Allison Archer 4th Grade Science Term III Lesson Plan To be taught: Thursday, November 29, 2012 Pedagogical

Focus To provide ample opportunities for ongoing discourse through student-teacher and student-student interactions. In this way, the teacher will never make assumptions about a childs ability or understanding. What The curricular content to be learned by the students in this lesson is how to classify objects based on their physical properties. Through these activities, students will be able to create their own classification systems as well as identify objects based on description by using an existing (dichotomous) key. This lesson serves a dual purposeboth in content and in process skills. The standards for curriculum stipulate that students be able to classify using biotic and abiotic factors. By the end of this lesson, students should be able to sort through and distinguish between everyday objects, focusing on properties they may have previously dismissed. However, the ultimate goal is to teach students the process of classifyingan ongoing scientific skill. This process entails a student be able to analyze object and make distinctions between them. Scientists do use deductive reasoning, but they also search for patterns, classify different objects, make generalizations from repeated observations, and engage in a process of making inferences as to what might be the best explanation (K12 Framework). The teachers goal is to push students towards uncovering specific characteristics, rather than the more obvious properties, such as color and size: if a student focuses on size, then student needs to use a tool for measuring the size of that object. To reach this higher level of observation, in the beginning of the lesson, the teacher will include every idea students generate from their bottle caps. However, as the list progresses and more minute details are offered, the teacher will ask students to help eliminate some of the more common, superfluous traits. This gives students an opportunity to visualize their own thought processes and weigh their own ideas against each othera critical thinking skill. How During each phase of the lesson, students will be working through the patterns and processes of classifying objects. One major use of pattern recognition is in classification, which depends on careful observation of similarities and differences (K12 Framework). The three classification categories to be classified used are the alien-like creatures, bottle caps, and everyday school supplies. Each activity becomes progressively more challenging, even though the actual hook will hopefully be the most foreign, difficult activity, as it is something students arent used to doing.

Comment [GS1]: I agree that it is unrealistic to make such a blanket statement. In the final version I re-worded it as this: In this way, the teacher will be less likely to make assumptions about a childs ability or understanding. Comment [NRB2]: The goal is to prevent the teacher from making assumptions. I wish we could say never, however I am not sure that is possible.

Comment [GS3]: I changed this.

This lesson is unique in its use of concept formation. A concept formation activity often excites students be- cause it is unique, student-centered, and allows for creativity. It is also a great instructional activity from a teachers perspective because it allows for metacognition among students (The Science Teacher, Watson). Most of the science investigations students conduct inside the classroom are based on step-by-step methods. I want to create a more rigorous set of activities for students in that they have to use their reasoning skills, rather than simply following a list of procedures. By the end of the lesson, students should be able to identify the scientific names of an object based on its property. Why I have selected this topic, goal and particular teaching method because classifying is an imperative skill to the scientific process. The teaching method is very handson, utilizing the explore approach to learning. I know students will start off by asking for help in the beginning, which is why I prepared a list of questions for me to ask them in response to their anticipated questions. The factors that influenced my decisions are my desire to build/instill conceptual knowledge. The easiest method for me to take to ensure students arrive at immediate correct answers would be through direct instruction where I give them vocabulary words first and guide them through the steps of using a dichotomous key. However, I wont always be available for them to utilize and therefore they need to become independent in their thinking and familiarize themselves with how to solve challenging problems on their own. I shall be facilitating their learning, but not taking complete charge over it. Classification is a vital science-process skill for all students to master. Understanding dichotomous keys as a means of classification enables students to better comprehend large amounts of information and understand how to organize, compare and contrast, and analyze that information (The Science Teacher, Watson). The six students I have selected were determined by my classroom mentor who decided these were the students who wouldnt fall too far behind by being pulled out of class during regular instruction. The emphasis on discourse embedded within my lesson is necessary for me to reach my pedagogical focus of communicating with each student in an ongoing check for understanding. In this way, I will be able to catch errors in thinking before they compound, while simultaneously making every child feel that their contribution is important. Tools Manipulatives (in the form of aliens, bottle caps, and other hands-on mystery objects such as pencils, scissors, thumbtacks), and processing skills. Discourse The entire lesson is based around questions and answers, and communicating ideas through student-teacher and student-student conversation.

