Science Lesson Planpdf

Indiana Wesleyan University Elementary Education Lesson Plan Template CAEP 2018 K-6 Elementary Teacher Preparation Standards Elena Check Observation Date: April 9, 2019 1:00-2:00 (PM) LESSON RATIONALE The students need to learn the standard 2.PS.3 because there are many solids, liquids, and gases that can and cannot be reversed by heating and cooling. As the students begin to learn how to cook and become more self-sufficient, they will need to know how the heat and coolness can overall effect a solid, liquid, or gas. Solids, liquids, and gases are a daily occurrence in everyone’s life. Whether that has to do with the weather, food, or cooking. There are many connections made with this standard, and with knowledge on this, the students will be able to strengthen their knowledge and understanding of those solids, liquids, and gases. READINESS I. Goals/Objectives/Standard(s) A. Goal(s)—The students will be able to describe how heat and cold effect solids, liquids, and gases. B. Objective(s)— - After completing the experiment, the students will be able to explain how heating and cooling solids, liquids, and gases can be reversed. - After completing the experiment, the students will be able to explain how heating and cooling solids, liquids, and gases cannot be reversed. C. Standard(s): 2.PS.3 Construct an argument with evidence that some changes caused by heating and cooling can be reversed and some cannot. SEPS.3 Constructing and Performing Investigations: (Scientists and engineers are constructing and performing investigations in the field or laboratory, working collaboratively as well as individually. Researching analogous problems in order to gain insight into possible solutions allows them to make conjectures about the form and meaning of the solution. A plan to a solution pathway is developed prior to constructing and performing investigations. Constructing investigations systematically encompasses identified variables and parameters generating quality data. While performing, scientists and engineers monitor and record progress. After performing, they evaluate to make changes to modify and repeat the investigation if necessary.)

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II. Management PlanTime Management: 1 hour (1:00-2:00) Lesson Element Anticipatory Set Mini Lesson Transition Pose a Question Transition Hypothesize Transition Explore Transition Communicate Findings Closure

Time 5 minutes 5-10 minutes 30 seconds 1 minute 30 seconds 5 minutes 30 seconds 27 minutes 30 seconds 5 minutes 5 minutes

Location Seats Carpet N/A Seats N/A In Groups N/A Seats N/A Around the Room Seats

Space: Seats, carpet, movement around the room Materials: iPads, pencils, worksheets, assessment sheet, station materials (crayons, water, ice, blow dryer, hot plate, freezer/fridge…) *back-up plan if someone is unable to follow procedures and expectations. Expectations/Procedures: The students will be expected to follow the rules that Mrs. Satterlee already has in place. They will also be expected to follow directions at each station and complete the activities given to them with the help of an educator or on their own. III. Anticipatory Set (5 minutes) - The students will be at their seats at this time - We are going to play a game! - This sock is a potato that just came out of the oven. Oh no! o You guys are going to be playing hot potato in 2 groups. o Explain rules of hot potato Play “hot potato” with a sock - Have 2 groups going at each end of the room IV. Purpose: Today we are going to be learning about how it can be reversible and irreversible when we add heat and coolness to solids, liquids, and gases! Every day we come into contact with solids, liquids, and gases; we need to know how temperature can affect the overall outcome for these 3 states of matter! PLAN FOR INSTRUCTION V. Adaptation to Individual Differences and Diverse Learners— - There are 6 students diagnosed with ADD/ADHD in this classroom: I will meet their needs by making the rotations active and engaging. Some of them will be working with an adult or with their peers, but never alone. I also designed the 2

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activities to connect to the students so they would be motivated to complete the assignment. There is a student who shuts down when he does not understand the material or it is more difficult to complete a task: I implemented stations so that every student will get to “rotate” what they have to do. Therefore, if something is difficult for him or another student, there are multiple ways implemented in the lesson to collaborate, ask questions, and participate. There are 3 ELL students in this 2nd grade class: there will be verbal and written directions for each activity they are to do; Mrs. Satterlee is also the ELL school teacher, so if they do not understand she would be able to explain it in Spanish.

