Ruiz 1 Michelle Ruiz Second Grade Lesson Plan Russell Byers Charter School 3 November 2013 Projected Lesson

Date: November 21st, 2013 Term III: Integrative Assignment Science Methods Core Decisions What My overall goal for the students is to build a deep understanding of erosion of chalk while connecting it to the book Chalk, which has also been integrated in the Math and Literacy lessons. In order for the students to gain this understanding of what happens to chalk over time, they will be working as scientists to determine which material will cause the chalk to disintegrate the fastest, which will be done through observations, predictions, collaborations and a discussion of the analysis of the results collected by the students. How In order to begin this lesson on chalk erosion, I invite students to reminisce about the wordless picture book Chalk and have them discuss experiences they have with using chalk, more specifically sidewalk chalk. I will then provide them with a hands-on activity that allows them to see first hand what happens to chalk when it interacts with several different types of materials (vinegar, water, sand, gravel). Each group will work together to collaborate on predictions and assist each other in making observations and in collecting data. This will allow students to have a partner and be social throughout the activity, but also allow them to work with their own jar and observe and record their own piece of chalk, so some independence is present. With the observation worksheet, directions and expectations of the data they need to collect will be in front of them, but I will also be giving directions allow as well, which allows for a multimodal lesson. The students will also be encouraged and positively reinforced throughout the lesson, which should keep them on task and engaged in the great things they are doing as second grade scientists. Why One day while the students were playing during recess, a few students were drawing with sidewalk chalk. One of the students who was participating in the drawing decided to share with me a theory she had. She believed that if you mixed water with chalk, you could create paint. When I asked her about it further, she became more and more convinced that this was possible. Several other students agreed with her and began to explain to me why they believed this when recess ended. Since the students do not go to science often and since there is rarely any free time in the classroom to answer this question about chalk, I thought it would be a great opportunity to make it into a small group lesson. I also believe that hands-on learning allows students to become engaged and connected with the lesson

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Comment [NRB1]: I opened the worksheet first so I want to make a few comments about that before I forget. First, you dont want to measure weight in inches! I know you know that, just a mistake. But you may not want to measure the lengths in inches either since your students probably arent good with fractions of inches and the chalk may not change by whole inches. I think I really would introduce centimeters and millimeters here not with a whole explanation but just with rulers that are calibrated (numbered) in centimeters, but also have millimeters on them. Then you can have the students tell you which of the numbers the chalk comes past (lets say 5) and then how many of these little marks called millimeters beyond that it is (lets say 4) (So to you and me 5.4 cm or 54 mm). Does that make sense? Are you measuring in grams for mass? You could use paper clips or very light beads if you were looking for something really sensitive. Comment [MR2]: I changed the worksheet to say Centimeters, which makes much more sense to teach to children who may not know much about the functions of a ruler. I also decided after much debate to eliminate weighing the chalk. Instead, Ive decided to measure length and width since focusing on one type of measurement may be less confusing for the students than trying to explain the scale with little to no introduction (time was also a big issue). Comment [NRB3]: Please try to bring this book so I can see it! Comment [NRB4]:

Comment [NRB5]: Pastels are sometimes used in this way that could make a great follow up.

Ruiz 2 materials, so rather than me explaining what happens with chalk, I thought it would be a great opportunity for students to see its interaction with other materials first hand. This allows them to be both physically and intellectually active in their learning (Victor, 46). In terms of the standards, matter and its interactions is a second grade disciplinary core idea, which furthered my desire to show these students what happens when matter interacts with an assortment of other things, matter here being the chalk. By incorporating discussions, think-pair-shares and data collection, I am also able to show students how science can be done through collaborations with others, which can occur through pursuing a particular question about something you might have in mind. Through this multitude of interactions, connections to the text and connections to self, and inquiry, I can open these students up to how science is all around us. Lesson Plan Goals/Objectives Students will be able to use their own background knowledge from previous experiences inside and outside the classroom in order to observe how chalk can disintegrate and erode. Students will also use their prior background knowledge to identify and categorize the materials. Students will be able to make and record observations and predictions of how certain materials might interact with the chalk. Students will be able to record measurements that include weight and length to aid with their predictions. Students will also be able to collaborate with each other to compare results. Standards Physical Science Disciplinary Core Ideas: 2-PS1 Matter and its Interactions 2-PS1-1: Plan and conduct an investigation to describe and classify different types of materials by their observable properties. 2-PS1-2: Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose. Science and Engineering Practices: Planning and Carrying Out Investigations Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. (2-PS1-1) Crosscutting Concepts: Cause and Effect Simple tests can be designed to gather evidence to support or refute student ideas about causes. (2-PS1-2) Writing CCSS: W.2.8 : Recall information from experiences or gather information from provided sources to answer a question. Mathematics CCSS: MP.2: Reason abstractly and quantitatively. CCSS: MP. 5: Use appropriate tools strategically.

