TWS Part 2: List the Learning Objectives

Lesson One Objective: When using manipulatives, 5th grade students will analyze shapes to determine line symmetry and/or rotational symmetry in 2-D shapes. Lesson Two Objective: At the conclusion of the lesson, students will be able to conduct and demonstrate a chromatography test. Lesson Three Objective: When using boxes, 5th grade students will apply strategies and formulas to determine the volume of a rectangular prism. Lesson Four Objective: At the conclusion of the lesson, the students will be able to understand and recognize what a chemical reaction is and what happens during the process of a chemical reaction. Lesson Five Objective: When given an article, students will be able to quote accurately when explaining what the text says and draw inferences from an informational text correctly.

Explain how objectives are aligned with local, state, and national standards. Objective One: This objective falls under the South Carolina Fifth Grade Mathematics Academic Standard 5-4 (Geometry Strand) which is: The student will demonstrate through the mathematics processes an understanding of congruency, spatial relationships, and relationships among the properties of quadrilaterals. My lesson is compatible with this standard because symmetry is considered a property of quadrilaterals and it connects with congruency. This objective aligns with the Fifth Grade Mathematics Academic Indicator 5-4.6 which is: Analyze shapes to determine line symmetry and/or rotational symmetry. My lesson addresses this indicator. During my lesson, the students worked with five manipulative shapes (circle, square, lightning bolt, trapezoid, and snowflake). After each word was introduced (line symmetry/rotational symmetry), students were asked to analyze and identify if the shape had that type of symmetry. They also did this with objects around the room. With the new Common Core Standards for Mathematics, it aligns with the fourth grade standard CCSS.Math.Contenct.4.G.A.3 which is: Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figures can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry. I also aligned this in my lesson, was we drew lines of symmetry and folded our shapes to understand that it was now two congruent parts. It also aligns with the give NCTM Processing Standards which are: problem-solving (NCTM 1), reasoning and proof (NCTM 2), communication (NCTM 3), connections (NCTM 4), and representation (NCTM 5). My lesson aligns with problem solving, reasoning and proof, communication, and connections. For problem solving, I asked my students to solve the

TWS Part 2: List the Learning Objectives

problems of whether the shape had line or rotational symmetry. The students used reasoning and proof throughout the lesson as they had to tell me why they thought the shape had the line of symmetry or if it presented rotational symmetry. For communication, students wrote in their notebooks, they were asked to identify the lines of symmetry, draw the shape if it was rotated 90 degrees, 180 degrees (to determine rotational symmetry), and predict whether or not the shape had symmetry. Finally, at the beginning of my lesson, I used a real-life connection using a story and a prop (a t-shirt). I told the students one night I was folding a t-shirt and I realized that after making the first fold, my shirt now had symmetry. Objective Two: This objective falls under the South Carolina Fifth Grade Science Academic Standard 5-4 which is: The student will demonstrate an understanding of the properties of matter (Physical Science). The objective falls under this standard, because the lesson I was teaching was about mixtures and solutions. We learned the properties of chromatography and its effects on the ink. The objective aligns with the South Carolina Fifth Grade Science Academic Standard 5-4.4 which is: Use the processes of filtration, sifting, magnetic attraction, evaporation, chromatography, and floatation to separate mixtures. The lesson also aligned with three inquiry indicators which were: South Carolina Fifth Grade Science Academic Indicator 5-1.6, which is: evaluate results of an investigation to formulate a valid conclusion based on evidence and communicate the findings of the evaluation in oral and written form. During my lesson, we used a crime scene where we were trying to find out who stole Solution X from the local science fair. We conducted a chromatography test on a pen to match the design left by the separated ink to the perpetrator. Towards the conclusion of this lesson the students had to come up with conclusions on who they thought the perpetrator was, based on evidence. They were asked to come up with the identity with the members of their group and give evidence whole-group. They also made predications in their science notebook, giving their evidence to why they thought it was this person . South Carolina Academic Indicator 5-1.7 Use a simple technological design process to develop a solution or a product, communicating the design by using descriptions, models, and drawings. Throughout the lesson, we used a simple designed lab to develop our solution to the mystery. We used descriptions (such as patterns made by the separation of inks), where they had to tell what it looked like by answering questions such as: Did it change colors? How does the design differ from the others? South Carolina Fifth Grade Science Academic Indicator 5-1.8: Use the appropriate safety procedures when conducting investigations. At the beginning of the lesson, I reminded students that they should not touch anything unless I give them permission during the lesson, do not taste anything unless given permission and to follow all school and science lab expectations for safety.

