Standards: Next Generation Science Standards: Plan and conduct an investigation

collaboratively to produce data to serve as the basis for evidence, using fair tests in
which variables are controlled and the number of trials considered. (3-5-ETS1-3)
Common Core Standards ELA: C
CSS.ELA-LITERACY.W.3.3.C Use temporal words and
phrases to signal event order.
Theme: Water and Climate
Lesson Topic: Grade 3 Science

Objectives:
Language Students will use temporal words and phrases to d
escribe t he investigation and
evaluate the results
Content Students will plan an investigation to determine how much water a dry sponge can
absorb
Learning Strategies:
Anticipation Guide- A sponge can absorb more than its own mass in water. True or
False?
Graphic Organizer- Flow map (thinking map) to sequence the order of events of the
investigation
Making Predictions- Students will predict the outcome of the investigation
Planning- Students will work in groups to devise a plan to determine how much water
a dry sponge can absorb
Scaffolded by sentence frames
How can we test that idea? What will we observe or measure? How will
we collect our data?
Clarifying- Students will work together to clarify the plan for the investigation by
sharing their proposed plans with the rest of the class, classmates will ask clarifying
questions
Scaffolded by sentence frames
can you tell me more about _______, Im still not sure about ______,
what evidence supports that idea?
Evaluating- At the end of the investigations students will share their responses to the
focus question How much water can a dry sponge soak up? and reflect on the
efficacy of their plan
Scaffolded with questioning/sentence frames
What would you do differently next time?, I observed, I wonder, I
used to think, but now I think, the data shows.
Key Vocabulary
Balance
Data
Mass
Gram, Kilogram

Measure
Unit
Zero the balance
Level
Graduated cylinder
Liter, Milliliter
Volume
First, Next, Then, Finally, Second, Third, After that

Materials
Sponges
Plastic cups
Balances
Sets of mass pieces (1, 5, 10, 15 and 25 g pieces)
Graduated cylinders
Containers of water
Science notebooks
Key vocabulary printed with images to accompany each term as well as the definition
Flow chart, blank and 1 example completed
Colored pencils and large chart paper
Motivation (Day 1)
Think-pair-share: What is mass? Have students share their mass, or weight with each
other.
Brainstorm objects that have mass at their table groups
Ask students how they think they can measure the mass of an object, or how they
determined their own mass.
Introduce key vocabulary by showing the objects and labeling them with the terms
(data is a review word from a previous lesson)
Place new words and images on the word wall
Read content and language objectives with the group
Hold up a sponge and ask students to share their thoughts with their table groups
about if it is true or false that a sponge can soak up more than its own mass in water
(Note: students used sponges to absorb water in a previous activity)
Review poster What Scientists Do and explain that as scientists, they will be planning
an investigation to determine if the claim is true or false
Display a flow map that students used earlier in the week to sequence the events of a
story and explain that they will use the same format to plan their investigation and
reiterate that temporal words are used to clarify the order in which events occur.
Presentation (Day 1)
In groups* of 4, students will engage in an online tutorial for how to use a balance to
measure the mass of various objects. The tutorial reviews key vocabulary.
Zero the balance
Place the object that you want to measure in the cup
Place the mass pieces in the other cup
Continue to add and remove mass pieces until the balance is level

 Add up the total of the mass peices to determine the mass of each object.
After each group has completed the tutorial, we will come together as a group to
discuss the steps that they took to measure the mass of each object. Have students
pair share to decide what they did first. I will select a student to share what their
partner said and then ask the rest of the group if they agree. Once we reach an
agreement I will write First, zero the balance.
As a class we will continue to record the steps of the tutorial on the flow map, adding
in temporal words to signal the event order. ( Next, place the object you want to
weigh in the cupetc.)
*Groups are heterogeneous and comprised of ELs and English only students. When working
in groups I have students use talking chips to make sure that each student has the
opportunity to share their ideas, even if they just repeat what another classmate says they all
practice sharing their opinion/thoughts.