Comment [NRB6]: And of course you are giving them a tool by which they could defend an argument. This is different than the they say/I say you describe on the playground. Conduct a test. Comment [NRB7]: Yes, I can see you are going to have to do one science lesson a week now until the term is over. If you do the pastels and water thing that I suggested above (an art lesson) the kids might want to try the sand, pebbles, etc. with the pastels.

Comment [NRB8]: Great to use disintegrate and erode. Think of an easier way to say it, too. Break down? Wear away? But then definitely use erode as often as possible! Comment [NRB9]: I cant help myself, I get so excited when cohort members are teaching science. You know the pebbles we used in class were smooth (almost certainly) because they were tumbled with sand, too. If you wanted to you could take some in to show your students that this can work even on really strong rocks (and you let each keep one I bought a lot.)

Comment [NRB10]: Beautifully done! May I use this as an example in the future?

Comment [NRB11]: Wonderful. So if you find yourself working in a school that does not value science you have lots of other justifications for what you are doing!

Ruiz 3 Materials and Preparation Chalk Plastic Containers Sand Gravel (small) Water Vinegar Rulers Scale (Balances? Weights?) Paper towels Observation Worksheet o Sample observation worksheet Markers Pencils Chart paper Stopwatch Duct tape

Comment [NRB12]: Do you have these resources? Comment [NRB13]: Plastic?

Clear mason plastic containers jars will be filled with four different types of materials prior to the activity. One will be half filled with sand, one will be half filled with gravel, one will be half filled with water and the other will be half filled with vinegar. The observation worksheet will also be made prior to the activity, and the chart paper will be set up so that students will only need to place their measurements before and after on it. A sample observation worksheet will also be created prior to the activity to ensure that students can both listen to directions but also be able to see what is expected from them in the different sections on the worksheet. Learning Environment and Management Issues 1. To prepare for this lesson, I will need to ensure that I have a space in a work place on either the 2nd or 3rd floor where students will be able to sit together at a table for collaboration. Two students will sit on one side of the rectangular table and two will sit together on the other side of the table, almost creating separate groups but still allowing them to talk to each other during the process. To prevent groups from getting off task or disorderly, I will set clear class norms and rules prior to any discussion of the lesson. This will consist of sitting them down at the table , telling them clearly that they need to use their quiet voices and reminding them that they also need to be respectful of the classes occurring around us. I will also remind them that they should listen and be attentive to any directions I give since we will be working with materials they might not be used to seeing very often in class (i.e. vinegar and gravel). Once students are settled into their pre-assigned groups, pencils and observation sheets will be passed out to each student who will also be asked to place their name on the top and then place the pencil down in front of them. Each student, prior to leaving the classroom will have helped carry the rulers,

Comment [NRB14]: Nice

Comment [NRB15]: Of course this IS going to get noisy with the gravel

Ruiz 4 markers, pencils, papers, chalk and paper towels to the assigned location of the activity, which will be placed underneath the table to avoid distractionsnearby for easy access. Certain students throughout the activity will be asked to hand out these materials to each student when they become needed. Once students are settled at the table and their name is on their observation worksheet, students will again be reminded to follow directions closely as the materials get placed in front of them on the table. 2. As a method to ensuring students work together and do not misbehaveior, we will go over three different strategies to use when working with a partner, which will be written down on a white piece of paper by the teacher in case any students need to be reminded throughout the activity. We will also go over three strategies of how to speak to a partner in an appropriate way to ensure that miscommunications do not occur between the groups (this will go on a separate piece of paper). If a student does not choose to follow these strategies and continues to misbehave, they will be asked to take a break for a few minutes in a location away from the rest of the students at a separate table. After a few minutes have gone by, I will ask the student to talk to me about what happened, and if they believe they are ready and calm enough to continue working in a group with their partner, they will be allowed to rejoin the activity with the other students. If this student continues to misbehave and act inappropriately throughout the activity, then they will be asked to simply observe at a separate table for the remainder of the activity reflecting on their behavior. Plan (45 minutes) Hook: The hook will involve asking the students what they remember about the book Chalk by Bill Thompson that we read previously. After two of them tell me one event they remember from the book, I will tell the students we have a special science lesson planned that involves chalk, more specifically sidewalk chalk. I will then ask them who has ever used sidewalk chalk before. With hands raised, I will choose a student to tell me what happens to the chalk as you use it over time? Other students may also answer this question depending on their excitement. After some responses, I will tell them that we will be looking at what happens to chalk when it comes in contact with other types of materials. (5-7 minutes) Exploration: 1. With students already in two groups of two, the jars filled with sand, gravel, vinegar and water will each be placed in front of all four students. Students will then be randomly asked to work together to decide which group should take which jars.assigned a jar. Encouraging questions like what do you think might be inside the jar? or could be in the jar? or what does it look like to you? would be used for students stumped and unsure of what to dowhat they might have in their jar. Students will be allowed to open the containers to feel or smell the materials once they are ready to do so, but they will be closely monitored to ensure nothing gets ingested or spilled. Once students have identified and become familiar with the materials and the jars have been labeled stating what they contain, students must

