Ruishu Wang Science Lesson I: Observing Rice Grade Level: 3rd Grade

Date Implemented: December 4, 2013 Anticipated Time: 45 minutes The Penn Alexander School

Goals/Objectives Students will be able to Compare and contrast the physical properties of each type of rice in order to differentiate the rice Identify the physical properties in various types of rice in order to determine the possible reason as to why one may be heavier than another Students will demonstrate an understanding of how to use the tools (rulers, scales, mass blocks) by efficiently using them to find data Weigh the types of uncooked rice in order to compare its weight to another type of rice determine its weight Investigate and compile data about types of rice in order to justify and explain their findings Efficiently organize data onto a bar graph in order to make conclusions about the experiment Standards NAP Framework Cross-cutting Concepts (Added) 1. Patterns: observed patterns of forms and event guide organization and classification, and they prompt questions about relationships and the factors that influence them. o Grades 3-5: Classifications should become more detailed and scientific. Students should begin to analyze patterns. Science and Engineering Practices Carrying Out Investigations: to answer questions or test solutions to problems builds on prior experiences and progresses to simple investigations, based on fair tests, which provide data to support explanations or design solutions; with guidance, plan and conduct an investigation in collaboration with peers Analyzing and Interpreting Data: builds on prior experiences and progresses to collecting, recording, and sharing observations Engaging in Argument from Evidence: builds on prior experiences and progresses to comparing ideas and representations about the natural and designed world; construct an argument with evidence to support a claim Obtaining, Evaluating, and Communicating Information: builds on prior experience and uses observations and texts to communicate new information; communicate solutions with others in oral and/or written forms using models and/or drawings that provide detail about scientific ideas Disciplinary Core Ideas Math- Common Core State Standards CCSS.3.MD.B.4: Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units- whole numbers, halves, or quarters. deleted DCI Standards

Formatted: Font: (Default) Times New Roman Formatted: Strikethrough

Formatted: Font: (Default) Times New Roman Formatted: Normal, Level 1, No bullets or numbering Formatted: Strikethrough Formatted: Strikethrough

Ruishu Wang Date Implemented: December 4, 2013 Science Lesson I: Observing Rice Anticipated Time: 45 minutes Grade Level: 3rd Grade The Penn Alexander School 2-PS1-1: Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties.te

Comment [NRB1]: OK! Here it is! It did not make sense to separate the 3 Dimensions of the framework with a math standard. If you want to measure in this lesson you should use millimeters, both because this is science and in science we use the metric system, but also because millimeters are smaller than inches and you will actually be able to measure a difference between the rice grains. Again, I can lend you metric rulers if you dont have them available. Comment [NRB2]: Milliliter (ml) is a volume measurement. I think you were thinking of cubic centimeter which is also a volume measurement. In fact 1 cubic centimeter equals 1 millimeter. Formatted: Strikethrough Formatted: Strikethrough Comment [NRB3]: I have to admit that I, too, tried to answer the question about why one rice would weigh more than the other (was in starch, was it protein) and I could not. And in fact, the sources I found seemed to indicate that the same volume of different rice types weighed the same. In your original lesson plan you were comparing rice types and the amount of water each would absorb. (And I understand that this proved too complicated.) But I am no longer certain why you are getting different weights.

Materials and Preparation Premeasured Bags of Uncooked Rice (100ml^3) (Note: This volume measurement will not be discussed with the students. It is just the unit of measurement I used to have equal amounts of rice to present to the students.) (All equal) o White Rice o Yellow Rice o Basmati o Long-grained Brown Rice (Labeled as Brown Rice 1 on the worksheet as to not allude to the obvious length difference) o Short-Grained Brown Rice (Labeled as Brown Rice 2 on the worksheet as to not allude to the obvious length difference) Additional small bowls of white, yellow, brown rice for students to get their hands on Rulers Worksheet (see attached) Pencils Large chart paper Markers Weight scale Balances added to revision Mass Blocks Classroom Arrangement and Management Issues The group of students (4) will be taken into the teachers lounge to participate in the lesson. All supplies will be prepared and arranged on the table prior to the start of the lesson. Students and student teacher will gather around the circle table to start the lesson. As the lesson progresses, students are encouraged to get out of their seats to work together or utilize the floor if they need more space. These students usually follows a teachers directions to a tee, but do sometimes start chatting with their peers and call out. In addition, I would like to emphasize group work for them. For this particular group, I will use these rules: o If you have a comment or question, please raise your hand. o What are some ways we can be polite when others are talking? o What does it look like to listen to others? o What does teamwork mean? o How can we work well with one another? o If there is constant disruption, your card will be moved once we go inside. Possible Management Issues o Disruption o Excessive chattering that is not related to the task

Ruishu Wang Date Implemented: December 4, 2013 Science Lesson I: Observing Rice Anticipated Time: 45 minutes Grade Level: 3rd Grade The Penn Alexander School o Students do not want to work with one another