VI. Lesson Presentation (Input/Output) *schedule set-up may change Lesson Element Anticipatory Set Transition Pose a Question

Time 5 minutes 30 seconds 1 minute

Location Seats N/A Seats

Hypothesize

5 minutes

Groups

Mini Lesson

5-10 minutes

Carpet

Script/Activity Anticipatory Set and Purpose Statement. Walk back to seats. What do you think will happen if I made water really hot? What do you think will happen if I made water really cold? Have students work in their groups to discuss what they think will happen for each question. Provide them a sentence to fill in… 1. I think … will happen when water gets really hot. 2. I think … will happen when water gets really cold. The students can draw a picture in substitute (adaptation). You all have been learning about solids, liquids, and gases throughout the last couple of weeks. Just to jog my memory, can someone give me an example of a: Solid? Liquid? Gas? I am glad you remember! We are going to be looking at how temperature affects these solids, liquids, and gases. The particles in solids are super bunched together, right? Let’s demonstrate this. Let’s stand and get super close together like a solid is. Now I want you to be a liquid. Let’s move around the carpet area like we are a liquid. NOW, we are a gas. Gas particles are very spread out, right? So, let’s move around the whole room. Awesome! We are going to do this a little different now. I would like you to get to a solid BUT, I am adding heat to you as a solid. What do you think is going to happen if I breathe hot air on you? Heat makes the particles speed up. As a solid, have students get to a solid form, and I add a little heat to you, you all will separate a little at a time. Add heat. Now you see how you’re a liquid? What if I add more heat? Pretend to add more and have students become a gas. Okay, so you guys are acting as a gas right now. BUT, I am cooling you down now. Are you still going to be fast or slow down? Have students go from gas à liquid à solid

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Transition Explore

30 seconds 30 minutes

N/A Room

Transition Communicate Findings

30 seconds 5 minutes

N/A Room

Closure

5 minutes

Seats

Heating and cooling solids, liquids, and gases effects their overall shape. We are going to explore today how these temperatures can sometimes completely change matter and how it can be reversed or not reversed. Walk back to your seats. There will be multiple stations around the room set up for the students to explore every 5 minutes and fill out their paper. They will travel in their seat groups. (6 groups total) Each station will have an adult present demonstrating the experiment and the students watching and even participating. Stations: 1. Crayons—blow dryer will blow on the crayons for a little until they begin to melt. (solid à liquid à solid) 2. Ice—put into cold, warm, hot water (liquid) 3. Water—put water on hot plate (gas) *or finger instead of hot plate 4. Washcloth—put into bag and seal it (condensation) 5. Liquid to solid—freezer (pre-made frozen to show result) 6. gas à liquid—jar with hot water (condensation à liquid) Walk and find a partner. It is very important for a scientist, you all, to share what you found to be true today. Sharing your findings will help others to learn more and understand better about how heating and cooling water can affect the overall shape, and even make it a different state of matter. I would like you to find someone in the room that is around the same height as you and share what you found in your experiment today. Go. Have the students return to their seats. Ask the students: Have the students talk with group/shoulder partner before asking someone to share. I would like for you to turn to your shoulder partner and share one thing you learned today. Can anyone share with the whole class what they learned today? Does anyone remember WHY I said this is important to learn? I talked about it earlier. -Go back to purpose statement. What happens when solids, liquids, and gases are met with heat? *Particles Cold? I love all of your answers, it sounds like you all learned something today! I am going to collect your recording sheets and look over them. I am excited to see what you all wrote down! Have students get ready to leave for the day.

VII.

Check for understanding. a. The mini lesson will be in a whole group setting. I will check for understanding here by the participation of each student. Who is understanding versus not. b. I will be questioning throughout the mini lesson and listening to the students’ responses.

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c. I will walk around during the experiment and see who is participating and understanding. d. With closure, I will observe participation while I ask questions. e. Finished assessments will let me know who is understanding and who needs more instruction (immediate feedback). f. I will fill out the assessment observation sheet. VIII. Review learning outcomes / Closure Have the students return to their seats. Ask the students: Have the students talk with group/shoulder partner before asking someone to share. I would like for you to turn to your shoulder partner and share one thing you learned today. Can anyone share with the whole class what they learned today? Does anyone remember WHY I said this is important to learn? I talked about it earlier. - Go back to purpose statement. What happens when solids, liquids, and gases are met with heat? *Particles Cold? I love all of your answers, it sounds like you all learned something today! I am going to collect your recording sheets and look over them. I am excited to see what you all wrote down! Have students get ready to leave for the day. PLAN FOR ASSESSMENT Formative— There is an assessment observation worksheet Mrs. Satterlee has given me to fill out (picture attached) I will walk around the room and check for understanding by listening to the students’ conversations and observing their participation. I will collect their recording sheet at the end of the class period and read over them; looking for who is understanding and who needs more help. Summative— There will be an end of unit test given to the students from Mrs. Satterlee. REFLECTION AND POST-LESSON ANALYSIS (CAEP K-6 3.b) 1. How many students achieved the lesson objective(s)? For those who did not, why not? 2. What were my strengths and weaknesses? 3. How should I alter this lesson? 4. How would I pace it differently? 5. Were all students actively participating? If not, why not? 6. What adjustments did I make to reach varied learning styles and ability levels? 7. Was the experiment age appropriate? How did they do with this? 8. Should there have been more movement or was the experiment engaging enough?

