3 lesson SCIENCE unit/5E Model

Teacher Candidate:

Grade Level:

Date:

Unit/Subject:

Instructional Plan Title

Maria Thompson

2nd

2/28/21

Science

Matter mysteries

I. Planning

Lesson Summary and Focus:

Students will learn about the properties of solids and liquids.

Instructional Materials, Equipment, and Technology:

Object ideas

Slime

Playdoh

Spikey ball

Rubber band ball

legos

Action figure

Balloon

Soda bottle

Water wiggler toy

Toy car

Squishy ball

Noodles/pasta

Pinecone

Shell

Tea bag

Gummy worms (wet)

Ice cubes (in a baggie)

Jell-o (premade in a baggie)

Sugar/flour/corn starch (in a baggie)

Jellybeans

Toothbrush (new of course)

Tube of toothpaste

Teddy bear

keys

Worksheets

Pencils

Notebook

Visual cards (for those students that need them)

Classroom and Student Factors:

15 students are not proficient in ELL, 2 students have IEP’s, 2 students with ADHD, 3 students are LD, 1 high functioning autistic student, 1 gifted student, 10 students below grade level in reading, and 7 below grade level in math, 10 students above grade level in ELA/Math. 16 non-English native language students

I am going to have to ensure that I am differentiating the assignment and accommodating per the IEP’s, as well as for the students with ADHD (depending on if they are able to work through the stations). For the gifted and above grade level students, they will have different variations.

My biggest concern are the 16 students whose native language is NOT English. Make sure I have visuals out for them to refer to.

National / State Learning Standards:

2.5 (A) classify matter by physical properties, including relative temperature, texture, flexibility, and whether material is a solid or liquid.

2-PS1-1 Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties.

NGSS: 3. Planning and carrying out investigations

Specific Learning Targets/Objectives:

Students will be able to describe and classify the observable properties matter.

Lesson Focus Question:

How can we classify different materials?

Academic Language:

Key Vocabulary:

Length

Flexibility

Texture

Shape

State (solid or liquid)

Instruction and Development:

I will present a slideshow for the students with the vocabulary words and have them write it in their notebook. After the slideshow I will have visuals (cards or actual objects) and go over their names and call on students to tell me what the matter of the object is (solid or liquid) and why.

Summative Assessment:

Students will identify and name (or match for those that need modifications) objects to what matter they represent.

Differentiation Strategies

Instruction

Activities

Assessment

The students that have IEP’s will be able to use their notebooks. The ESL students will be able to use whichever language that they are more comfortable with.

This is a group activity, students are allowed to openly work with their peers, discuss what they are feeling inside the bags. I will have a premade record sheet for all students to record their observations.

IF needed I will have a worksheet for students to match pictures to their form.

If students are not familiar with the words of the objects, there is a space to draw what they think it is.

Students will have a simple exit slip to fill out stating 2 objects for solid and 2 for liquid.

If students do not know the word they can draw a picture

II. Instruction

The 5Es

Probing Questions

Engage

I open the lesson with a short statement, “Everything is made of matter”. I then pass out to all students a plastic cup with a few ice cubes in it. Students will begin the lesson by playing with ice. I will then get student volunteers to tell me the properties of the ice (cold, hard, smooth, white/clear etc.). I will then ask the students to hold the ice tightly in a closed fist or between both hands. I will then ask for students to tell me what is happening to the ice cube (its melting, got smaller, turned to water).

I will then go over the properties of solids and liquids.

What is in your cups? What can you tell me about that object? Can anyone tell me the matter which ice is classified as? How about water?

Explore

The students will be divided into 6 different groups. Students will rotate through a selection of 6 mystery bags. Each bag will have a few (2-3) items inside that might be challenging to guess. They will feel the object through the top of the paper bag without looking inside. Students will discuss with their group and come up with both an individual and a group answer sheet with what their thoughts are on what the objects are and whether they are solid or liquid.

Tell me what does the objects in your bag feel like? Are they hard or soft? Are they wet? Are they cold? Do they feel rough or smooth?

Explain

Activity: Students, the groups will present their finding of the mystery bags, after the students complete their individual sheets (which has a section for the students to draw a picture of the object).

Tell me what does the objects in your bag feel like? Are they hard or soft? Are they wet? Are they cold? Do they feel rough or smooth?

Elaborate

Activity: Students will make a collage out of pictures that they find in magazines, newspapers, sales fliers, or even online. Students can use construction paper and make a collage of solids and liquids OR they can make a slide on the computer OR they can even give a verbal report of their findings on liquids and solids.

Closure: We will end the lesson by

We will play a game of thumbs up thumbs down. I will use flash cards or images on the smart board, I will show an image and say thumbs up for solid, thumbs up for liquid, thumbs down if neither.

Evaluate

Formative Assessment: I will use the students collage presentation as their assessments