TWS Part 2: List the Learning Objectives

Objective Three: This objective falls under South Carolina Fifth Grade Mathematics Academic Standard 5-5 (Measurement Strand) which is: Through the process standards, students will demonstrate an understanding of measureable attributes, the units and systems of measurement, and apply tools and formulas to determine measurements. My lesson does this because throughout the lesson, the students are understanding the attributes to be measured, using tools such as rules and using formulas to determine the measurements. This objective also aligns with the South Carolina Fifth Grade Academic Indicator 5-5.5: Apply strategies and formulas to determine the volume of rectangular prisms. The lesson addresses everything in this indicator as we measured boxes (rectangular prisms) applying strategies and formulas learned from the previous day. Also, this aligns with the Common Core Standard CCSS.Math.Content.5.MD.C.5b: Apply the formulas V = l x w x h and V = b x h for rectangular prisms to find the volumes of right rectangular prisms with whole number edge lengths in the context of solving real world and mathematical problems. Finally, the lesson aligns with the five NCTM Process Standards which are: problem solving (NCTM 1), reasoning and proof (NCTM 2), communication (NCTM 3), connections (NCTM 4), and representation (NCTM 5). Objective Four: This objective falls under the South Carolina Science Academic Standard: 5-4: The student will demonstrate an understanding of properties of matter. (Physical Science). The objective falls under this standard because the students were working on chemical reactions, which is a property of matter. There was no certain indicator for this lesson, as it was an activity from a FOSS Kit, plus the cooperating teacher did not have an indicator listed, nor could I find one. Objective Five: This objective falls under the Common Core Standard for ELA CCSS.ELA-Literacy.RI.5.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences in an informational text. This lesson was aligned with national standards and district pacing guides as this was a grade-level appropriate lesson and great review for the upcoming Palmetto Assessment of State Standards (PASS Test).

Discuss why your learning objectives are appropriate in terms of development; prerequisite knowledge, skills; and other student needs. Objective One: Students in fifth grade have been exposed to the dimensions and attributes of two-dimensional and three-dimensional shapes. They have touched base on this material earlier in the year, also during second and third grades. According to the South Carolina Academic Standards for Mathematics, students were introduced to symmetry in second grade. The teacher will briefly re-teach symmetry at the very

TWS Part 2: List the Learning Objectives

beginning of the lesson, before moving onto what the fifth grade standard asks for. Also, students in fifth grade are capable of working with hands-on materials, while following all classroom and school expectations. They are also capable of working with partners, without causing disruption in the classroom. Objective Two: The objective stated in the lesson is developmentally appropriate for students in fifth grade because they have used the processes of classification, inference, summarizing, comparing, and explaining elements of science before, This is also developmentally appropriate, because students have touched base with mixtures and solutions in third grade, according to science standards. By the time students are in fifth grade, students are also able to work cooperatively with other students in group activities while following all school and science lab expectations for safety. Objective Three: Students in fifth grade are introduced to the concept of volume, which is not touched on or introduced in any prior grade-level. However, the students have been introduced to volume previously in science, earlier in the year. Students should be able to recall this prior knowledge and use it efficiently in this lesson. Students should also be able to work with their peers in a cooperative way that is in conjunction with all classroom policies and in cooperation with the school-wide behavior system, PBIS. Objective Four: This objective stated in the lesson is developmentally appropriate for students in fifth grade because they have used the processes of classification, inference, summarizing, comparing, and explaining the elements in science before. This is also developmentally appropriated because students have been exposed to mixtures and solutions in third grade, as well as prior to this lesson. Students should also be familiar with inquiry rules as well as lab safety rules and should be able to conduct a lab efficiently and safely. Finally, students should be used to writing about their findings in science by giving deep inquiry and reasoning behind their evidence which can be proved. By the time students are in fifth grade, students should have no trouble working cooperatively with other students. Objective Five: Students in fifth grade have already covered the topic of making inferences and quoting from the text, according to both the SC Academic Standards for Language Arts (Standard 5-2) and the Common Core Standard for ELA (CCSS.ELALiteracy.RI.5.1). This is intended to be a review for the students for the upcoming Palmetto Assessment of State Standards (PASS test) which is coming up in May 2013. Students have been in guided reading groups prior to fifth grade, so the students should know how the guided reading process is done. Students should also know how to listen to other students without blurting out or interrupting.