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Indiana Wesleyan University Elementary Education Lesson Plan Design and Assessment Rubric Rationale

Rationale

CAEP K-6 1.a

The Beginning Candidate

The Developing Candidate

The Competent Candidate

Candidate demonstrates little or no understanding of how planning is related to how children grow, develop, and learn.

Candidate uses understanding of how children grow and develop across the developmental domains but is unable to state how the lesson is related to that knowledge.

Candidate uses understanding of how children grow and develop across the developmental domains while articulating the rationale for the lesson.

The Beginning Candidate

The Developing Candidate

The Competent Candidate

Lesson objectives are correlated with learning goals and standards. The connection between objectives and lesson activities and assessments is weak or unclear.

The lesson plan contains objectives that connect goals and standards with lesson activities and assessments.

The Accomplished Candidate Candidate uses understanding of how children grow and develop across the developmental domains, and is able to articulate the theoretical foundations for the lesson. The statement of rationale describes developmentally appropriate and challenging learning experiences and environments.

Readiness

Goals/ Lesson objectives Objectives/ are poorly written Standards and/or have little or no connection to learning goals or standards. INTASC 4 Little connection exists between CAEP K-6 objectives and 3.c lesson activities and assessments.

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The Accomplished Candidate The lesson plan contains clearly stated content objectives. Objectives are logically connected to appropriate goals and standards and are consistent with lesson activities and assessments. Instructional planning is based on individual student needs.

The anticipatory set is missing or has little or no Anticipator connection to the y Set goal or content of the lesson. InTASC 8

Purpose

The statement of purpose is ambiguous or worded so generally that the connection with the content of the lesson is not apparent.

Plan for Instruction The Beginning Candidate Few or no instructional opportunities are included. Any instructional Adaptation opportunities are to not Individual developmentally Differences appropriate or and Diverse adapted to Learners individual students. CAEP K-6 1.b

The connection between the anticipatory set and lesson objectives and content is weak or unclear.

The anticipatory set connects the current lesson with previous and future learning and focuses students’ minds and attention on the day’s lesson. A statement of The statement of The statement of purpose is purpose is clearly purpose has the included in the connected to the power to capture LP, but has little content of the the imaginations of power to motivate lesson and is students and students and presented in terms motivate them to capture their that are easily accomplish the imaginations. understood by expected learning. students.

The Developing Candidate Instructional opportunities are provided in this lesson; however, they are not adapted to individual students.

InTASC 2 Diversity

Plan for Instruction, cont.

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The anticipatory set is clear and direct and focuses students’ attention on the lesson.

The Competent The Accomplished Candidate Candidate Instructional Specific opportunities are instructional provided in this opportunities are lesson. The provided in this opportunities are lesson that developmentally demonstrate the appropriate and/or candidate’s are adapted to understanding of individual individual learner students. characteristics and how these differences might be used to maximize a student’s learning. Unique instructional opportunities are included for individual students.

The Beginning Candidate

The candidate’s lesson is not developmentally appropriate. Lesson Presentatio n

InTASC 5 CAEP K-6 3.f

The candidate’s lesson does not use appropriate modeling and guided practice. The lesson presentation includes little opportunity for students to engage in relevant and active learning.

The candidate’s plan is not differentiated for subsets of students or Differentiat individual ed students. Instruction CAEP K-6 3.d

The Developing Candidate The candidate’s lesson is somewhat developmentally appropriate. The candidate’s lesson includes the basic level of modeling. The lesson presentation includes activities that encourage student participation, but lack purpose or depth.

The candidate’s plan is differentiated according to a subset of learners and includes modifying content or instructional processes.

The Competent Candidate The candidate’s lesson demonstrates an understanding of developmentally appropriate practice. The candidate’s lesson includes both modeling and guided practice. The lesson presentation includes relevant activities that encourage student participation and critical thinking.

