Science Unit and Lesson Justifications

Lesson #1: Witches’ Brew
Name: Anna Latimer Grade: 2nd

Lesson Witches’ Brew Date: October 20, 2017

Title:
CCGPS or GPS Standard(s):
S2P1: Students will investigate the properties of matter and changes that occur in objects.
Classroom/Lesson Context (please check the following that apply):
__x__ Whole Group _____ Small Group _____ One-on-One _____ Students with IEPs/504s _____ ELL Students
____ Other (Please specify: _______________________________________________________________________)
Please specify the number of students:
__14___ Girls __14___Boys
Individual Education Plan Goal(s) and Benchmarks specific to this lesson:

N/A
Learning – Focus Strategies

Essential Question(s) How can I describe objects’ characteristics and properties based on my investigations?
1-3 BIG ideas! How
can these questions be
used to guide your
instruction?
Central Focus/Lesson I can investigate and describe the properties and characteristics of objects.
Objective(s)
Objectives are
measurable and
aligned with the
standard.
Academic Language Language Functions (Identify the purpose for which the language is being used, with attention
What is the key to goal and audience- the one verb from the standard; ex. demonstrate.)
language demand? Students will investigate the properties and characteristics of objects.
What academic Language Vocabulary (Identify key, content specific words for this lesson: examples of
language will you vocabulary words- drama, prose, structural elements, verse, rhythm, meter, characters, settings,
teach or develop? descriptions, dialogue, stage directions. Additionally, include words within a text necessary for
What are the key students’ comprehension.)
vocabulary words properties, characteristic, observation, inference, solid, liquid, gas, etc.
and/or symbols?
Academic Language Demand (Identify one of the following: reading, writing,
listening/speaking, or demonstrating/performing. The demand will require more or less
scaffolding –support- depending on the needs of the students throughout the lesson.)
Students will participate by observing the objects and listening and responding to questions
asked about the objects.
Materials materials to make “witches’ brew”: lime sherbet, lemon lime soda, cups, spoons, and straws
smartboard for collection of ideas
student flipbooks for states of matter
What resources can be
used to engage
students?
Introduction to Arrive dressed like a witch with the materials listed. Gain the class’s attention through a call
Lesson/ and response.
Activating Thinking
What is the ‘hook’ for Ask students to make observations about me. Then ask, based on these observations, what can
the lesson to tap into you tell about me? (I’m a witch, I like dressing up, I like Halloween, etc.)
prior knowledge and
develop students’ Ask students to define observation. Then explain they made inferences when they said that I
interests? This should was a witch. Ask them to define inference. Talk through what characteristics are and how we
tie directly into the use them to make inferences.
lesson’s objective and
standard and should Language Syntax (set of conventions for organizing symbols, words, phrases into structures,
promote higher level sentences): notes on the smartboard: T-chart with observations and inferences about me
thinking. How will
you introduce the Language Discourse (structures of written or oral language; how participants of the content
content specific area speak, write, and participate): oral language – explanations of definitions and observations
vocabulary words?
***Use knowledge of Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs
students’ academic, and/or 504s in addition to students below and/or above grade level- cognitive and/or affective):
social, and cultural
characteristics. Management Plan:
Calls and responses to gain class quiet when needed.
Use of timers to keep pacing on track
Body of Lesson/ Introduce “witches’ brew”. Explain that it has to include a solid, liquid, and gas for it to be
Teaching Strategies complete. The brew can be prepared as the lesson is being taught, either in a big bowl or in
What will you have individual cups, or after the students make their observations about one sample.
the students do after
you introduce the Ask students to carefully observe each ingredient for its characteristics. Ask specifically about
lesson to learn the the lime sherbet; make notes on the board. Students should copy notes as teacher writes.
standards? What
questions will you ask When we answer the question, is the ingredient a solid, liquid, or gas, we are making an
to promote higher inference. Determine whether or not lime sherbet is a solid or a liquid. Then repeat the same
level thinking? questioning process for observations and inferences for the Sprite. Once the solid and liquid are
identified, have students explore to figure out what the gas is in the brew.
What opportunities
will you provide for Language Syntax (set of conventions for organizing symbols, words, phrases into structures,
students to practice sentences): notes organized on the board: T-chart
content language/
vocabulary? What Language Discourse (structures of written or oral language; how participants of the content
language supports area speak, write, and participate):
will you offer? discussion of observations and inferences
writing notes about observations and inferences
Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs

