Kristen Snow Mrs.

Shiller 4th Grade School of Education The College of New Jersey May 2, 2013 Predict Outcomes of Experiments Topics and Big Ideas: Develop an understanding of outcomes in an experiment, specifically whether the outcome is impossible, likely, unlikely, or certain. Essential Questions: What types of outcome is impossible? What type of outcome is likely? What type of outcome is unlikely? What types of outcome is certain? Standards: 4.4.4 B. Probability 1. Use everyday events and chance devices, such as number cubes, coins, and unevenly divided spinners, to explore concepts of probability. Likely, unlikely, certain, impossible, improbable, fair, unfair. More likely, less likely, equally likely 2. Determine probabilities of simple events based on equally likely outcomes. 3. Predict probabilities in a variety of situations (e.g., given the number of items of each color in a bag, what is the probability that an item that is picked will have a particular color). What students think will happen (intuitive) Learning Objectives & Assessments: Objectives Students will be able to determine the outcome of an experiment, whether it be impossible, likely, unlikely, or certain. Assessments Observe the students as they work to complete various experiments and determine the outcome. Question the reasoning of the students as to why they reached their conclusions based on each experiment. Discuss each students experiment and the outcome. Question the other students on the likelihood of it and have them provide reasons for it. Observe the students as they complete various activities which require them to label or list the events with the corresponding likelihood of a result. .

Students will be able to create their own experiments and determine whether the outcome is impossible, likely, unlikely, or certain. Students will be able to delineate results that correspond to the outcome of the event.

Materials: Computer, Internet, Online Workbook, Probability Workbook, White Boards, Dry Erase Marker, Sock, 25 Number Cubes, Spinners, Paper Clips, Pencil, and Worksheet. Pre-Lesson and/or prior-knowledge: a. Student Analysis: The students will have attained prior knowledge of probability and organizing lists. The students will understand the possible outcomes of a given problem but not predicting the likelihood of events. b. Teacher Analysis: The teacher should clearly understand probability, making an organized list, possible outcomes, and predicting the likelihood of events. Lesson Beginning: As a class, review the homework addressing how to make an organized list. Address any questions about the assigned work that the students may have. Determine whether they had any incorrect answers or a need to clarify the mathematical concept. Introduce the topic for the mathematical lesson on predicting outcomes of an experiment. Instructional Plan: On the computer, open the online intervention program. Allow the computer to play the sound which reads each section of the text. After each section, reflect on the information the computer has generated. Work together as a class to complete the activities provided in the online workbook. If students are having difficulty, assist the students to develop a better understanding of the material. Throughout the online activity, the students should use the white board to communicate their answers to the questions asked. The students should also have a number cube on their desk to reference when the question deals with a numbered cube. After the online examples are completed, work with the class to complete the worksheet provided in their packet. The worksheet will require them to review events to predict whether the outcome of an event is likely, unlikely, impossible, or certain. Then, work to distinguish the likelihood of the events provided. Discuss the underlining basis for the correct answer with the students. After the online and packet materials are completed, provide the students with the directions for the following activity: 1. Each student will receive a blank spinner and a filled out spinner with a paper clip. 2. Discuss with the students the likelihood of the possible outcomes on the completed spinner. Have the students use the paper clip as the spinner to check their answers. 3. Ask the students to create their own spinner. When they have completed their spinner, each student can work with their partner to discuss the prospects of their spinners. Discuss their reasons with the entire class.

Differentiations: Monitor the students as they work with their partner to determine the outcomes of their spinners. If they are having difficulty, assist the student with examples of events so that they are able to determine the correct likelihood of the event. Allow students more time to complete the assignment if they are having difficulty finishing it. Assessments will be made based upon how well the students follow directions throughout the lesson, as well as the creation of their spinner and participation in the class discussion. Questions: Is this event likely? Why? Is this event unlikely? Why? Is this event impossible? Why? Is this event certain? Why? How many outcomes are possible in this event? What is included in this event? Classroom Management: Throughout the lesson, the teacher will have students answer questions. Students must raise their hand in order to be called on. Observe student behavior to determine which students are not paying attention and who may need extra assistance. The teacher will allow equal opportunity for her students by alternating back and forth between gender when asking students to answer/volunteer. The teacher will provide her students with enough wait time in between each question to allow them to think about the material. Strategies to rephrase questions can be executed by the teacher to meet all of her students needs. Closure: Make sure that all of the students have returned their materials from the previous activity. Provide the students with another handout dealing with sequencing the likelihood of possible events. Complete the handout with the students. Ask the students if they have questions pertaining to the material being taught. Collect the handout and evaluate the lessons effectiveness. Assign homework. Lastly, have the students prepare for snack time. Website: http://www.cimt.plymouth.ac.uk/projects/mepres/allgcse/bka5.pdf http://www.pearsonschool.com/live/images/custom/envisionmath_ca/games/pond.html

Kristen Snow Mrs. Shiller 4th Grade School of Education The College of New Jersey April 12, 2013 Finding Conductors and Insulators Topics and Big Ideas: Develop and understanding of conductors and insulators. Essential Questions: What is a conductor? What is an insulator? How do you complete a circuit? Can you make a circuit to find out which objects are conductors and which are insulators? How do you know if a material is a conductor or an insulator? Lesson Objectives & Assessments Objectives Students will be able to determine what objects complete a circuit. Students will be able to distinguish between a conductor and an insulator. Students will be able to compare and contrast a conductor and an insulator. Assessments Observe students as they work to find objects in the classroom that complete a circuit. Question the students about each object used to complete the circuit. What similarities do the objects have within the circuit? Question the students about the differences and similarities between the objects used throughout the room. Question the students about each of the objects and the reason why did or did not complete a circuit.