The candidate’s plan is differentiated according to learners and includes a variety of instructional approaches that address individual interests and preferences for learning.

The Accomplished Candidate The candidate’s lesson demonstrates strong developmentally appropriate practice including a variety of ways to teach content. The candidate’s plan includes multiple ways to model and guide practice. The lesson presentation supports student motivation through relevant and collaborative activities to engage learners in critical thinking and problem solving. The candidate’s plan is differentiated according to learners and includes a variety of instructional approaches that address individual interests and preferences for learning. The candidate differentiates content by

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Little or no provision is included to Check for check for student Understand understanding or ing to reteach concepts that InTASC 4 elude students during the initial presentation.

Review Learning Outcomes/ Closure

A guided practice section is included in the lesson plan, but the connection with the lesson presentation is weak and/or unclear.

Lesson closure is Lesson closure is not included, or weak and/or is not related to poorly written. the goals and/or content of the lesson.

modifying difficulty, depth, or complexity of materials. The lesson plan Plans to check for includes a plan student and the means to understanding of check for student the content are an understanding of integral part of the the lesson. A lesson, and provision is include frequent included to reteach questions and all or part of the other actively lesson to all or engaging forms of part of the class. formative assessment during guided practice. Lesson closure relates directly to the lesson purpose and/or objective.

InTASC 4 No independent practice Independen activities are t Practice/ included in the Extending lesson, or the activities are Learning unrelated to the content of the InTASC 5 lesson.

Independent practice activities are not well conceived and/or written; student accomplishment of IP activities is not likely to result in lesson mastery

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Assignments or activities are included that provide students with the opportunity to practice learned skills; All activities match lesson objectives.

Lesson closure is clearly correlated to the content of the lesson and actively engages students in summarizing the essential elements of the lesson. Independent practice activities are highly correlated to lesson objectives and content and lead to student mastery.

Plan for Assessment The Beginning Candidate The lesson plan Formal does not include and formative Informal assessment Assessme activities, or there nt is little or no correlation CAEP K- between planned 6 3.a assessment InTASC 6 activities and lesson goals and objectives. Any assessments included are not developmentally appropriate for the students.

The Developing Candidate

The Competent Candidate

Formative and summative asessment activities are included in the lesson, but they are not well correlated to and/or do not cover the full range of LP goals and objectives. The assessment strategies do not promote development of each individual student.

A plan for formal and informal assessment throughout the lesson is included. The assessment strategies are uniquely designed for the individual students.

The Accomplished Candidate Formal and informal assessments strategies are a seamless and integrated part of the lesson. The assessments are highly correlated to the learning objectives and promote continuous intellectual, social, emotional, and physical development of each student.

Instructional Technology The candidate seeks appropriate ways to evaluate and employ technological tools, resources, and skills as they apply to specific content and pedagogical knowledge, assessment practices, and student achievement. The selection of appropriate technological tools reflects the candidate’s ability to make sound instructional decisions that enable all students to achieve the expected outcomes. InTASC Standard 7 The Beginning The Developing The Competent The Candidate Candidate Candidate Accomplished Candidate Integration The lesson plan The lesson plan The lesson plan The lesson plan of reflects reflects reflects reflects Technolog educational insufficient or educationally educationally y decision making misaligned sound decisions sound decisions regarding decision making regarding regarding InTASC 7 available regarding available available technology that available technology technology Technolog adversely technology; (including, but not (including, but not y Thread impacts student statements limited to, limited to, learning and/or indicating the use instructional and instructional and fails to engage of instructional, assistive assistive students at the assistive, or other technologies) to technologies) that necessary level to technologies are support learner engage students,

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meet lesson objectives.

written in general terms or in terms unlikely to impact student learning.

The Beginning Candidate Self-answer questions are not included in the lesson plan.

The Developing Candidate Self-answer questions are included, but do not fit the content or purposes of the lesson.

needs and the curriculum.

enhance the learning process, and/or extend opportunities for learning.

Evaluation Reflection and PostLesson Analysis CAEP K-6 3.b InTASC Standard 9

The Competent Candidate The lesson plan includes all required selfanswer questions. Questions are included to plan, monitor, and adapt instruction based on the lesson assessments.

The Accomplished Candidate Additional selfanswer questions are included that specifically address unique lesson content and methodology. Questions are included to plan, monitor, and adapt instruction based on the lesson assessments.

Revision Date: August 21, 2018 CAEP 2018 K-6 Standards 2013 InTASC Standards

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