Copy Of Lesson Plan 1 Satine S

Satine Sargsyan EDEL 481.1001 01/18/2019 Lesson Plan #1

UNLV Student:

Satine Sargsyan

PSMT Name:

Teresa Zakrzewski

Lesson Plan Title:

Let’s Mix the Liquids!

Lesson Plan Topic:

Liquids and Water (Foss Kit)

Date:

01/18/2018

Estimated Time:

50 min

Grade Level:

2

School Site:

Thiriot E.S.

1. State Standard(s): -

2-PS1-2. Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose.

2. Teaching Model: -

Indirect Teaching

3. Objective(s): (Lesson objectives will be initially written on the board in 2nd grade language for all students to understand what they are going to be accomplishing that day. (Lemov’s Strategy #8 “Post It”, Strategy #7 “4Ms”) - Students will model how different liquids mix with water by carrying out the investigations. - Students will share their drawings to explain how their liquid changed when mixed with water. - Students will write 3 most important observations about the properties of water when mixed with liquids. (1. Liquids and water sometimes form layers 2. Liquids and water sometimes mix when you shake them. 3. Some liquids don’t mix with water when you shake them.)

4. Materials and Technology Resources - 20 bottles (5 groups, 4 per group) - 4 cooking oil - 4 liquid hand soap - 4 liquid dish soap - 4 liquid starch - 1 water with color 5. Instructional Procedures: Vocabulary (Lemov’s Strategy #4 Format Matters) - Liquid - Layers - Mixture - Beaker - Sink - Float - Property a. Motivation/Engagement: - Call students to the rug for discussion. - Review the properties of matter and liquids. - “What are some of the properties of liquids? How are they similar or different from gases and solids? - Read “Mix it Up” book and put emphasis on vocabulary words that they’ll need to know and explain by the end of the class. During reading, create quick discussions for each section and check for understanding through questioning. - Do you think all liquids have the same properties? Why or why not? - What do you think happens when liquids are mixed with water? (While students think about what might happen, write or project this focus question on the board. Then ask, how we can find out. - When someone suggests adding water to the bottles of liquid, tell students that they will work in groups to observe liquid mixture properties when we add water and once we shake them. Use my bottle of water to add food coloring to it and demonstrate the procedure as I talk through it. Preparation (Lemov’s Strategies #11 “Draw the Map”) - Write and discuss the procedure before letting students start the investigation. - Organize students into 4 groups of 5. - Each group will have a bin with all 5 bottles of different liquids already setup for them. - Each student will receive an observation sheet to fill out during the investigation.

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Assign group leaders to carry the bins to the corner of the class for cleaning once the investigation is complete. Adopt a hands off policy until directed otherwise. b. Developmental Activities or Learning Experiences: Ask students to put their names on the observations sheets first. Come up to every group and add water to the first bottle of vegetable oil. Ask students to observe closely, discuss with their groups and write down and draw how the mixture looks on their observation sheets. Remind them to also write down the name of every liquid they observe. Tell them that when liquids are split, we say they are in layers. Ask them to make a prediction what will happen if they shake the bottle. Ask them to focus on 3 important questions. - Did your mixture make layers? - Did the water float to the top or sink to the bottom? - If your mixture did not make layers, what do you see? - What will happen to the mixture if they shake the bottle? Repeat this process for the rest of 4 liquids. Remind student to write down fill out their activity sheet with their observations right after shaking the bottles as they did for the first part of the investigation. Once done with first observations, ask students to tip their bottles on their sides and them upside down. After students have observed tipping and turning, let them shake the bottles and discuss the questions below: - Did your mixture make layers? - Did the water float to the top or sink to the bottom? - If your mixture did not make layers, what do you see? - Did the liquids mix with water? Why if they did, why if they didn’t?

c. Closure: - After shaking all the bottles, ask students to compare the results to their prediction (They should report that one of the bottles still makes layers.) - Remind students that the liquid that makes layer with water is oil. Explain that oil and water do not mix, but all the other liquids mix when they are shaken. - Ask students to put the bottles back on the table and adopt a hands off policy. - Go back to vocabulary words and ask students to recall which vocabulary words they saw in action in their investigations and how they affected each part of the experiment. 6. Accommodations, Modifications and Differentiations for Diverse Learners: - For ELLs preview vocabulary that is used in the activity, and using pictures to support the vocabulary words. - Create small groups of discussions for students who are having difficulties understanding the concept of matter and its properties.

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For students who finish early or would like to be challenged ask to fill out the third part of the observation sheet by answering what they predict would happen to all mixtures and how they’d look the next day if let them settle. After making predictions they’d check their answers by observing the settled bottles.

7. Assessment and Evaluation of Learning: a. Formative: (Lemov’s Strategy #18 Check for Understanding) - The teacher will monitor and assess student understanding by asking prompting questions during the discussions. - The teacher will provide a sentence frame that students need to fill in based on their observations. The sentence starter is “When I mixed______ with water, it____________. First, it was___________. Then it _____________. b. Summative: (Lemov’s Strategy #20 Exit Tickets) - Pass out summative quiz for the lesson consisting of 5 questions. Allow 15 minutes for students to complete with their privacy boards up. 8. Homework Assignment No homework will be provided for this lesson.

Name:

Date: Water and Liquids Quiz

1. What is the term that describes the liquids being split?

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3. a. b. c. d.

a. Float b. Layer c. Sink d. Mixture Which one of the liquids does not mix with water when they are shaken? a. Dish soap b. Hand soap c. Starch d. Oil Which one of the options is NOT an example of mixture? Salt water Chicken soup Ice Smoothie

4. Which one of the options is NOT an example of what would happen if you mix a liquid with water? a. Liquid and water will both disappear. b. Liquid and water can form layers. c. Liquid and water can mix well together. d. Liquid will not mix with water. 5. What was one important thing that you learned from this science lesson?