TE403 - Fall 2013 - Final Lesson Template

Lesson Identification and Learning Goals

Your Name(s): Julie Wiechec Mentors Name and School: Sarah Kuenner Wilcox Elementary Dates You Plan To Teach: November 25th, 2013 Lesson Topic: Earth Science Grade Level: 2nd grade NGSS Performance Expectation: o LESSON FOCUS: o 2-ESS2-3. Obtain information to identify where water is found on Earth and that it can be solid or liquid. Sources Used:
Please list the curriculum materials and other resources that you consulted for this assignment, including materials provided by your mentor teacher, as well as any you sought out from other sources to address gaps in your own science content understanding. Be sure to include bibliographic information author, title, publisher, publication date. Solid and Liquid lesson plan Idea: http://sitemaker.umich.edu/starrscience/files/solids_and_liquids.pdf

This lesson will focus on having students distinguish ice and liquids water and where they are found on Earth.

NGSS http://www.nextgenscience.org/sites/ngss/files/2%20combined%20topicsf.pdf

Driving Question for Lesson:

Write a driving question designed to support students developing understanding of your learning goals. Your driving question should directly address the GLCE, have a real world context, and demonstrate a deep understanding of the learning goal when answered. See course slides for examples of how to construct a driving question.

How is water formed differently on Earth?

Unpacking the Disciplinary Core Ideas and Related Practices for your Performance Expectation:

CONTENT
Different kinds of matter exist and many of them can be either solid or liquid depending on temperature. Matter can be described and classified by observable properties. Water is found in the ocean, rivers, lakes, and ponds. Water exists as solid ice and in liquid form. (2-ESS2-3)

PRACTICES
Planning and carrying out investigations to answer questions or test solutions to problems in K-2 builds in prior experiences and progresses to simple investigations, based on fair tests, which provide data to support explanations or design solutions. Obtain information using various texts, text features and other media that will be useful in answering a scientific question. (2-ESS2-3)

WHY IS THIS IMPORTANT?

In a paragraph or bulleted list below, talk about why the content and practices embedded in this performance expectations are important in relationship to the following: Cross Cutting Concepts Linked Curriculum (future grades) Real Life Applications

What is ice? Ice takes up space and cannot change its shape. What is liquid water? liquid water has volume that stays the same, but can change its shape. Where would you find ice and water on Earth? Ice would be found at the poles and liquid water is found closer to the equator.

Conduct an investigation to determine how ice and liquid water are different. Collect data to tell how ice and liquid water are different.

So that students can know when they are able to do different outside activities at different times of the year.

Experiences, Patterns & Explanations:

Construct an EPE chart designed to support students developing understanding of your learning goals. What Experiences could you provide your students that would lead them to recognize Patterns that will help them to develop Explanations related to your GLCEs/learning goals? This is how you will engage your students in a process of inquiry during your lesson. Refer back to the Gunckel EPE paper you read for guidance. In addition, several examples of EPE tables have been posted on our course website for your reference.

Experiences
Opportunities to collect observations or data about the world; may involve in-class activities as well as recollection of students shared experiences

Patterns
Relationships and generalizations across experiences that clarify and represent what happened

Explanations
Grade-level appropriate statements which generalize beyond specific objects/experiences described in the patterns to answer questions about how or why phenomena occur in the natural world

Opportunities to share and represent data and/or observations to support and scaffold pattern-recognition

Supporting students in making generalizations from specific phenomena to explaining how and/or why the world works

Bring in the globe and have students identify where they find liquid water and ice. Ice balloon/Liquid Water balloon

Look at the ice and liquid water. Make a list of what each group has in common.
Students will look at how the sun warms the earth due to its location. I will take a flash light and have students look at where the sun shines the most, therefore its the warmest spot. Students will realize that its colder at the poles and warmer near the equator due to the sunrays.

Ice take up the same amount of space and kept the same shape of the containers. The liquid water takes up the same amount of space, but the shape changes for each container. Ice is found at the poles and water is found at the equator.