Comment [NRB4]: Thank you!

Norms Before the lesson begins, teacher will address the importance of working together and how to appropriately handle the learning materials. Materials Rulers Alien cut-outs Brown bag containing mystery objects Paper and pencils for classifying Easel

Topic: Classification through Dichotomous Keys Objective: SWBAT classify objects based on physical traits. SWBAT navigate a dichotomous key. PSSA 4th Grade Standards: 3.1.4.A1. Classify plants and animals according to the physical characteristics that they share. 3.2.4.A1. Identify and classify objects based on their observable and measurable physical properties. I love that you used the math categories above, but for the final presentation please add one of each of the dimensions of the Framework for K-12 science. Hook (7 minutes): Student will be given a cut-out of an alien to identify. This will be introduced as a challengenot as a summative assessment. Teacher tells students, I am giving you the same type of challenge scientists face every single day. You are a scientist who has discovered new alien creatures. You dont know what to call these creatures, but based on research youve done, you think youve created a way. You and your partner are going to work together to try to figure out what to call each of these new eight species. Guiding questions: o What do you need to do first to figure out the name of your creature? o What information do you thinkdid the key helped you find? o Did anyone have an alien that was too hard to figure out? o For each picture, what part of the key did you start in? o What would have happened if youd started at a different line than five? Teacher will modify the time if students are struggling so much that they cant find the answers or are clearly frustrated. Introduction to New Material (10 minutes): Sometimes scientists discover new species. They dont know what to call them, so they look at characteristics of that species such as does it have a backbone, is it warm-blooded or cold-blooded; lives in water or lives on land to help them discover which species and family it belongs to. Vocabulary o Physical characteristic(just like a physical trait in literacy) something we can see just by looking at something. What are some physical characteristics of this bottle cap? Teacher passes out the same bottle cap to each of the six students.

Comment [GS5]: 1.I included the following in my final lesson plan: Scientific and Engineering Practices Asking questions: This lesson is based on a students ability to accurately answer questions. For example, Does this creature have a backbone? 1.Crosscutting Concepts Observed patterns of forms and events guide organization and classification, and they prompt questions about relationships and the factors that influence them. Especially important in this lesson is the focus on similarities and differences. 2.Disciplinary Core IdeasFrom molecules to Organisms: Structures and processes: addresses how individual organisms are configured and how these structures function to support life, growth, behavior, and reproduction. This lesson emphasizes structures and processes. A student needs to be able to identify anatomical structures in order to classify the organism/species. Comment [GS6]: Comment [GS7]: I changed this to individual work. Each student was given a cut-out of only one creature and told they need to figure out how to classify it by name. Comment [GS8]: Comment [NRB9]: I think that this is a little confusing. They are not making up new names, right? And they are using an existing key? So I think it would be better to say that they have come across an alien that is new to them and they need to figure out how it fits into how other scientists are classifying aliens. Comment [GS10]: Duly noted Comment [NRB11]: OK now I think we are moving on to new species. Comment [NRB12]: Nice connection Comment [NRB13]: Well, no. Not the same bottle cap a bottle cap of the same kind. Right? Comment [GS14]: I gave each student a different bottle cap of the same kind actually they ended up being the Vitamin Water caps you gave me because those were the only ones I had enough of one for everybody.

Discussion ensues, where students describe the physical traits of the bottle cap. o Dichotomous keydividing into two parts. Di as a prefix always means two. Scientists use dichotomous keys to help them figure out new species of plants and animals. Look at the dichotomous key for the norns. Why do you think it was called a dichotomous key? o Classification systemA useful method for organizing something. It simplifies tasks. A dichotomous key is an example of a classification system. Teacher asks students for real-life examples of classification systems. Some expected responses may include: Libraries Grocery store aisles Group activity. Prior to the start, the expectations of respect will be made clear that we have to be respectful of each others answers. The whole group will have access to ten bottle caps. As a group, we will narrow down bottle caps based on physical characteristics. To do this, teacher will cold call students to name a physical characteristic. The pile of caps will be divided up according to this criterion. Of the working pile, teacher will cold call another student for a physical characteristic. The pile will again be divided up, and continue on until the cap has been narrowed down by one. When a single bottle cap has been narrowed, we will review the steps it took us to get to that cap. This will either be done on a mini white board or . This will serve as the beginning to a dichotomous key. Guided Practice (10 minutes): 1. Pairs of students will create their own dichotomous key using five bottle caps. They should be able to narrow their keys to five characteristics. 2. Time permitting, students will trade their dichotomous keys with another group Independent Practice (10 minutes): Students will receive a dichotomous key and a paper bag containing mystery objects. Some of these objects will include a pencil, and paper clip. Students will fill in answer blanks with the scientific name for each object. Assessment: The assessment for this lesson will be on-going, through observations, discourse