Plan Introduction [5 minutes] During this time, students will be introduced to the expectations and procedure for this lesson. I will tell them my expectations of their behavior and ask them what it means to work as a group/team. Afterwards, the lesson will begin with the dictation of instructions. Each student will be handed a worksheet (see attached) that has different sections on it. Physical Properties Investigation [10 minutes] During this time, students will work on the front side of the worksheet to make some observations based on the physical properties of the five types of rice. I will give the students bowls of rice to observe, to which they can take a look at the length, shape, texture, and color. I will guide their discussion with some of the following questions (used if they get stuck; I want the students to move through the worksheet on their own): What do you notice about the yellow rice? How is white rice different from brown rice besides the color? Do you notice the difference in shape with the types of brown rice? How does it feel in your hand? Are there any similarities between two/three/all types of rice? After they have exhausted all possible observations, they will make a prediction as to Which rice will weigh the most? They will be able to use evidence from the observations to support their thought. Scale Investigation-Weight [15 minutes] At this time, the scale and premeasured bags of rice will be presented to the students. Just to clarify, I measured the 100ml^3 same amountof each type of rice so the amount would be constant. Students will not be able to pour the rice out of the bags as to not dirty the scale. I will make it known to the students that all bags of rice are equal amounts. After that, I will introduce the scale to the students and make note that in order for us to begin using it, it needs to be balanced. We will take a look at the arrows that need to match up which will tell us that it is in balance, ready for use. Students will work together to compare the types of rice with each other. Students will work together using the mass blocks to measure each bag of rice. According to my own investigation, all amounts being equal: White>Basmati Basmati>Short-Grained Brown Basmati> Long-Grained Brown Basmati>Yellow Yellow>Short-Grained Brown

Comment [NRB4]: These are fine, but really the worksheet moves them through these questions. Let your worksheet do the work until they get stuck. (The hardest thing to do as a teacher is to be quiet and let kids work on things, but it is important!) Comment [NRB5]: Good! I like this word much better than hypothesis, which is on your worksheet Formatted: Strikethrough Formatted: Strikethrough Comment [NRB6]: Yes. Be sure to tell them this! That is the fair test discussed in the standard. Formatted: Strikethrough Comment [NRB7]: Do you only have one? I am happy to lend you one for each pair. Formatted: Strikethrough Comment [NRB8]: See this is what I mean about the comparisons being hard. What you should have ended up with here is an ordered list something like: White>Basmati Basmati> long grained brown Long grained brown > short grained brown Etc. (My examples are made up I did not do the investigation) Even you missed a step here. I think ordering is actually harder than measuring and then comparing the measurements. I recommend measuring, although as I say, I am not sure that you will really determine a difference between them. I have not tried this, but would weighing out one gram of each type and then counting how many grains that is make a better comparison? Formatted: Strikethrough Formatted: Strikethrough

Ruishu Wang Date Implemented: December 4, 2013 Science Lesson I: Observing Rice Anticipated Time: 45 minutes Grade Level: 3rd Grade The Penn Alexander School Long-Grained Brown>Short-Grained Brown White+Yellow>Browns (2) White Rice: 107 grams Basmati Rice: 95 grams Yellow Rice: 90 grams Long-Grained Brown Rice (Brown Rice 1): 80 grams Short-Grained Brown Rice (Brown Rice 2): 58 grams It will be possible that students come to the same findings as I did, but there are certainly many different combinations that they can observe. But the weight the students find can differ from mine (give or take 1-2 grams) due to possible measurement error of either eyeing the scale to see when it is in balance. If measuring one against the other becomes mundane, I will ask them the following questions: What if we weighed two rice against one? What if we weighed two rice against another two? These questions could spark a new interest in the students to determine if a certain combination of rice will finally make a balanced scale or not. During this investigation, students will be able to speak freely with one another as to why they think these types of rice weigh differently from each other. I think the students will attribute the differences to the physical properties that they observed previously. Bar Graph/Presentation [15 minutes] Students will be compiling their data onto a bar graph. As to what information goes on the bar graph will be the groups decision. In order to emphasize cohesiveness, I can ask the following questions to help them come to an agreement: What is something the rice all have in common for you to use on the graph? Can we use the physical properties on the graph? Students will work together with the chart paper and marker to compile a bar graph. Considering how bar graphs is a past skill this particular group has already mastered, this part of the lesson should be quick. However, if they need a refresher, I will remind them of the components of the bar graph- title, key, and labels. Anticipating Students Responses and Your Possible Responses It is possible that students may think that one type of rice is more interesting than another. In order for students to have a good amount of observations for each type of rice, I will encourage them to look at the other rice. o Do you notice something else in the bag of yellow rice? (There is yellow/orange powder that came with the package of yellow rice.) o What can you say about the other objects in the basmati rice? (In addition to a off-white long-grained rice, this type of basmati rice has black grains and dried vegetables in the mix.) Students could possibly say that these additional ingredients in the rice mix contributed to its weight. In the interest of time, I will cut off student activity in order to move them along. Although it would be great that they want to look at more physical properties or try to weigh more combinations of rice, I will encourage them to move along in order to finish the lesson.