While looking at the patterns of ice and liquid water, can you find both on earth? If so, where?

Students will find ice closer to the poles due to less sunlight and will find liquid water closer to the equator due to more sunlight. Also, students may place liquid water and ice at the same place due to different seasons.

Planning for Assessment

Task Name: Where is water found on earth? Post Assessment Task: 1. Write whether the picture is a solid or a liquid.

2. Draw a line from each picture to where you would find it on Earth.

3. Where did you draw the line for ice? Why did you draw the line there?

4. Where did you draw the line for liquid water? Why did you draw the line there?

Post Assessment Task Rationale This post assessment is let me know if my students understand the different between solids (ice) and liquid (water). I will have my students identify the pictures as either solid (ice) or liquid (water). They will then have to draw lines to the globe to identify where on earth they can find solids (ice) and liquids (water). Students will then have to specify why they drew the line to that particular place on the earth. This follows my NGSS under 2ESS2-3, which is to obtain information to identify where water is found on Earth and that it can be solid or liquid. The ice should go to the poles The water can be to the oceans If students draw both the ice and liquid water to the same place on the globe, they need to clarify why. Examples would be different times of the year, where water can freeze, such as the Great Lakes.

Scoring Guide for Analyzing Students Responses to the Post Assessment Task

Desired Assessment Features: 1. Students where able to identify the ice picture. (0.5 pt) 2. Students where able to identify the liquid water. (0.5 pt) 3. Students are able to draw where ice is found on earth, at the poles and explained why its there (1 pt) 4. Students are able to draw where liquid water is found on earth, rivers, oceans and lakes. (1pt) or 5. If students draw both lines to the same place, they need to classify why they did this. This could be due to the four seasons. (2 pt) Task Response Features You Are Looking For:
Points Strong understanding Description Complete understanding, no mistakes. Identified the pictures correctly as a solid or liquid Drew the lines to the correct spot, solid to poles and liquid to equator Gave valid reason as to why the poles have ice water around them, colder with little sunlight Gave valid reason as to why the equator has liquid water there, warmer with more sunlight

Partial understanding

Strong understanding but making mistakes Identified the pictures correctly as solid and liquid Drew the lines to the correct spot, solid to poles and liquid to equator Drew the ice line to the poles Drew the liquid water to the equator Attempted to give a reason as to why water was found in that form there but was not correct

Poor/misunderstanding

Basic understanding but needs more practice Identified the pictures correctly as solid and liquid Drew the ice line to the poles Drew the liquid line to the equator Gave no information as to why they drew it that way

Anticipated Time and Dates for Lesson Teaching: __40-45____ minutes on ___Nov. 25th___

Instructional Procedures Chart:

In the chart below, you will lay out what you and your students will actually do during your teaching time. Be as specific as possible. Directions for each column are provided below: I-AIM Function and Rationale Select an I-AIM function below that matches the activity youve described. Explain how this activity matches that function.
Establish a question Elicit students initial ideas Explore experiences and ideas for patterns Students explain patterns

Activity & Time

What the Teacher Does and Says

Anticipated Students Responses

Academic, physical, social & linguistic needs

Setting Behavior Expectations

Introduction to the Lesson

My mentor teacher classroom rules include having a safe and friendly classroom community. My mentor teacher also uses an acronyms system called C.H.A.M.P.S., which stands for conversation, help, activity, movement, participation, and supplies. Depending on what the class is doing (morning work, independent work, on the risers, read to self or read to someone) there is different talking levels; 0 is silent, 1 is whisper, 2 is partner talk and 3 is inside voices. I will tell my students that they need to sit quickly when we are talking unless they are called upon. Students will not be aloud to go to the bathroom or getting a drink unless its an emergency. How is water formed differently on Earth? Is it all liquid water? If not, can you give me an example that isnt liquid water? Where do you find this form of water?

