Kajsa Thompson

Science Methods
Bergey
Fall 2011
Term III Assignment Ior Science


Core Decisions oI Lesson Design-

What-
My students have spent the Iirst quarter oI the school year learning about rocks so
I plan to carry out a lesson about sand since it is a topic closely related to rocks that has
not been discussed in their science class. I want my students to learn about what sand is
and how it is Iormed through a hands-on investigation. I want students to be able to
experience the process oI doing an investigation, making observations and generating
questions about what they are seeing. This Iramework will prepare them to learn about
what sand is and how it is Iormed with a speciIic Iocus on sand size, shape and color.

How-
This lesson is based upon a student-centered, hands-on investigation oI sand. The
lesson will be centered on the use oI a KWL chart to track student learning throughout
the lesson. The lesson will begin with a discussion oI what students know about sand,
which will then lead into students doing their own hands-on investigation oI the provided
sand samples. Following the investigations students will generate questions about sand
based on their investigations and observations. These questions will be Iollowed by a
read-aloud oI 'Gary`s Sand Journal to address student questions as well as provide
necessary inIormation needed to understand how sand is Iormed Iocusing on sand size,
shape and color. The lesson will conclude with a discussion about what the students
learned about sand through their hands-on investigations and the read-aloud.

Why-
I have selected this topic because it is closely linked to what they have been
learning in their science class over the past two months. Relating this lesson to their
existing knowledge oI rocks will help to engage the students in the lesson. In addition,
the topic oI sand closely aligns with the Framework Ior K-12 Science Education
standards presented by the National Academies Press. The topic Ialls within the core idea
oI the history oI the planet Earth, speciIically core idea ESS1.C. In addition, the topic oI
sand aligns with the Benchmark standards created by the American Association Ior the
Advancement oI Science. The topic oI sand can be Iound within Physical Setting
Benchmark under the Process that Shape the Earth topic Ior grades 3 through 5. I believe
that when learning science it is essential Ior students to be able to experience the topic
beIore any content is taught. Providing my students with the opportunity to do a hands-on
investigation oI sand will provide them with a real liIe example to reIerence, once the
content is taught through the read-aloud, which will ultimately strengthen student
learning and understanding oI sand.
In addition, this lesson will help to answer my overarching question Ior Term III
oI the impact that diIIerent group strategies has on student discussion and what role the
teacher plays in each situation. I plan to teach my science lesson to a diIIerentiated group
oI students. I chose to use a diIIerentiated group Ior science based on the ideas presented
Janice Koch`s Science Stories. Teachers and Children as Science Learners, which
stresses the importance oI small learning groups Ior science. Koch explains that 'small
group cooperative learning is truly essential to doing science with children.the groups
encourage the process oI problem solving in ways that individual instruction cannot,
(Koch, pg. 272). In addition, Koch suggests that groups should be composed oI two to
Iour students who are heterogeneous in terms oI ability, gender and ethnicity. With these
ideas in mind, I chose Iour Iairly diIIerent students to participate in my small group
lesson. The Iirst student is a Caucasian Iemale who perIorms at the top oI the class
academically and is an active participant in class no matter the topic. The second student
is a Caucasian male who also perIorms at the top oI the class academically but does not
oIten participate in class discussions. The third student is a Iemale AIrican-American
student perIorming in the middle oI the class academically and who is an active
participant in class in all content areas. The Iourth student is a Caucasian male who also
perIorms in the middle oI the class academically but does not participate in class
discussions. I am interested to see the role each child plays in the lesson and to see the
impact oI mixing students oI varying academic levels as well as more talkative students
with the less talkative students, has on the discussion in the small group. In addition, I am
interested in seeing what role I have to play Ior discussion to occur.
























Lesson Plan-
Grade- Third
Time- 30-40 minutes
Date- 11/17/11

Goals/Objectives-
O Students will be able to identiIy what they know about sand prior to the lesson
O Students will be able to make observations during their investigation oI the sand
samples provided
O Students will be able to generate questions about sand based on their observations
O Students will be able to discuss what they have learned throughout the lesson
about sand
O Students will be able to discuss and work collaboratively in a small learning
group

Standards-
O K-12 Framework
o Core Idea: ESS1.C: The History oI Planet Earth ow do people
reconstruct and date events in Earths planetary history?
O Benchmarks
o The Physical Setting: Processes that Shape the Earth, Grades 3-5, 4C/E1,
4C/E2

Materials and preparation-
O KWL chart
O 4 copies oI KWL chart
O Marker
O 2 diIIerent bags oI sand samples
O 4 magniIying glasses
O 4 worksheets Ior observations and questions- (see appendix Ior worksheet)
O One copy oI 'Gary`s Sand Journal
O Pencils Ior each student
O 4 clipboards
O 2 pieces oI plain chart paper