and/or 504s in addition to students below and/or above grade level- cognitive and/or affective):
Management Plan: Enforceable I statements, for example: I only allow quiet, well-behaved
students to enjoy my witch’s brew. I will listen to quiet students who raise their hands. Call and
response. Use of timer to keep pacing on track.
Closure/ As the witches’ brew is distributed, students will complete a short writing piece. They will be
Summarizing able to choose from the following prompts (or, time permitting, complete both)
Strategies:
How will the students What happened to the lime sherbet over time? What new observations can you make? Did the
summarize and/or state of matter change?
share what they have
learned to prove they Compare the two ingredients: lime sherbet and Sprite. How were they alike and different?
know and understand
the standard(s) and its While students are writing, they may enjoy their witch’s brew.
vocabulary? Will you
provide opportunities Language Syntax (set of conventions for organizing symbols, words, phrases into structures,
for students to apply sentences):
new knowledge while
making connections to Language Discourse (structures of written or oral language; how participants of the content
prior learning? area speak, write, and participate): written response answering the given question(s).

The option of choice and freedom to write more or less allows those below, at, or above grade
level to meet the objective.
Management Plan: Allowing students to enjoy their witch’s brew will quiet the room down for
each to focus on their writing. If students aren’t writing, then they have the potential to have
their treat taken away.
Assessment/ Reminder: Assessment plan must align with objective(s)/standard(s).
Evaluation
Every standard listed Assessment Plan for IEP Goals and/or 504 Plans (This is a plan and should be written as
above must be such; remember to identify both formative & summative assessments throughout the lesson):
assessed and included.
Questions to consider Assessment Plan for Learning Objectives (This is a plan and should be written as such;
while planning: remember to identify both formative & summative assessments throughout the lesson):
How will students
exhibit an Formative assessment: Pay close attention to who is volunteering information – and the
understanding of the accuracy of their responses - and who is not. Keep an eye on who is writing and who is not. Do
lesson’s objectives? their responses indicate understanding of observations/inferences, and what characteristics are
How will you provide involved in a solid, liquid, and a gas?
feedback? What
evidence will you Summative assessment: Written response answering the question they choose. This should
collect to demonstrate demonstrate their understanding of the observations and inferences they made during the
students’ investigation.
understanding/mastery
of the lesson’s
objective(s) including
their usage of
vocabulary?
Reflection/Analyzing The two things that I am focusing on in particular are classroom management and time
Teaching management. Because I was in costume and had brought a treat, the potential for excitement
Effectiveness was high. I felt that I did a good job keeping the class quiet through using the treat itself as a
motivation, as well as calls and responses, including a Halloween themed one that I created.
Reflection includes
characteristics of the I was on track with the lesson plan as far as questions about observations and inferences, but I
lesson and specific underestimated how long it would take students to write and keep up with me. I had to stop
examples on how it
can be improved. them from writing so that we could move on. Next time, I will probably either have them write
Improvements are less or either allow more time for the lesson.
based on the
effectiveness However, as I began preparing the treat, students either kept writing or finished too quickly and
supported by evidence thus kept asking me what they were supposed to be doing, which means I need to be clearer
on how well the about what students need to be doing and establish a protocol for them to follow as they finish
objectives were assignments.
achieved. Specific
examples to improve I utilized student help to distribute some of the materials, but I need a more efficient system of
future lessons are either A. preparing special treats like that or B. having a procedure, as stated previously, for
provided. what students should be doing.
I kept having students come up to me asking questions. As far as management of this, I used
enforceable I statements to send students back to their desks and raise their hands. However, I
was so preoccupied that it was difficult to keep up with their concerns on top of what I was
already trying to do. This dilemma could probably be solved by the aforementioned strategy of
having outlined what students are supposed to be doing; not to mention, methods of self or class
regulation of noise.
Although time management was fairly good, too much time was taken up in distribution of
treats, so we did not get to the written response. This could probably be prevented in the future
by utilizing time more effectively and efficiently.
***Credit for this template belongs to Tennessee State University, Stanford Center for Assessment, Learning and Equity
(SCALE), and Columbus State University.
Lesson #2: Investigating a Mystery Substance