Practice/Application (Day 2)
Review vocabulary/flow map from day 1.
Return to the focus question/objectives, ask students to work in their groups to
develop a plan that will determine water a dry sponge can absorb. Direct students to
create a flow map to outline the steps of their investigation. Provide sentence frames
to help guide the conversation
How can we test that idea? What will we observe or measure? How will we
collect our data?
The hope is that students will plan on measuring the mass of the dry sponge, then the
wet sponge, and subtract to find the difference. Alternatively, they may measure a
known volume of water in a cup, allow the sponge to soak it up, then measure any
remaining water and subtract to find the difference.
Each group will share their plan and predicted outcomes using the ELMO with the rest
of the class, students in the audience will ask clarifying questions to help refine plans
can you tell me more about _______, Im still not sure about ______, what
evidence supports that idea?
Students will regroup and make any revisions they feel necessary to their plan.
Students will enact their plan with their groups. The recorder is each group will write
down the collected data. Each student will enact the full plan for a total of 4-5 trails.
Review/Assessment
Explain that each group will make a poster on chart paper displaying the procedure,
data, and results of the investigation.
Review objectives and vocabulary. Brainstorm what should be included in a
level 3 presentation (uses temporal words, easy to understand the steps, uses
scientific language, results are clear)
Students will participate in a gallery walk and rotate to view each groups poster.
Students will each have a turn presenting their investigation and results.
Visiting groups will leave sticky notes with stars and polishes for each group.
Stars are things students like, and polishes are things they think they could
improve in the future. Prior to rotating I will provide examples of things to look
out for like use of scientific language and temporal words
We will meet in a circle to share thoughts on what worked, what didnt, and what

groups would do differently in the future.

What would you do differently next time?, I observed, I wonder, I used to
think, but now I think, the data shows.

As a summative assessment at the end of the lesson I looked at each groups poster and
took notes on their presentation. I used the rubric below as a framework for the language and
content objectives.
4 Exceeding

3 Met

2 Approaching

1 Below

Language
Objective

Uses temporal words

and phrases to
describe the steps
and results of the
investigation with
sophisticated clarity.
Uses key vocabulary
with precision and
reflected on the
results of the
investigation and
included concrete
plans for
improvement.

Uses temporal
words and
phrases to
describe the
steps and
results of the
investigation
clearly. Uses
key vocabulary
and reflected on
the results of the
investigation.

Uses some
temporal words
and phrases,
steps of the
investigation
were unclear.
Uses some key
vocabulary and
briefly reflected
on the results of
the investigation

Does not use

temporal
words/phrases,t
o express ideas
with clarity.
Does not use
key vocabulary
and did not
reflect on the
results of the
investigation.

Content
Objective

Implemented a well
defined plan that
addressed the focus
question. Recorded
all data accurately,
included units.
Calculations were
correct and
mass/volume was
measured with
precision.

Implemented
plan that
addressed the
focus question.
Recorded data
accurately,
included units.
Calculations
were correct and
mass/volume
was measured.
May have had
flaws in the
plan/data but
group had a
clear idea for
improvement
with future trails.

Implemented
plan that
partially the
focus question.
Recorded data
accurately, did
not include units.
Calculations and
mass/volume
measurements
may include
errors. May
have had flaws
in the plan/data
but group had a
loose idea for
improvement
with future trails.

Did not
implement a
plan that
addressed the
focus question.
Data,
calculations and
measurements
had many errors
or was missing.
No plan for
improvement in
the future.

The students also viewed the stars and polishes left for their group. I felt that my assessment
was helpful to English language learners because they were able demonstrate their
understanding authentically, and were provided with feedback from their peers. I also informally
assessed their understanding throughout the lesson by circulating and checking in with groups,
and through our group discussions.
Alternatively I could have had students complete a self assessment using a rubric or
checklist at the end of the investigation. The checklist/rubric would be beneficial to language
learners because they would be evaluating their work, which is an effective learning strategy
mentioned in CALLA, SIOP learning strategies, and the article we read by Rick Stiggens.
Another summative assessment that could have worked with the lesson would be to
provide students other examples of real life problems that could be solved using similar steps to
the ones we took in our investigation. For instance, determining how to charge a person
dropping off garbage at the dump in a car or truck, determining how much to charge a person
for a basket of picked berries, or determining the mass of a liquid in a container when cooking. I
could provide students with images and ask them to place them in order using temporal words.
This would be beneficial for English learners as they would be solving a context based problem
and applying what they learned in our investigation.
This lesson is part of our science curriculum, FOSS. I adapted it in a few ways to include
strategies from the SIOP model. Many of the learning strategies outlined in the SIOP model are
already part of the curriculum, so many of the students are familiar with predicting, planning,
and evaluating. Review at the end of investigations through accountable talk which includes
using learned vocabulary and sharing responses to our content objectives is a key component
of the program. I modified the lesson by providing students with more background or
motivation by introducing vocabulary and using the graphic organizer to plan the investigation.
I also added in the online tutorial to scaffold the students ability to measure mass and provide
more a framework for planning their own investigation.
Overall I think the lesson was great, better than I expected! I think by building
background and clearly expressing the objectives, the students were able to be successful. In
the future I would like to teach this lesson when it is aligned with our unit on measurement in
math. I think the overlap of vocabulary and problem solving would help students to be more
confident and successful in planning their investigations independently, and it would provide a
great context for the mathematical concepts.