Materials: For each group: D-cell, alkaline battery Electric motor Light bulb in holder Circuit base Switch Short wire, 20-gauge, 15cm 2 Long wires, 20-gauge, 30 cm Neck cord Bag of test objects 4 Student sheets called Conductors and Insulators

For the class: Wire stripper Roll of wire, 20-gauge, insulated Metric ruler or meter tape Ticket out the door worksheet Pre-Lesson and/or prior knowledge: a. Student Analysis: Students will know how to complete a circuit. The students may not know what other objects can be used to complete a circuit. b. Teacher Analysis: The teacher should clearly understand circuits, as well as the objects that can be used to complete a circuit. The teacher should understand the differences between conductors and insulators and why they can or cannot be used to complete a circuit. Lesson Beginning Discuss circuits with the students and the prior activities that they have investigated. Propose another investigation. Hold up a bag of test objects. Tell the students you have been thinking about the test objects they worked with before and were curious if any of those objects can be used to complete a circuit. Discuss with the students their ideas. Hand out the circuit bases and components. Have each group check to see if they have a circuit that works. Distribute a bag of objects to each group. Have each group test two objects, a straw and a nail. Have each group of students test these objects. After each group has tested both objects, discuss with the class their observations and hypothesis about what happened. The students should agree that the nail completes the circuit and the plastic straw does not. Emphasize to the students that the steel nail makes a closed circuit and lets the electricity flow. A steel nail is a conductor. The plastic straw cannot close a circuit because it does not let electricity flow. The plastic straw is an insulator. Therefore, electricity flows through conductors but not through insulators. Ask the students to sort the objects in the bag into groups of conductors and insulators. Have the students test the objects. Afterward, ask the students to discuss what conclusions they drew from their investigation. The conductors are all metals while insulators are wood, plastic, rubber, and rock. All metals are conductors. Instructional Plan: Hand out the Conductor and Insulator worksheet. Advise each group of students that they need to record which objects are insulators and conductors. Inform the students that you were curious about how much of the classroom environment is made up of conductors and insulators. Instruct the students to take turns using the detectors to find conductors in the classroom. Tell the students to list the conductors and insulators they encounter during the hunt on their Conductor and Insulator worksheet. STRESS two important rules for the conductor hunt. 1. Do not go near wall sockets with probes.

2. Ask permission before testing something on another person. When the conductor hunt is over, have the students dismantle their conductor detectors and return all parts to the materials station.

Differentiations: Monitor the students as they complete the conductor hunt throughout the classroom. If they are having difficulty, assist the students with questions that will stimulate their thinking process. Allow students more time to develop an understanding of what they are observing. Think-Pair-Share with the group to corroborate their ideas of reasoning. If prompting is necessary, suggest that students test parts of chairs, tables, doorknobs, wastebaskets, window frames, chalk trays, books, etc. If students are unsure an object that they think is metal is not acting as a conductor, ask them to look closely and suggest a reason for this anomaly. If they cannot formulate a reason, inform the student that paint is an insulator and therefore the metal will not conduct. Assessments will be made based upon how well the students follow directions throughout the lesson, as well as their discussion and responses pertaining to conductors and insulators. Classroom Management: Throughout the lesson, the teacher will call on students to answer questions and present their work to the entire class. Students must raise their hand in order to be called on. Those students who are not paying attention, allows the teacher to identify those who need extra assistance. The teacher will allow equal opportunity for her students by alternating back and forth between gender when asking students to answer/volunteer. The teacher will provide her students with enough wait time in between each question in order for her students to think about the material. Strategies to rephrase questions can be executed by the teacher to meet all of her students needs. The teacher will formulate a procedure to manage the materials used throughout the activity. Questions: What is a conductor? What is an insulator? How do you complete a circuit? Can you determine which objects are conductors and which are insulators based upon whether or not they complete a circuit? How do you know if a material is a conductor or an insulator? Do you notice anything similar among all the materials that are conductors?

Were there any metals that were not conductors? Why do you think they were not conductors? Closure: Discuss with the students what objects they found throughout the classroom that were conductors and insulators. Question the students as to why they formulated these conclusions about each object. Discuss with the students their reasoning why conductors complete a circuit as opposed to an insulator that does not. Have the students complete a ticket out the door worksheet. The students will use what they have learned in this science activity to correctly identify the insulators and conductors provided on the worksheet. *adapted from the Full Option Science System (FOSS)