Lesson Mad Scientists Investigate Mystery Substance Date: October 23rd, 2017
Title:
__14___ Girls __14___Boys

N/A
Learning - Focus Strategies

Essential Question(s) Can I investigate the characteristics and properties of an unknown substance?
1-3 BIG ideas! How Can I infer whether or not a substance is a solid, liquid, or gas?
used to guide your
instruction?
Central Focus/Lesson I can investigate the characteristics and properties of an unknown substance.
Objective(s) I can infer whether or not a substance is a solid, liquid, or gas.
Objectives are
measurable and
aligned with the
standard.
language demand? Students will investigate the characteristics of a substance to determine its state of matter.
vocabulary words observation, characteristics, properties, pressure, texture, shape, mass, solid, liquid
and/or symbols? Academic Language Demand (Identify one of the following: reading, writing,
Students will perform mini-investigations to determine characteristics of a substance and its
state of matter.
Materials cornstarch, water, plastic tablecloths, cups/bowls, tools for investigating (i.e. popsicle sticks,
What resources can be forks, etc.)
used to engage
students? To make oobleck: 2 parts cornstarch to one part water.
Introduction to Ask students – what types of precipitation do you know of? Rain is a liquid, snow/hail are
Lesson/ solids. Tell a story of how oobleck, a substance made from water, came to be. This story was
Activating Thinking about a queen who grew tired of everyday precipitation and wanted something new to fall on
What is the ‘hook’ for the land. Her scientists created a substance called oobleck, but it wreaked havoc on the
the lesson to tap into buildings and within them, keeping everyone from going about their daily business. Finally, the
prior knowledge and queen apologized for her mistake, and most of the oobleck disappeared. But you, the teacher,
develop students’ managed to save some of it for them to explore – to observe and make inferences about.
interests? This should
tie directly into the
lesson’s objective and Language Syntax (set of conventions for organizing symbols, words, phrases into structures,
standard and should sentences): expectations laid out on the board:
promote higher level Do: Explore the oobleck at your desk.
thinking. How will Don’t: Leave your seat with the oobleck.
you introduce the Do: Whisper quietly as you discuss and investigate your oobleck.
content specific Don’t: Speak above the volume of the music.
vocabulary words? Do: Play and explore responsibly.
***Use knowledge of Don’t: Touch anything not on the table with your oobleck.
students’ academic,
social, and cultural Language Discourse (structures of written or oral language; how participants of the content
characteristics. area speak, write, and participate): Students participate by listening and following instructions.

