Emily Lougheed Science Methods

Discovery Science Lesson Plan Objectives: The students will use observation and classification skills to understand what is a solid and liquid, along with describing each of their properties. Students will understand the vocabulary words solid and liquid, along with their definition. They will know how to identify a solid and liquid and their differences. They then will be able to classify what makes a solid and liquid and know different characteristics of both. After classifying and recording, students will know how to explain their choice of a solid or liquid to me and their peers, based on their findings and evidence. Purpose: Today we are going to learn about solid and liquids and their characteristics so that we know how to classify them. Assessment: Independent Practice - Students will draw or write an example of a solid and liquid they have at home and bring it to class the next day to discuss what they found. Summative - I will collect the students independent practice work in order to assess if they have made a connection between solids and liquids and mastery to the standard and ob ective we are working towards. Formative - I will observe how the students are engaged and interacting with each other and the activities in their groups. This will provide information on whether the students need to be grouped differently next time or what needs to be added or changed in their groups. Their groups will be determined by ability, allowing the high learners to help the lower learners. This is an adaptation in my lesson. !uring the time the students are at the rug I will be able to assess them by the answers they give to my questioning about solids and liquids and their characteristics. Concept Information: The scientific concept being taught is two of the three states of matter" solid and liquid. I will need to know the difference between both and how to explain the definitions and then able to use different characteristics to classify. State Standard: SCI.1.1.2 2010 #haracteri$e materials as solid or liquid, investigate their properties, record observations and explain the choices to others based on evidence %i.e., physical properties&. Safet Concerns: Anticipator Set - 'rior to handing out $iplock bags, I will explain to children that they are not allowed to open the bags, or squee$e them. They are only able to touch them carefully. I will watch as the students manipulate the bags to make sure they are following these directions.

Emily Lougheed Science Methods

!"periment - The experiment will be a teacher demo. I will make sure the students are far enough back where they are not able to get any of the (gleup) on them. *hen it is the student)s turn to feel the gleup, I will make sure they are in small enough groups that they can be monitored closely. The students will be told not to eat the gleup and to ust touch it and play with it over the bowl. Students will not take the gluep home to ensure it is not eaten or a safety ha$ard. #ateria$s: +aterials will already be in bags for anticipatory set. +aterials for experiment will already be out, ready to be mixed together to save time. Anticipator Set - ,- $iplock bags, -. small rocks, water !"periment - #orn starch, water . mixing spoon, / bowls, measuring spoons, paper, pencil, dry erase board, dry erase marker #ana%ement: &e'avior -I will have each student placed in a way in which I can see all the students from where I will be at all times. 0*hen1if students have a question, I will make sure they have their hand raised before I call on them. -I will do a handclap attention getter that the students are familiar with if the noise level gets out of control. The students will understand that when I do the clap, they will need to repeat it back to me and that means they are too loud and need to go back to a lower volume level. 0+y teacher already has in place a behavior management technique. If students are misbehaving and have already received a warning, they have to go move their clip down one level, indicating they need to get back on task. I will implement this during my lesson if needed. Space - 2or anticipatory set, students will be at their desks. I will then ask them to come to the (back of the room) as my teacher calls it for the experiment. They will sit in their assigned spots on the rug. This is where I will do the experiment so they will be closer to me and can see. 2or the assessment, I will ask students to go back to their desks. Time 0 Anticipatory set" 3 minutes 4xperiment" .5 minutes !ata collection" .- minutes 6ug time" 7 minutes #losure" 7 minutes Adaptations: Students that need extra help can as the cooperating teacher or Taylor practicum student who will be walking around, making sure students are on task. Students can move closer to the board in order to see the recorded data better The independent practice is either drawing or writing so students that struggle with writing are able to draw what they have learned. Students that need more time with the independent practice are allowed to have it.

Emily Lougheed Science Methods

Anticipator Set: I will give each student - $iploc bags, one bag containing a solid %rock& and one bag containing a liquid %water&, allowing time for students to look over the bags and manipulate them. I will explain beforehand that they are not allowed to open the bags. The bags will be made and ready prior to lesson, ready to hand out to students. Activit : .& After the students have a few minutes to look over and manipulate bags, I will ask the students to experiment with the - bags and think about how the materials are different. Then, discuss the materials as a class. Starting with the rock, I will ask the students to share their observations about the rock, questioning them about the si$e, shape, weight, etc. Then, discuss the bag with the water, asking the students to share their observations about the water and discuss how it is different than the rock. -& Then I will tell the students that they will be discovering information about solids and liquids. I will write these - words on the board so they are able to understand the vocabulary. I will ask the students to discuss in small groups %already grouped by table& which material is a solid and which is a liquid, and then share ideas as a class. /& I will write down their findings under the words on the board as a chart. *e will describe their characteristics such as si$e, weight, color, shape, texture, and go over how they came to these conclusions. Instruction: 89ow that we have learned what solids and liquids are, let)s put our knowledge to the test: Think we can do that class;< Show them the ingredients to gleup. 8*e are going to make something and I need your help to decide if it is a solid or a liquid. *hat was our solid earlier; %rock& *hat was our liquid earlier; %water& =et)s see which one this is like:< Start mixing ingredients, explaining to the class the whole time what I am doing so they can see. I will tell them the measurements of everything as we go along. After the gleup is done, I will ask students to go back to their seats and put it in a few different bowls so that students are able to feel it in a smaller setting. This way they will have more time to manipulate gleup. I will give each group of students %their desks are already grouped& a bowl of gleup to manipulate. 4ach group will have an adult, +iss. #ook, +iss. #hang %the Taylor practicum student&, and1or myself to watch over the students, questioning them about their conclusions as needed. State prob$em()uestion: Is gleup a solid or liquid; After playing with gleup, I will ask this question. They will have a few minutes to decide an answer in their group. * pot'esis: I will ask groups their answer to our question and we will record the number of solid hypothesis vs. liquid hypothesis on the board.

Emily Lougheed Science Methods

+ata %at'erin%(process: Students will come back to the carpet by the dry erase board. I will lead a discussion about how gleup is a liquid. *e will then discuss how gleup is a solid. #haracteristics of both will be talked about. !uring this time I will be gathering their data of what they observed about gleup and write it down in a chart0like form on the board to compare it being like a liquid and solid. I will write down the information so that students do not waste time with trying to write their data down. I am looking to see how they came up with their conclusions and got their data, not grading on their writing. That is why I chose to write it down myself, on the board so they are able to be a part of the discussion and see our findings. ,a$idit of * pot'esis: I will ask the class 8*hat can we get from this information; After looking at this, do we have both solid and liquid characteristics; !o you think it could be both a solid and a liquid;< I will ask if anyone)s hypothesis was both. I will then tell them that gleup is both a liquid and a solid. C$osure: *e will discuss again as a class what a solid is and what a liquid is. I will then ask how we classify both, going over our anticipatory set characteristics. I will ask what other solids and liquids they can think of to make sure they understand the concept. I will ask what gleup is %allowing them to change their hypothesis to (both) rather than liquid or solid& to make sure they understand the concept of gleup. !va$uation: *ere children able to hypothesis; *ere children able to collect information; *ere children able to record the results; *ere children able to reach conclusions; *ere children able to verabli$e findings; *ere children able to apply knowledge; !id the children formulate questions about the experience and results; Se$f !va$uation: *as the lesson successful; *hat could I do differently next time; !id I empower students to independently discover a conclusion; *hat learning styles did I incorporate;