Classroom arrangement and management issues-
O This lesson will take place in our regular classroom because the rest oI the class
will be at Study Island in the computer lab
O Students will sit at the team table that is directly in Iront oI the board so every
child is easily able to see the whiteboard
O I will assign the seats with the purpose oI creating pairs oI students with diIIering
abilities The desks will start out empty. AIter I explain the instructions Ior the
investigation I will pass out the clipboards and pencils so students are not
distracted by them while I tell them the instructions. I will then place a large piece
oI plain chart paper over the desks to prevent any sand Irom Ialling through the
cracks oI the desk as well as provide a clean surIace Ior the students to do their
investigation on. I will then pass out the magniIying glasses and then Iinally I will
pass out the two sand samples to each pair oI students.
O Management concerns include that students do not Iollow instructions that are
given. To anticipate this possible issue I will provide all instructions prior to
handing out any materials so students do not get distracted by the materials. In
addition I will post a chart with the instructions Ior the investigation on the board
so students can reIer back to them throughout the lesson.

Plan-
O Hook (5 minutes)
o I will ask students what they have been learning about in their science
class all quarter
o I will then ask iI they know how sand is related to this topic explain iI
they do not come up with the answer that sand is made up oI rocks and
minerals that have been broken down by natural processes
o This will segue into introducing the KWL chart will remind students
what we use a KWL chart Ior and remind them oI the instances in class
when we have used them such as during the Amish lesson and during
shared reading about schools around the world
o Have students share what they know about sand and I will record the
student responses under the 'K column
O Body oI the Lesson (25 minutes)
o Investigation
Explain that today we will be doing an investigation oI sand using
two samples that I will give them
BeIore I can hand out any oI the materials I will explain what they
are going to do
O As pairs they will work together to come up with 5
observations about their sand sample and record their
observations on the chart
AIter they have Iinished making their observations call the groups
together
Have each pair share their observations have each pair share one
observation then ask the next group to share one so it is going back
and Iorth
O Allow Ior students to discuss their observations allow the
other pair to chime in iI they have something to say, allow
Ior natural discussion to occur
O I will ask leading questions about the students`
observations that Iocus the observations on the speciIic
topics oI sand shape, size and color which will be discussed
later in the lesson
AIter we have shared the observations say 'Hmm, I deIinitely have
some questions about sand Irom these observations model one
question I have that is related to either sand shape, size or color
based on the observations discussed to show students the types oI
questions I am looking Ior. Then elicit questions Irom the students
and record their responses on the KWL chart. Again, allow Ior
natural discussions to occur, do not shut down any relevant side
conversations that may occur, this natural discussion is important.
o Read-Aloud oI Gary`s Sand Journal
I will introduce the text non-Iiction text about a scientist named
Gary who studies sand
I will explain that as we have learned in literacy it is okay not to
read every page oI a non-Iiction text
I will read pages 6-13 (The Size oI Sand, The Shape oI Sand and
the Color oI Sand) to students
As I read I will pause whenever we come across an answer to one
oI our questions and put a check next to the question on our KWL
chart
In addition, I will pause to clariIy any challenging words and
deIine them as we read the text
Again, I will allow Ior student comments and discussion to occur
as the read aloud occurs however, I will make sure to get students
back on track iI the discussions and comments get oII topic
O Closure (5-10 minutes)
o AIter completing read aloud go back to the questions on KWL and see iI
we have addressed all oI the questions we wanted answered
Have students discuss what they have learned about sand through
this lesson and I will record their response on the KWL chart under
the 'L column

Assessment oI the goals/objectives listed above-
O Assess students` ability to articulate what they know, what questions they have
about the topic and what they learned through examining the responses on the
KWL chart and through their discussions throughout the lesson
O Assess students` ability to make observations by reading and listening to them
explain their observations

Anticipating students` responses and your possible responses-
O Management issues- I do not anticipate any major management issues with the
group that has been selected as they all are students who are hard workers and do
not oIten get oII task easily. However, to counteract any issues I will try to make
my directions clear and articulate my expectations
O Response to content- II students do not seem to be Iocusing their observations on
some oI the topics that will be discussed during the read-aloud (shape, size and
color), I will during the sharing oI their observations use leading questions based
on their observations.
Accommodations-
O For students who may Iind the material too challenging- Since this is a small
group setting I will be able to go around to the two pairs and scaIIold and support
any students who are struggling with the task
O For students who Iinish early- II one pair Iinishes their observations beIore
another pair, I will encourage them to make more observations as we wait Ior the
other pair to complete their 5 observations








































Appendix-

Name:
Date:

Sand Investigation Jbservations

1)

2)

3)

4)