Management Plan: Set clear rules and expectations about the oobleck, as explained above.
Body of Lesson/ Most of the lesson time will be used for observation and discussion of the oobleck’s
Teaching Strategies characteristics and properties. Students will be challenged to complete certain tasks with the
What will you have oobleck. Teacher will monitor the class, asking students questions and encouraging them to
the students do after think more deeply about their observations and challenges.
you introduce the
lesson to learn the Challenge: Try creating a ball with your oobleck. What do you have to do to keep it that way?
standards? What What happens if you stop moving your hands?
questions will you ask
to promote higher Challenge: Try touching something to the oobleck multiple times quickly. Now relax the object.
level thinking? What happens?
What opportunities Challenge: What happens if you try to stir the oobleck? What about cut it?
will you provide for
students to practice Challenge: Can something float in oobleck? How would you be able to keep something afloat?
content language/
vocabulary? What Create your own challenge: What can YOU do with oobleck? *
language supports
will you offer? Challenges will be on laminated paper and placed at each group. Students will not have their
booklets out with the oobleck so as not to ruin them. They will use them after the oobleck has
been cleaned up.
Language Syntax (set of conventions for organizing symbols, words, phrases into structures,
sentences): organizer on the board; challenge questions on laminated cards at groups
Language Discourse (structures of written or oral language; how participants of the content
area speak, write, and participate): oral discussion
Challenges meet students at different levels: students with lower ability levels can work on
some of the challenges while advanced ability students can complete all of the challenges
Management Plan: Music in the background to regulate noise level. Expectations set in place
regarding oobleck, with consequences explained and posted. Use timer for pacing.
Closure/ Students will clean up materials and wash hands as directed. Written response answering the
Summarizing following question:
Strategies:
How will the students Is Oobleck a solid or a liquid? Use at least two characteristics to defend your answer.
summarize and/or
share what they have Language Syntax (set of conventions for organizing symbols, words, phrases into structures,
learned to prove they sentences): Question for written response posted on the board.
know and understand
the standard(s) and its Language Discourse (structures of written or oral language; how participants of the content
vocabulary? Will you area speak, write, and participate): Students will write a response to the question.
provide opportunities
for students to apply
new knowledge while Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs
making connections to and/or 504s in addition to students below and/or above grade level- cognitive and/or affective):
prior learning?
Management Plan: Students will be dismissed in groups to wash their hands (or use hand
wipes) and clean up their space.
If students are worried about oobleck or cornstarch that got on their class, make sure they
understand that it WILL wash out.
Evaluation
How will students
exhibit an Formative Assessments: Teacher monitoring of student observations, play, and challenges
understanding of the throughout the lesson. Specifically looking and asking about students’ explorations:
lesson’s objectives? Are they able to explain:
How will you provide how they are using tools to investigate?
feedback? What what they notice about the substance?
evidence will you how the substance is a solid, liquid, or gas, based on their observations?
collect to demonstrate
students’ Summative Assessment: Written response defending their perspective on whether or not
understanding/mastery oobleck is a solid, liquid, or gas.
of the lesson’s
their usage of
vocabulary?
Reflection/Analyzing A lot of preparation went into this, and this is what might have cost me. First, I set up a lot of
Teaching the materials, which may have used more time than it should have. My introduction was good; I
Effectiveness used call and response to get the kids quiet and attentive. I then briefly summarized the oobleck
Reflection includes story before distributing the oobleck to them. They were really good about waiting to open their
characteristics of the samples of oobleck until I told them to do so.
lesson and specific
examples on how it However, once they opened it, that’s when the problems began. Well, the main problem was
can be improved. that the oobleck was the wrong consistency. So, instead of getting to experience the oobleck as
Improvements are it was supposed to be, the students had to get water and cornstarch as needed, still without
based on the getting the right proportion. If taught again, then I would probably allot some time to make the
effectiveness oobleck in front of them to ensure the correct consistency, and then distribute it for them to
supported by evidence explore and play. It is because of this mistake that we were not able to get to the academic
on how well the discussion and writing; not to mention, the school day was over before we had a chance to
objectives were continue on.
achieved. Specific
examples to improve The environment was loud, messy, and overall chaotic. I had set the expectation for the students
future lessons are to still be able to hear the music; however, I may have set my expectation in the wrong place for
provided. this particular lesson because the students were engaged with the activity, though they were
loud. As I gain more experience teaching, I will gain a better understanding of what types of
activities involve what levels of noise in the classroom and learn to set my expectations
accordingly. I will also learn to plan more accordingly with regard to time management,
cleanup, and achieving the objectives of the lesson.
Lesson #3: More Oobleck

