we talk about the different stages
of matter! And, not only are we going to learn a super cool song, but we
are also going to do an experiment! Whos excited?!
I will have the students relate this
lesson to their prior learning and get them excited about music
and experiments.
Share the learning outcome: I will tell the students that it is
incredibly important to understand the world around them and the way it
functions. I will tie it back to our previous lesson on energy, and then will discuss
the importance of understanding matter. I will inform them that after their
experiment I will hope that they can describe the three different types of matter
and explain what occurs when you combine two solvents to make a solution.
Connect to prior learning: I will connect this lesson to the previous
lesson on matter.
Instructional strategies:
Steps necessary to present lesson: First, I'll recap with the
students on what they previously learned and get their excitement brewing about
science. Second, I will inform the students on the new lesson. Third, I will play
the song about matter. Fourth, I will distribute the handouts to the table groups.
Fifth, I will instruct the students to read the handouts aloud and discuss with their
groups. Sixth, I will bring the attention back and ask each group to discuss what
they learned. Seventh, I will explain the experiment, how it relates to what we
were just talking about, and then distribute the materials for the experiment.
Eighth, I will assist the children in doing the project with pouring the hot water.
Lastly, I will bring the class back together to talk about what they learned and
liked about the lesson.
How will you model?: The only portion of the lesson that needs
modeling is the experiment, in which I will instruct the children on the steps in
front of the class.
Reinforce learning: The readings will reinforce the song, the class
discussion will reinforce the readings, the experiment will reinforce the readings
and class discussion and the regrouping after the activity will reinforce the entire
lesson.
Student activities: The students will be hands-on or collaborating at most points
in the lesson. There will only be a couple of short points in which they will not be active,
and that is the song and my instruction. Other than those instances, which should still
hold their interest and attention, they will be working with others and be hands-on.
Practice the skills: The students will be able to show off their skills
and knowledge through the class discussions. I will be available during the
readings and experiment to assess and assist when necessary.
Fernandes 3
Student groupings: I will group the students by ability. I will place ELD students
together (2 at a group) with students who are strong English speakers, I will place GATE
students with other strong students who will be able to adequately contribute to the
conversation, and I will place IEP students with other students (those who are not with
ELD or GATE) that are leaders and will help them along the conversation and reading.
Materials/Technology resources: Technology- Youtube video for song. Will need
computer and projector. Materials- handouts, mason jars, table salt, paper plates,
microwave/hotplate/electric kettle, stir sticks, water, drinking glass.
Progress monitoring of student learning: The class conversations and group work
will be my opportunity to assess and monitor student learning.
Closure: After the experiment, I will bring the class back together and get in a
circle to discuss what we learned and what we liked/didnt like about the activity and
lesson. I will then connect the things that they learned to the outcomes I discussed in the
beginning of the activity.
Part D: Reflect and Apply after your lesson
Self Evaluation:

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