Millicent Atkins School of Education: Common Lesson Plan Template

Teacher Candidate Name: Rebecca Wieting Grade Level: 2nd Subject: ScienceDate: October 22, 2018

PLANNINGList the Common Core/State Standard(s) to be addressed in this lesson.2-PS1-1: Plan and carry out an investigation to describe and classify different kinds of materials by observable properties.2-ESS2-3: Obtain information to identify where water is found on Earth and that it can be solid or liquid.

List the Rationale (cite theories or theorists):Direct Instruction will be used for the beginning portion of the lesson while I am teaching the material to the students. Higher order thinking questions will also be asked to give students the chance to think and comprehend each question more. This lesson’s experiment speaks to the visual-spatial learners in the classroom as well as those that learn well with hands-on activities.List the learning objective(s) to be addressed in this lesson (specific, measurable, attainable, timebound). Use the following format: “Students will be able to…”Students will be able to plan and carry out an investigation to describe and classify different kinds of materials by their observable properties and obtain information to identify where water is found on Earth by performing an experiment with ice cubes and observing its properties.

Describe how the learning objective(s) and the learning outcomes is/are appropriate for the age/developmental level of the students.

Second grade students are working to expand their knowledge concerning solids and liquids. This makes this lesson appropriate for their age level because they are learning more about solids and the properties and characteristics of solids.Describe the Classroom Demographics: (e.g., ethnicities; gender ratios; special needs, including those of gifted students, those of students’ physical needs, and those due to cultural characteristics).

There are three students in the classroom that are on and IEP. Two of the students on an IEP are also on a Behavior Plan and there is also one additional student that was recently put on a Behavior Plan. This student will refuse to do their work if it is something they don’t want to do and will start destroying things around the classroom in their frustration. When this student refuses to do something, it is best to just walk away for a little bit and then come back and remind them of the task they are to be completing. This strategy doesn’t work all of the time, but once in awhile it does. Two students receive ESL services. They speak English fluently but do occasionally have trouble with spelling or making correct sentences. There is a very wide range of reading abilities throughout the class, so when the passages are being read during the lesson, I will read the passages and do understanding checks throughout the lesson to ensure the students are following along and understanding the material being read.Describe your Knowledge of Students: (in terms of the whole class and individual students)(e.g., language needs; approaches to learning; prior learning and experiences; academic proficiencies/behavioral differences; areas of interest).As mentioned above, due to the varying reading abilities throughout the class, I will read the passages in the lesson and complete understanding checks throughout the lesson to ensure the students are following along and understanding the material. The students know that when a teacher is reading and then stops before the end of the

sentence, the students are supposed to fill in the word that comes next. This shows the teacher whether or not the students are following along. There is one student who will begin to act out if he is asked to complete something that he doesn’t want to do. When/if he begins to get frustrated, he has a post-it note he is to take off his desk and then go down to the principal’s office to avoid his behavior becoming out of control. He is getting better about walking out of the classroom, but there are still times when he begins to throw things or rip papers up and the lesson needs to be stopped for a moment.List the materials/resources you will need to teach the lesson.

Science bookIce cubesPlastic cupsRecording sheetsTechnologyDescribe the instructional and/or assistive technology that you plan to incorporate into the lesson and explain how it will enhance instruction and student learning.No technology will be used during this lesson.

Accommodations: Base this on the information you provided for Classroom Demographics and Knowledge of Students above.Describe the accommodations/differentiation/modifications you will use to meet the needs of all learners and accommodate differences in students’ learning, culture, language, etc. * The only accommodation that needs to be made is that I will read the passage to the students due to the varying reading levels and abilities in the classroom. This ensures that the students will be able to understand and comprehend the reading and material.

Pre-Assessment: Describe the instrument or process you will use to measure students’ level of understanding toward the learning objective(s) prior to teaching the lesson.

The previous days, the students have learned about states of matter as well as liquids. They have completed various experiments to learn more about the states of matter.

Pre-Assessment: Describe how the results of the pre-assessment (what the students have demonstrated they know) will be used to design the lesson objectives, instruction, and post-assessment. (Include charts, graphs if applicable)As stated above, the students have learned about the states of matter as well as more about liquids the previous two days. Prior to the lesson, I will have the students tell me about the different states of matter and describe their properties. I do not expect the students to have much knowledge of solids since we only briefly touched on them. I will ask the students to tell me about the different states of matter. We will review liquids and then I will ask the students what they know about solids. I will ask the students a few questions to gain perspective of their background knowledge. “How do you think ice, snow, and water are alike? How are they different?”