Lesson More Oobleck Date: October 24th, 2017

Title:
__14___ Girls __14___Boys

N/A

Essential Question(s) Can I investigate the characteristics and properties of an unknown substance?
1-3 BIG ideas! How Can I infer whether or not a substance is a solid, liquid, or gas?
used to guide your
instruction?
Central Focus/Lesson I can investigate the characteristics and properties of an unknown substance.
Objective(s) I can infer whether or not a substance is a solid, liquid, or gas.
Objectives are
measurable and
aligned with the
standard.
language demand? Students will investigate the characteristics of a substance to determine its state of matter.
vocabulary words observation, characteristics, properties, pressure, texture, shape, mass, solid, liquid
and/or symbols? Academic Language Demand (Identify one of the following: reading, writing,
Students will observe the teacher’s demonstration to determine characteristics of a substance
and its state of matter.
Materials cornstarch, water, plastic tablecloths, cups/bowls, tools for investigating (i.e. popsicle sticks,
What resources can be forks, etc.)
used to engage
students? To make oobleck: 2 parts cornstarch to one part water.
Introduction to Yesterday, you all got to explore a fun new substance called oobleck. However, for many of
Lesson/ you, it was not the right consistency. So today, I will show you how oobleck is made and we
Activating Thinking can explore together how the proper mixture of oobleck is supposed to act.
What is the ‘hook’ for
the lesson to tap into Language Syntax (set of conventions for organizing symbols, words, phrases into structures,
prior knowledge and sentences): organizer prepared on the board.
develop students’
interests? This should Language Discourse (structures of written or oral language; how participants of the content
tie directly into the area speak, write, and participate): Students participate by listening and answering questions.
lesson’s objective and
standard and should
promote higher level Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs
thinking. How will and/or 504s in addition to students below and/or above grade level- cognitive and/or affective):
you introduce the
content specific
vocabulary words? Management Plan: Use timers for pacing. Calls and responses to maintain class quiet.
***Use knowledge of
students’ academic,
characteristics.
Body of Lesson/ Most of the lesson time will be used for observation and discussion of the oobleck’s
Teaching Strategies characteristics and properties, with the teacher leading and the students making observations
What will you have and answering questions. Teacher will complete the following challenges and have students
the students do after articulate what is happening with the oobleck.
you introduce the
lesson to learn the Challenge: Try creating a ball with your oobleck. What do you have to do to keep it that way?
standards? What What happens if you stop moving your hands?
to promote higher Challenge: Try touching something to the oobleck multiple times quickly. Now relax the object.
level thinking? What happens?
What opportunities Challenge: What happens if you try to stir the oobleck? What about cut it?
will you provide for Challenge: Can something float in oobleck? How would you be able to keep something afloat?
students to practice Create your own challenge: What can YOU do with oobleck? *
content language/
vocabulary? What Language Syntax (set of conventions for organizing symbols, words, phrases into structures,
language supports sentences): organizer on the board filled in as the students answer questions: T-chart with
will you offer? properties and behaviors of oobleck.
area speak, write, and participate): oral discussion

Challenges meet students at different levels: students with lower ability levels can work on
some of the challenges while advanced ability students can complete all of the challenges
Management Plan: Calls and responses to regulate classroom noise.

Closure/ As the teacher cleans up her oobleck, students will complete a written response answering the
Summarizing following prompt:
Strategies: Describe how oobleck is a solid and a liquid using at least two characteristics. Why is it not a
gas?
How will the students
summarize and/or Language Syntax (set of conventions for organizing symbols, words, phrases into structures,
share what they have sentences): Question for written response posted on the board.
learned to prove they
know and understand Language Discourse (structures of written or oral language; how participants of the content
the standard(s) and its area speak, write, and participate): Students will write a response to the question.
provide opportunities Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs
for students to apply and/or 504s in addition to students below and/or above grade level- cognitive and/or affective):
new knowledge while *Students will write differently depending on their reading levels, and these levels will be taken
making connections to into consideration when assessing the written response.
prior learning? Management Plan: Teacher monitoring and redirecting as needed.
Evaluation
How will students
exhibit an Formative Assessments: Teacher monitors who is responding to questions and who is not.
understanding of the
lesson’s objectives? Summative Assessment: Written response explaining the characteristics of oobleck and how
How will you provide they know it is a solid and a liquid, and not a gas.
feedback? What
evidence will you
students’
of the lesson’s
their usage of
vocabulary?
Reflection/Analyzing I made oobleck again in front of them and demonstrated the challenges that the students should
Teaching have been able to complete in class, had the consistency of the oobleck been correct. We then
Effectiveness made observations about oobleck’s characteristics and behaviors – though I think for the sake of
them being second grade, I should have stuck to observations in general and then the inference
Reflection includes of what state of matter it is. I also think I worded the response question at a level too high for
characteristics of the second grade because they kept asking me questions about it. Next time, I will assess my
lesson and specific students’ ability level for questions and then word my questions accordingly.
examples on how it
can be improved. Classroom management was a bit more difficult this time. I gave them more time to write down
Improvements are notes, so this gave them more opportunity to talk. Their noise level felt more unmanageable.
based on the throughout the unit, I have been hesitant to use the rewards and discipline system established in
effectiveness the classroom – mostly because I don’t like the idea of changing a color card or using extrinsic
supported by evidence rewards for their own sake. However, today, I admonished one student and sent her to pull her
on how well the color. However, that didn’t really do much to calm the rest of the classroom. I also could have
objectives were been using the classroom encouragement (one big clap-bam) and I’m not sure why. However, I
achieved. Specific suppose I will use whatever system the teacher has in place in the future until I have my own –
examples to improve and then establish my own system.
future lessons are
provided.
Lesson #4: Molecules and Changes