Comment [NRB15]: I was trying to think of examples that the kids would know, but I keep coming up with science words like (carbon) dioxide or dicotyledon . Ah! Maybe dimetrodon I just learned that this means two measures of teeth (as it seems) This is an animal you often see with dinosaurs but it is really much older. And yes, it has longer and shorter sharp teeth! Comment [GS16]: I ended up asking students for their input and we generated a list consisting of such words as divide, diversion, and diagram. I couldnt remember the dinosaur names. In final LP this reads as Students will help teacher generate a list of words with the prefix di-. Comment [GS17]: In my analysis, you will see that unfortunately, I left this important component out accidentally, but attempted to make up for it afterward. Comment [NRB18]: Good examples make them tell you more (the vegetables are in one section, and the fruit are in another.

Comment [GS19]: In the final LP, Students ideas will be recorded on an easel. Formatted: Highlight

and completed student work. Materials: ruler, pencil, pen, eraser, paper clip, scissors, rubber band, thumb tack, glue stick Dichotomous Key 1a. Item made of at least some metal...................................................go to 2 1b. Item does not contain any metal......................................................go to 6 2a. Item used as writing instrument.....................................................go to 3 2b. Item not used as writing instrument.............................................go to 4 3a. Item writes with ink.........................................................................mandibulus 3b. Item writes with carbon....................................................................ursa 4a. Item has sharp cutting edge.............................................................tutus 4b. Item does not have a sharp, cutting edge.....................................go to 5 5a. Item has a sharp, pointed end..........................................................saltus 5b. Item does not have a sharp, pointed end......................................combustus 6a. Item is hard..........................................................................................go to 7 6b. Item is not hard .................................................................................mintus 7a. Item is numbered in equal divisions...............................................moronus 7b. Item not numbered in equal divisions............................................go to 8 8a. Item can write on paper....................................................................ursa 8b. Item can't write on paper................................................................go to 9 9a. Item has a sticky, central core.......................................................expodus 9b. Item does not have a sticky, central core...................................rollus

Comment [NRB20]: Are they getting the real thing or the pictures below? Comment [GS21]: This activity was replaced in the final LP. But just to clarify, students would have received brown paper bags containing these mystery items and then write down the scientific names under the pictures shown on the second-to-last page of this LP. Comment [NRB22]: The names are fun, but given that you already practiced using a key at the beginning, and then used your bottle caps, I am a little sorry that you did not use something more science-y here, like living things, or more narrowly dinosaurs or plants. Comment [GS23]: I agree that the previous activities served as prelude to a more science-based dichotomous key.

Dichotomous Key 01. Has pointed ears .................................... go to 3 Has rounded ears ....................................go to 2 02. Has no tail ....................................... Kentuckyus Has tail .................................................. Dakotus 03. Ears point upward ................................. go to 5 Ears point downward ..............go to 4 04. Engages in waving behavior ................... Dallus Has hairy tufts on ears .................Californius 05. Engages in waving behavior ........... WalaWala Doesnt engage in waving behavior..... go to 6 06. Hair on head ................................ Beverlus No hair on head (may have ear tufts).... go to 7 07. Has a tail ............................................. Yorkio Has no tail, aggressive ............................ Rajus

Name ____________________________ Norns belong to the group Norno and can be divided into eight species that are generally located in specific regions of the world. Use the dichotomos key to identify the norns below. Write their complete scientific name (genus + species) in the blank.

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Comment [GS24]: I deleted this activity altogether

Interaction & Nature of Interaction Student 1

Hook

Introduction to New Material

Guided Practice

Independent Practice

Assessment

Follow-up

Student 2

Student 3

Student 4

Student 5

Student 6