Classroom ManagementIdentify the management and motivational strategies you will use to meet student behavioral/developmental needs in order to keep students on task and actively engaged throughout the lesson.

The students will stay seated at their desk while we read the information for the chapter. After we have read and discussed the information, we will talk about the experiment the students will be doing. After the students have received their instructions, they will find their name in the group (which will be listed on the SmartBoard) and they will listen for their group number to be called. The students will stay in their groups for the experiment and then go back to their desk at the end of the lesson for a class discussion.

Implementation“I Do”(Teacher introduces lesson and models expected outcome(s) of learning objectives)Describe what instructional strategies you will use to model/explain/demonstrate the knowledge and skills required of the objective. Students will open their books to pages 8 and 9. I will ask the students to look at the pictures on those pages and then think about what the lesson will be about. I will then read the paragraph to the students and pause to discuss the information throughout the reading. After we have finished reading the paragraph, I will ask the students some questions for them to think about and then discuss as class.“We Do” (Teacher engages students in guided practice) Describe the learning activities you will use to provide students multiple opportunities to practice the skills and content needed to meet the learning objective(s).After we have finished reading, I will ask the students some discussion questions which will include: “What is true about a solid? What is one solid that is shown in the small photo? Do you notice any other solids in the photos besides ice? What are three solids in the classroom?”. I will use the think-pair-share method for these questions by having the students think about the question and their answer, share their answer with their neighbor, and then I will ask for volunteers to share their answer. These questions are meant to have the students think deeper about the material and allow them time to comprehend the material as well. We will also discuss the differences between solids and liquids. I will also use the think-pair-share method when asking these questions to again allow the students to think about the material and allow for more comprehension. Some of the questions that will be asked include: “What are two kinds of matter you have learned about? Tell how the shapes of solids and liquids are different.” I will the put a plastic cube in a container and then transfer it to a different size container. I will ask the students “Did the shape of the block change in each container?”. This is a visual for the students to know and understand that the shape of a solid does not change when moved from one container to another.“You Do” (Students engage in independent practice)Describe what the students will do to independently practice the knowledge and skills required by the lesson objectives? After we have finished discussing, the students will form their groups (as explained above) to complete the experiment. Each group will be given two ice cubes, each in their own container. The students will first make a prediction as to what will happen to the ice cube while it is left out. They wil then record their observations of the ice cube (on the sheet shown below) at the beginning, after 3 minutes, and after 6 minutes. The students will come up with a variety of places they could place their ice cubes to make them melt faster and why those places would make the ice cube melt faster. After the students have finished recording their observations, the will go back to their desk and we will have a class discussion about their observations.

Lesson ClosingDescribe how you will reemphasize the lesson objective(s) and any skills/content that were taught in an interactive manner (whole/small group, etc.).After the students have finished recording their observations, we will discuss what they predicted would happen to the ice cube and then what actually happened to the ice cube. To close the lesson, I will ask the students two closing questions for them to answer (verbally) with their neighbor and then share their answer with the class. Those questions will be: “What is a solid? How are solids and liquids different from each other?”.

Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment you will use to measure students’ level of understanding toward the learning objectives after teaching the lesson.

The students’ post-assessment will be their completed ice cube observation sheet as well as their answers to the class discussion questions. This will give me enough information to know if they understood the material or not.

AnalyzePost Assessment: Based on the results of the Pre and Post-Assessment, to what extent did students achieve the learning goals/objective of the lesson? Cite examples from the lesson plan, assessments, and/or video. If applicable, insert a table/chart/graph before your explanation.

After looking at the students’ observation sheet and hearing their answers to the closing discussion questions, I have am confident that they fully understand the material and gained more information about the types of matter from the lesson.

ReflectReflect on your instructional strategies, interactions with students, and classroom management strategies. Describe what went well and what areas you need to revise in the future. Cite examples (from video) that support your conclusions.Describe revisions that you could make if you were to teach this lesson again. Why would you make each revision? Cite examples from the lesson plan, video and/or student work that would prompt revisions.

The students really like science and they always behave well for these lessons. They did well answering the discussion questions prior to the experiment as well as the closing discussion questions. They showed me that they understood the material and were able to comprehend the information they were given prior to the experiment. The students worked well in their groups, though I did have one group that I had to frequently remind to stay on task. Putting the students in groups for experiments is good for this class as it causes them to work together and also allows them to hear other people’s opinions, which is something that this group needs to do (and hear).