Lesson States of Matter: Molecules and Changes Date: October 25th, 2017
Title:
___14__ Girls __14___Boys

Essential Question(s) Can I describe the molecule arrangement in solids, liquids, and gases?
1-3 BIG ideas! How Can I describe what happens when the state of matter changes?
used to guide your
instruction?
Central Focus/Lesson I can describe the molecule arrangements in solids, liquids, and gases.
Objective(s) I can describe state of matter changes.
Objectives are
measurable and
aligned with the
standard.
language demand? Students will investigate the molecular arrangement of states of matter.
vocabulary words solids, liquids, gases, matter, molecules, freezing, melting, evaporating
and/or symbols?
Academic Language Demand (Identify one of the following: reading, writing,
Students will listen to a video and participate by kinesthetically demonstrating the molecular
arrangements of solids, liquids, and gases.
Materials educational video online: https://www.youtube.com/watch?v=wclY8F-UoTE
What resources can be states of matter booklets
used to engage
students?
Introduction to Set a purpose for watching the video: Listen for the 3 states of matter and how they change.
Lesson/ Show students educational video – 3 States of Matter for Kids.
Activating Thinking
What is the ‘hook’ for In the video, we learn about the three states of matter and their changes. Well first, what is
the lesson to tap into matter? Have students give their definition and help clarify (anything that has mass and takes up
prior knowledge and space). Second, what are the states of matter? Write them down on the board and have students
develop students’ write in their booklets. All states of matter are made up of molecules. Molecules are the
interests? This should building blocks of matter that we can’t see with our eyes.
tie directly into the
lesson’s objective and Language Syntax (set of conventions for organizing symbols, words, phrases into structures,
standard and should sentences): organizer on the board for notes
promote higher level
thinking. How will Language Discourse (structures of written or oral language; how participants of the content
you introduce the area speak, write, and participate): discussion
content specific
vocabulary words?
***Use knowledge of Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs
students’ academic, and/or 504s in addition to students below and/or above grade level- cognitive and/or affective):
characteristics.
Management Plan: If students do not listen well to the video, then they cannot participate in
the next activity.
Body of Lesson/ To learn more about the arrangement of molecules in each state of matter, students will
Teaching Strategies participate in a kinesthetic activity. To start, ask students to describe the characteristics of
What will you have solids. Teacher writes and they write these down. Ask one group of students to come to the
the students do after middle of the room. Each of them is a molecule. If solids have a definite size and a definite
you introduce the shape, then how would their molecules be arranged? Work with them until they get it. Then
lesson to learn the have them sit down and draw the arrangement of molecules in their booklets. Repeat the same
standards? What procedure for liquids and gases – with labels.
to promote higher Then, proceed to changes of state. One group becomes water molecules. When heat energy is
level thinking? applied to ice cubes, what happens to the molecule arrangement? Then, if more heat energy is
added, what happens to the molecule arrangement? Then, have students draw a diagram in their
What opportunities booklets showing arrows from ice cubes to water to water vapor, along with the accompanying
will you provide for molecule arrangements and states of matter labeled.
students to practice As time permits, create more challenges.
content language/
vocabulary? What Language Syntax (set of conventions for organizing symbols, words, phrases into structures,
language supports sentences): organizer on the board
will you offer?
area speak, write, and participate): class discussion and participation in kinesthetic activity.
Management Plan: Students must remain quiet and watch as the current participating group
figures out the arrangement of their molecules.
Closure/ Remember the witch’s brew we enjoyed on Friday? Draw a picture of your witch’s brew and
Summarizing label the solids, liquids, and gases. Draw their molecular arrangements.
Strategies:
How will the students Challenge: What would the molecule arrangement for oobleck look like?
summarize and/or
share what they have
learned to prove they
know and understand Language Syntax (set of conventions for organizing symbols, words, phrases into structures,
the standard(s) and its sentences): drawing with labels
provide opportunities Language Discourse (structures of written or oral language; how participants of the content
for students to apply area speak, write, and participate): written/drawn response.
new knowledge while
making connections to
prior learning?
Management Plan: Students must be able to hear the music as they work. Monitor students
and communicate individually with those who are not working as they should.

