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Assessment
I will check for their ability to sort the objects
in at least three ways. I will also assess the
vocabulary they use and the reasoning as to
why they sorted the objects the way they did.
Materials/Resources: (List materials, include any online or book references and resources)
Solids
o Play-Doh
o Twizzlers
o Pipe cleaner
o Twine
o Paper
o Textured paper
o Aluminum foil
o Toothpicks
o Popsicle sticks
o Blocks (wood)
o Rocks
o Sponge
o Paper towel/tissue
o Towel squares
Ziplock baggies
Trays
Science workbooks
Pencils
Anchor chart
walk around and provide assistance if needed and make sure that the students remain on
task and do not create a mess. A 5 minute warning will be given before it is time to cleanup.
Closure: Students will clean up and then meet back at the rug with their workbooks.
Using an anchor chart, I will write down the students observations and categories they
chose. Color, texture, hardness, flexibility, and strength should be mentioned as
properties. If students have missed one of these key properties I will then use this time to
model me discovering the property. I will add it to the anchor chart and answer any
remaining questions the students might have.
I will tell the students that they did a great job observing and that they will learn more the
next day. Workbooks will be collected as the students leave to go get ready for lunch.
Krystal will assist by putting the trays away while we are gathered at the rug.
Logistics:
Timing: Science11:40 am-12:40 pm
10 minutes at rug
o 5 minutes to review
o 5 minutes to explain activity and dismiss students
35 minutes with trays
o 30 minutes for exploration
o 5 minutes to clean-up and transition to rug
10 minutes for closure (discuss and fill out anchor chart together)
5 minutes pack up
Transitions:
I will dismiss the students from the rug by their groups. I will make sure that they are
settled within the first 5 minutes. Students will be given a 5 minute warning before they clean-up
and put away the materials. They will bring their workbooks with them to the rug to discuss their
findings. I will collect the workbooks at the rug before they leave. Stragglers will be directed to
the rug by Krystal.
Classroom Management:
Before leaving and working at their stations, I will go over the rules of using the
materials. If they wish to examine a material more closely, then they should remember that they
are scientists. I will tell them that scientists are careful about the materials they handle. So, they
should move slowly and try not to drop/spill the materials. Students will be expected to handle
just one material at a time. I will split up the class into groups before the lesson begins. This will
reduce the amount of arguments, talking, and getting off task. The attention signals, Popsicle
(students freeze and stop working) and Melt (continue to work/move on to next part) and Mac
and cheese/Everybody freeze will be used to get the students attention and to redirect them.
Differentiation
F will need a lot of support with the reading and writing aspects of the activity. Before the
lesson, I will pull him aside and go over what they will be doing today in class. We will go
through the steps of the activity and the worksheet that he will need to fill in. During the lesson, I
will make sure that either Krystal or I are near him at all times in order to redirect or help him.
He can write one word descriptions and/or draw a picture, and for the rationale he can write short
sentences.
Students will be given a lot of different materials to work with. They can choose the ways
they want to sort the materials and how they choose to describe the properties. They can choose
to write the same things as their tablemates or they can write their own categories. The groups
will also help with differentiation as the more knowledgeable students will be grouped with those
that appear to need more help.