Comment [NRB16]: That seems inconvenient. Couldnt you put them to the side somewhere so they dont get kicked and students will not need to disappear under the table to get them?

Comment [NRB17]: Michelle, this is sounding like a LOT of pre-management. Lots of kids would get squirmy during all of this talk, and might misbehave in ways they would not if you could just move into the activity. Try to limit the time this takes.

Comment [NRB18]: Why? It seems to me that this is going to cause difficulties that have nothing to do with the lesson. I would assign the jars. Comment [NRB19]: This is the kind of question teachers ask a lot, but I am not sure it really works. I think the point of what do you think is to point out to kids that they ARE thinking, but in fact of course, whatever they say is true, because that IS what they thought. (Oh I think it could be rubbing alcohol. Well, the kid thought it could be rubbing alcohol so that is the true answer. But it is not rubbing alcohol, it is vinegar.) I like what does it look like better, or what could it be? Using white vinegar would be interesting since it would look a lot like the water but wont be water. Teach kids to waft the odors toward their noses. Might be best to give one liquid and one jar with rocky material to each side of the table

Ruiz 5 come to a decision on which group will be using which two mason jars, but they must describe why they have made this decision so questions like why do you both have vinegar and water, or sand and gravel instead of water and sand, etc would be asked..will then be paired with a liquid or a solid so that each group has one jar that is a liquid and one jar that is a solid. (4-5 minutes) Once students have two jars in their group, two pieces of sidewalk chalk will be given to each group. Each group will then be asked to measure the piece of chalk with a ruler to determine how many inches it might be, both length and width, with my assistance and a brief refresher on how to measure objects with a ruler, which will involve a demonstration of me measuring an object, showing the students where to start measuring something it and then showing them where I would stop measuring the object at. (approx. 2 minutes) Each group will then be asked to measure their chalk and record how long and wide their piece of chalk is on their observation worksheet. With my assistance, each group will also record the amount the piece of chalk weighs with a scale. Although this might be new to many of them, we will mostly be using these numbers to compare if the chalk weighs more or less after going into the jar. Students will also write the weight of the chalk on their observation sheet. They will also write down other observations theyve made about their piece of chalk (could include color, shape, if one side is pointy or not, smell, how it feels, etc.), which will also go on their observation worksheet. Questions such as... how does the chalk feel in your hands? Does it leave anything on your hands after you hold it? Or what does the chalk seem to smell like? would be questions for me to ask for students who seem stumped. (57 minutes) Students will then make predictions about which material will cause the piece of chalk to disintegrate or disappear quicker. They will also circle this prediction on their observation worksheet. (2-3 minutes) Once predictions and observations have been recorded and students have an idea of which one they believe will cause the chalk to disintegrate faster, they will thinkpair-share with their partner about their predictions. (1 minute) They will then work with their partner to place the piece of chalk safely into the jar containing the different types of materials. I will be monitoring this process to ensure students are acting appropriately. (1 minute) Students will then securely shut the containers and also check with me to ensure they are very tightly closed. I will then model for them the next step, which involved picking up the jar, placing one hand on top of the lid of the jar and the other on the bottom of the jar, and then shaking the jar up and down. They will then pretend to be holding the jar in order to demonstrate what appropriate jar shaking will look like. Once this is complete and each have passed their demonstration, students will then shake their jar slowly for two minutes (timed). Once the two minutes have passed by, students will slowly place their jar back onto the table on top of a paper towel that I will place in front of them. (3-4 minutes) The students with the gravel and the sand will compare their results first (which also gives time for the chalk to settle in the jars of liquids). They will carefully remove the lids of their jars and pull out their piece of chalk (assistance will be given to students who need it) and place it on the paper towel. They will then work with

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Comment [NRB20]: Have you tried this to see how much change you can actually get in a reasonable time?