Evaluation
How will students
exhibit an Formative assessments: Monitor students as they form their molecular arrangements, watching
understanding of the for those who still may not get it.
lesson’s objectives?
How will you provide Summative assessment: Diagrams in booklet should demonstrate student understanding of
feedback? What molecular arrangements of solids, liquids, and gases.
evidence will you
students’
of the lesson’s
their usage of
vocabulary?
Reflection/Analyzing Today, I actually felt as though something went right. I had time to do everything I had planned,
Teaching from the video to the discussion to the kinesthetic activity. As far as classroom management
Effectiveness goes, the students were pretty good about keeping quiet except for a few specific points. I used
calls and responses for that. Time management was also much better in general – we actually
Reflection includes got to one of the concluding assignments for most of the students, which was the drawing on the
characteristics of the front cover. However, I taught for 40 minutes, as opposed to what would have been around a 25
lesson and specific minute lesson at the end of a school day. Furthermore, it finally felt like the students were
examples on how it actually learning the academic material, whereas in the past it has felt like a struggle.
can be improved.
Improvements are
based on the
effectiveness
supported by evidence
on how well the
objectives were
achieved. Specific
examples to improve
future lessons are
provided.
Justifications for Lessons Taught: Science Unit on States of Matter
Lesson #1: Witch’s Brew

To begin my unit, I wanted to have something fun to start off my Engage for the 5 E’s in teaching
science lessons. So, I took into consideration the content (states of matter) and the time of year to
formulate a character-holiday based theme. The students would be really excited about me dressing up
and about the treat, so this was the perfect way to devise my Engage lesson to start off my states of
matter unit. Because we are only at the beginning of the unit, it is not necessary to explain all the terms
yet. Allowing the students to make observations about the ingredients and infer whether they are solids,
liquids, or gases, will let me know what they know about the states of matter before giving them
explanations. The students already have heard of solids, liquids, and gases, and have observed during
many experiments, but making inferences is a key skill that may not have been covered, at least in
science, so the students need the lesson to learn how to distinguish observations from inferences, while
primarily focusing on the states of matter. In order to promote maximum focus throughout the lesson, the
students observed the ingredients and made inferences before the treats were distributed.
Lesson #2: Investigating a Mystery Substance

This lesson is the Explore phase of the science inquiry flow. So, before I give the students
explanations about each state of matter, the purpose for this lesson was to allow them to experience a
substance that had qualities of more than one state of matter. This would allow them to build on
observations and inferences (determining the state of matter) from the previous lesson and allow them
to delve deeper into what makes a substance a certain state of matter before the teacher led explanation.
First, the expectations and consequences are explained, hopefully preventing behavior issues and
material misusage. Most of the class time was to be spent actually playing with the substance, giving the
students the firsthand experience with which to build on their previous knowledge (constructivism).
While students may get the chance to do some experiments, this allows them the hands on experience for
them to be able to remember the content more vividly in the future.
Lesson #3: More Oobleck

Because the students had a variety of experiences with the oobleck and may not have gotten to
experience the exact consistency, the original lesson plan sequence was restructured so that students
could gain an understanding of what the oobleck was supposed to have done and been like. So, preparing
a batch of oobleck in front of the class and going through the challenges that they were supposed to have
done reinforces what they should have gotten from their investigations during the explore phase. So, this
was an extended explore lesson to gain more accurate observations from the students before stepping
towards the explain phase. In this lesson, the students answered questions and wrote down notes as I
wrote them, giving both auditory and visual learners a way to process the information.
Lesson #4: Molecules