Formatted: Strikethrough Formatted: Strikethrough Formatted: Strikethrough Formatted: Strikethrough Formatted: Strikethrough Formatted: Strikethrough

Formatted: Strikethrough Comment [NRB9]: What is the point of this? Making the scale balance is not really the point, right? Formatted: Strikethrough Formatted: Strikethrough

Comment [NRB10]: If you had tried this you would have realized that you do not have a way to make a bar graph from the comparison data you were suggesting that the student collect. Again, please use the weights, but maybe in the how many grains per gram way that I suggest above. Formatted: Strikethrough

Comment [NRB11]: Really? So are you really comparing rice?

Ruishu Wang Science Lesson I: Observing Rice Grade Level: 3rd Grade

Date Implemented: December 4, 2013 Anticipated Time: 45 minutes The Penn Alexander School

Assessment of the Goals/Objects Listed Above The students hypothesis to the focus question will be a gauge in seeing whether or not they know what the word hypothesis means. Their hypothesis prediction is, in a sense, just an answer to the focus question. The response should be in the format of I thinkbecause Students will demonstrate an understanding of how to use the tools (rulers, scales) by efficiently using them to find data Students will need to be able to explain how they found certain data The bar graph will need to be properly labeled, titled, and given a key if necessary. A concise bar graph will be able to show the reader what the group is presenting if the reader was not there to watch them draw it. Please rewrite your assessments (for science) to say: I will . For example, I will keep a chart with each childs name and note if he or she can use the balance correctly after I have demonstrated how to use it. I will note if the child can measure in millimeters (etc.) What you assess should match your goals, but this section wants to know what you will be doing to assess these things. I will keep a chart with each childs name to note if he or she can use the balance correctly after I demonstrated it. Also, this chart will include the assessment of the objective to use tools properly. When students are adding the amounts of mass blocks together, I will also note if they can add up the amounts together to determine the total weight of each type of rice. (To be noted on above mentioned assessment chart). The bar graph will be handed in and will show me if the group understood how to construct a bar graph (appropriate data, labels, key, title). Accommodations I will be available at all times to clarify any questions or explain terms. Students who disrupt the lesson will be warned. If the disruption persists, they will be asked to leave. If the lesson is too hard, I will prompt them with the questions: o What is an observation you can make between basmati rice and white rice? (Basmati rice has longer grains and different colors than white rice, which is basically, the same shape and color) o Is long-grain brown rice similar to or different from short-grain brown? How can you tell? o What do you notice about the yellow rice? o How does it feel in your hand? o What do you see? o Does it smell like anything? o Is it hard or soft? Students who do not want to work with one another will be encouraged to do so. A question may be asked of them to prompt more teamwork: o What do you notice in one of Johns findings?

Formatted: Strikethrough Comment [NRB12]: In at least one of your earlier lesson plans you used prediction here. Did you change it to hypothesis because one of your mentors asked you to do so? I prefer prediction. A hypothesis should be more global. Comment [NRB13]: OK, this is a goal, not an assessment. (see next page)

Formatted: Normal, No bullets or numbering

Formatted: Normal, Level 1, No bullets or numbering Formatted: Font: (Default) Times New Roman Formatted: Normal Formatted: Font: (Default) Times New Roman Formatted: List Paragraph, Bulleted + Level: 1 + Aligned at: 0.25" + Indent at: 0.5"

Formatted: Font: Not Bold

Comment [NRB14]: The worksheet asks this, right? So it might be more helpful to say something like, Can you tell them apart? And if you can, how are you doing it?

Ruishu Wang Date Implemented: December 4, 2013 Science Lesson I: Observing Rice Anticipated Time: 45 minutes Grade Level: 3rd Grade The Penn Alexander School o Can you tell the group what you noticed about ________? o Would you like to share with us your most interesting finding? I don't want to make this change because I think my students will surprise me with what they may find was interesting. Either that, or this time will be for them to talk about their favorites, which they love doing. If there is extra time in the end, I will present to the students the cooked version of the same types of rice. They can either look at the physical properties of these or weigh the bags. If they weigh the bags, we can talk about the following: o Is the cooked white rice heavier or lighter than uncooked white rice? o Why do you think cooked rice is heavier? o What ingredient did I add to make the cooked rice heavier? But you cant see the water, so how do you know?

Comment [NRB15]: I am not sure how interesting any of these findings will be

Formatted: Strikethrough Comment [NRB16]: I am interested, since you did this. Was one heavier than the other?