Comment [NRB21]: Of course you are going to need to think about the weight of wet chalk . Formatted: Strikethrough

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Comment [NRB22]: This may be harder than you make it sound

Ruiz 6 their partner and myself to measure the piece measure and weigh the piece of chalk and also write down the information on their observation worksheet. (7-10 minutes) 9. Students will then compare their results, which will be placed on a large piece of chart paper so all of the results are in one place. The students will then be able to see whose piece of chalk disintegrated the most. (5-7 minutes) Closure: Students will write down on their observation worksheet why they think a particular material disintegrated the chalk the most. They will discuss what caused the chalk to disintegrate the most and see if their predictions were anywhere close to the outcome of the activity. We will also talk about what happened in the book Chalk and see if our results make sense as to why the rain saved all of the students in the book. (5-7 minutes) Assessment of Goals Since students have been documenting their observations, predictions and data on the observation worksheet, an assessment of goals requires looking at the worksheet to ensure that each child has walked away from the lesson having obtained attained our goals. I will also be monitoring and questioning students throughout the activity so that I can better understand where their thinking is coming from how they are thinking about what we have done. For each decision they make, they must also be able to defend their position, which also assesses how much they understand or are observing from the process or from their prior knowledge. If students walk away from this activity asking more questions than when they began about erosion and the disintegrations of chalk (both words that still have not been introduced to them) that will also be a great assessment of their interest in the subject and how much they took away from the lesson. As a formal assessment, their worksheets will be collected and viewed to see if the students explanations on what happened correlated with what they observed throughout the activity as well as with the prior knowledge they have or havemay have heard from other students. Anticipating students responses A) Management issues: More than likely students will be well behaved during our small group lesson, but to ensure students are on their best behavior, they will be reminded about the norms and expectations throughout the activity as well as before the lesson even begins. If a student decides not to follow these rules and expectations, they will need to sit out until they are calm enough to discuss what happened before rejoining the group. If they continue to be irresponsible learners, then they will sit out the rest of the activity and observe what is occurring during the chalk disintegration activity. If the student decides to return to the group and behave accordingly, I will be sure to look for the positive things they do to give positive reinforcement and praise, which will be given to the other students as well. B) Since the students have not had many science lessons throughout the past few weeks, they should have a positive and energetic approach to the subject matter. It is also new to many of them so the material should be interesting and engaging, especially since it is also interactive and gives them a lot of responsibility throughout the lesson. My hope is that many of them have more questions at the end

Formatted: Strikethrough Formatted: Strikethrough Comment [NRB23]: I know what you mean, of course, but really, their thinking is coming from their brain! Comment [NRB24]: Argumentation Comment [NRB25]: Here again: It will be a good assessment whether or not they have more questions. But you will assess that it was a good lesson if they do have lots of questions and comments. (I am trying to distinguish between a good assessment and success in the lesson. A good assessment could prove that you did not succeed in your goal in planning and that would be very important for you to know.) Comment [NRB26]: Had or ? Formatted: Not Strikethrough

Ruiz 7 than they did when they started so I know I have sparked an interest in these students. However, if I cannot answer questions they might have about erosion or what happened to the chalk, I do plan to guide them toward their science teacher or any books that I have found going through our classroom that discusses this process. Accommodations A) Students who might find the material too challenging would be given more questions that could relate to their every day experiences with the materials. If they also do not seem to understand what kind of prediction I am looking for, using what if.. questions or statements to guide them in the right direction could be used. I could also ensure that their partner is there to support and encourage them, so ensuring that is a strategy to use for working in a group could be necessary. Also continually monitoring the student would be another method to help them understand the material and what is being asked of them. B) For students who might need more of a challenge or who finish early, allowing them to draw pictures of what they observed before and after could be an idea. Also allowing them to do math to determine how much more the piece of chalk shrunk, but also comparing the smallest piece of chalk to the biggest piece of chalk after disintegration could also be set up while other students are still working on their worksheets. Since they will be discussing together, however, ensuring that they have written down a sufficient amount of details is another way to keep them working on the task given. Bibliography Board on Science Education. (2012). Committee on a Conceptual Framework for New K-12 Science Education Standards. A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. Washington, DC: The National Academies Press. Michaels, S., Shouse, A., and Schweingruber, H. (2007). Ready, Set, Science!: Putting Research to Work in k-8 Science Classrooms. Washington, DC: National Academies Press. Victor, E., Kellough, R and Tai, R. (2008). Questioning and Other Behaviors that Provide the Foundation for Active Science Learning. Science K-8: An Integrated Approach, 11, 4561.

Comment [NRB27]: Great! And you could even encourage them to design their own investigations.

Comment [NRB28]: Yes, that is a good one!

Comment [NRB29]: These are both great suggestions. In your own classroom this kind of investigation could go on and on as a kind of side issue that you return to periodically. They only measured length, right? Did the circumference of the chalk change?