In the original lesson structure, the Explain phase was supposed to fall on the third day of the
lesson sequence, but because an extra day was needed to discuss oobleck, explain was moved to the
fourth day. This lesson was designed to explain matter and the arrangement of molecules in the different
states of matter; the students needed this because these were the areas in which they scored the most
poorly on the pre-assessment. I chose to show a video so that my auditory and visual learners would have
a way to process the information; furthermore, I included a kinesthetic activity to accommodate my
kinesthetic learners. The video was presented first in order to explain the terms and give some examples
of each state of matter, as well as introduce the idea of molecules and how molecules are different in each
state of matter. The kinesthetic activity served to reinforce these ideas, as did the written notes.
Lesson #5: Assessment

In order to see whether or not learning happened, students needed to be assessed on their
knowledge of the content after the series of lessons taught. The content is the same as the pre-assessment
in order to facilitate best comparisons of results. Plickers was used as opposed to a paper and pencil test
in order to promote engagement with the material. The order of the questions was shuffled from last time
so that students don’t remember answers from their order (though that is highly unlikely, given that the
pre-assessment was administered over two weeks prior).

Science Unit and Lesson Justifications

Transféré par

Informations du document

Titre original

Copyright

Formats disponibles

Partager ce document

Partager ou intégrer le document

Options de partage

Avez-vous trouvé ce document utile ?

Ce contenu est-il inapproprié ?

Droits d'auteur :

Formats disponibles

Science Unit and Lesson Justifications

Transféré par

Droits d'auteur :

Formats disponibles

Lesson #1: Witches’ Brew

Name: Anna Latimer Grade: ​2nd

Lesson Witches’ Brew Date: ​October 20, 2017

Classroom/Lesson Context (please check the following that apply):

____ Other (Please specify: _______________________________________________________________________)

Please specify the number of students:

__14___ Girls __14___Boys

Individual Education Plan Goal(s) and Benchmarks specific to this lesson:

Learning – Focus Strategies

Modification(s)/Accommodation(s) specific to this lesson ​(Consider students with IEPs

Modification(s)/Accommodation(s) specific to this lesson ​(Consider students with IEPs

Classroom/Lesson Context (please check the following that apply):

____ Other (Please specify: _______________________________________________________________________)

Please specify the number of students:

__14___ Girls __14___Boys

Individual Education Plan Goal(s) and Benchmarks specific to this lesson:

Learning - Focus Strategies

Modification(s)/Accommodation(s) specific to this lesson ​(Consider students with IEPs

Lesson More Oobleck Date:​ October 24​th​, 2017

Classroom/Lesson Context (please check the following that apply):

____ Other (Please specify: _______________________________________________________________________)

Please specify the number of students:

__14___ Girls __14___Boys

Individual Education Plan Goal(s) and Benchmarks specific to this lesson:

Learning - Focus Strategies

Modification(s)/Accommodation(s) specific to this lesson ​(Consider students with IEPs

Management Plan: ​Calls and responses to regulate classroom noise.

Classroom/Lesson Context (please check the following that apply):

____ Other (Please specify: _______________________________________________________________________)

Please specify the number of students:

___14__ Girls __14___Boys

Individual Education Plan Goal(s) and Benchmarks specific to this lesson:

Learning - Focus Strategies

Assessment/ Reminder: Assessment plan must align with objective(s)/standard(s).

Lesson #1: Witch’s Brew

Lesson #2: Investigating a Mystery Substance

Lesson #3: More Oobleck

Lesson #4: Molecules

Lesson #5: Assessment

Vous aimerez peut-être aussi

Name: Anna Latimer Grade: 2nd

Lesson Witches’ Brew Date: October 20, 2017

Other (Please specify: ___________________________________________________________________)

14_ Girls 14_Boys

Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs

Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs

Other (Please specify: ___________________________________________________________________)

14_ Girls 14_Boys

Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs

Lesson More Oobleck Date: October 24th, 2017

Other (Please specify: ___________________________________________________________________)

14_ Girls 14_Boys

Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs

Management Plan: Calls and responses to regulate classroom noise.

Other (Please specify: ___________________________________________________________________)

_14 Girls 14_Boys