Students will raise their hands when they want to talk and wait to be called on. Students will sit and keep their hands to themselves. When changing locations of rooms, my student will be quiet and walk down the hall the way they are suppose to walk in the hallway.

I will make sure my Asperger student stay on topic and arent distracting the rest of the class.

Students will be able to tell that ice is considered a solid while liquid water is liquid. They will know that water is in lakes, rivers, pools and at the store. Students may not know where the different forms of water are.

Establish a question. Students will be asking the question where different forms of water take place on earth. Elicit students initial ideas. Students will be able to tell me where water is found on earth. I will make my sure all students stay on topic and are participating when they need to be. Again I will keep an eye on my Asperger stays on task and interact with other students, since he struggles Explore experiences and ideas for patterns. Students will get to lean different characteristics to solids and liquids.

Activity 1 [10-15 minutes]

Students will sit with their daily 5 groups (4-5 students in each group). Each group will get a two water balloons. One with ice and the other with liquid water. Students will then get a worksheet to record their observation of the two balloons. Students will then cut the balloon that has ice on the inside and write down their characteristic of what they see. I will then go around and cut the water balloon and pour it into a cup. I will

Students will know that the ice is considered a solid and it holds its shape. Students will know that the liquid water is liquid water and that its shapes changes when moved to a different place. Students will also say that the ice is cold and wet. They will also say that the liquid water is more of a room temperature and can move around easily.

have students write down the characteristics of the liquid water. Take the class back to their classroom and begin activity Students will line up in the hallway on the correct line (they use the lines on the floor when walking to different rooms) Students will be quiet and keep their hands to self while walking to the classroom. Students will know that the poles are colder then at the equator. Some students may not know this but the higher achieving students will.

when working with others.

Transition [2 minutes]

Activity 2 [7 minutes]

Take the globe and ask students why the top of the globe is white (ice). If students don't know why, then bring out a picture of ice and place it at the pole. Then ask them why ice is found up here and liquid water is found at the equator.

Make sure that Explore experiences and students are ideas for patterns. respectful of Students will say that ice is other students. near the poles while liquid Keep students on water is closer to the track and are equator due to the relation participating/liste of the sun to the earth. ning to others.

Transition [2 minutes]

Activity 3

[10 minutes]

I will have student return to their seats and grab their paper that we filled out during activity 1. Students will return to the raisers and wait for everyone to sit down. I will then have students share what they put down for their observations. I will make a list on the board of all things discussed. I will then see if my students understand now the different between ice and liquid water and where it can be found on earth.

Students will do what they are told and come back to the raisers to finish our discussion.

Students will know that ice is a solid and that liquid water can change its shape.

I will make sure my Asperger student stay on topic and arent distracting the rest of the class. I will also make sure that my students are listening and being respectful of other students.

Students explain patterns. Students will show what they learned about the different characteristics to distinguish solids from liquids and where it is found on Earth.

Transition

[1 minutes]

Students will go to their seats and get out a pencil. I will then wait for all students to be seated and paying attention then explain the direction on

Students will return to their seats and sit quietly so that I know they are ready for further directions.

the post assessment.

Assessment Task [10 minutes]

Each student will get a worksheet that will have them draw a line to the globe and where the different forms of water are found

Students will know that the poles are where the solid (ice) is found. Students will know that liquid water is found at the equator. If students draw a line to the same place they need to specify why, this could include the four seasons.

Connections to Students Prior Understandings and Experiences

When talking to my three students during the science talk, they knew several places to find water; stores, pools, lakes. Then when asking them about solids and liquids they didnt bring up water. They said that solids are hard and that liquids can move around. When creating this lesson plan, I knew that students had an idea about solids and liquids. When I asked them about water, they said you put it in the freezer to freeze. Not one student said anything about where on earth you can find different forms of water. I want my students to take away that water comes in different forms such as solid (ice) and liquid (liquid water) on earth. I want them to know that the ice is found at the poles and that liquid water is found is at the equator.