22 DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION ELEMENTARY 4th SEMESTER LESSON PLAN TEMPLATE (3/17/14) Teacher Candidate: April

l Talbot
Contextual Factors: 26 Students 15 Boys 11 Girls 3 IEP 6 High Level Learners 2 ELL 2 Speech 6 Low Level Learners Classroom Environment: Desks are arranged in groups of five or six. They are placed randomly throughout the classroom. Whiteboard is on the east end of the room. The rug instruction area is on the west wall. Technology available.

Grade Level: Grade 2

Title: Science: Characteristics of Solids

CONTEXTUAL FACTORS (classroom factors)

WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be able to do?)
Standard 3: Physical Science. Students will gain an understanding of Physical Science through the study of the forces of motion and the properties of materials. Objective 2: Compare and contrast the differences in how different materials respond to change. a. Model physical changes of various materials. b. Investigate and provide evidence that matter is not destroyed or created through changes. Content Walk-Away: Students will be able to identify characteristics of solids. Language Walk-Away: Students can predict, describe, and record the characteristics of solids. Vocabulary:

Characteristics, predictions, and solids. ASSESSMENT EVIDENCE (What evidence do I need to show the students
have learned the Walk-Away?)

Modifications/Accomo dations (ELL, IEP, GATE, etc.)

Give extra help for low level learners Use pictures to describe vocabulary for ELL Ask the High Level Learners some higher level questions to

Formative Evidence (checking for understanding throughout the lesson): Listen and observe students describe the characteristics of a solid. Content Walk-Away Evidence (Summative): Students will be able to identify characteristics of solids. Language Walk-Away Evidence (Summative): Students can predict, describe, and record the characteristics of solids.

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stretch their thinking Vocabulary:

Characteristics, predictions, and solids. Approx. Time 3 min. ACTIVE LEARNING PLAN
Activate/Building Background Knowledge

Ask students about different objects around the room; ask if the objects are soft, hard, smooth or bumpy. Ask the students what other information they can tell you about the objects. SIOP1-Content
objectives, 2-Language objectives, 3-Content appropriate, 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary Formative assessment: Learning Goal Students can describe a solid. Success Criteria Students will able to explain what a solid is. Assessment Strategy Listen and observe students discussing solids.

Modification/accommodations: (ELL, IEP, GATE, etc.) Show pictures of solids

5 min.

Focus Lesson (I do it) Read aloud, Matter: See it, Touch it, Taste it, Smell it by Darlene Stille . Explain to students that characteristics are what an object feels and looks like. SIOP 5-Adaptation of content, Appropriate speech, 11Clear explanation, 12-Variety of techniques Learning Goal Students can discuss understand the solid characteristics Success Criteria Students can answer questions on solids. Assessment Strategy Listen and observe the students as they answer questions on solids.

Modification/accommodations: Use pictures to show solids

5 min.

Guided Instruction (We do it) Talk about the characteristics of the Ice snowmen. Write the characteristics on the board. 18-Wait time, 19Opportunity for L1 students 23-Content objective supported, 24-Language objective supported, 25-Students engaged, 26-Pacing Formative Assessment Learning Goal Students can compare the characteristics solids to liquids or gas.

Success Criteria Students explore the characteristics of solids with their tables.

Assessment Strategy Listen and observe the students compare the characteristics of their solid (snowman) with their table group.

5min.

Collaborative/Cooperative (You do it together) Have the students at their tables discuss the Ice snowman and what they think is going to happen. Make predictions. SIOP17-Grouping supports objectives, 20-Hands-on materials, 21-Activities to apply content/language knowledge, 22-Language skills: reading, writing, listening, speaking29-Feedback

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Modification/accommodations: Give extra help to the lower level learners if needed.

10 min.

Independent (You do it alone) In a graphic organizer the students will write down the characteristics of a solid. SIOP 30-Assessment Summative Assessment: Characteristics worksheet. Modification/accommodations: Help the lower level students by making sure they understand the directions. Explain further if necessary.

5 min.

Closure/Review of walk-aways, vocabulary, and essential questions (Note: Closure includes student interactions, reflection, and/or demonstrations.) Have the students place their completed worksheet on the desk in a neat pile and then meet back at the rug. Review vocabulary. SIOP 27-Review vocabulary, 28-Review concepts

SIOP Indicators (Add SIOP number and description within the lesson plan) Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary materials, 5-Adaptation of content, 6-Meaningful activities Building Background: 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary Comprehensive Input: 10-Appropriate speech, 11-Clear explanation, 12-Variety of techniques Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19-Opportunity for L1 students Practice/Application: 20-Hands-on materials, 21-Activities to apply content/language knowledge, 22-Language skills: reading, writing, listening, speaking Lesson Delivery: 23-Content objective supported, 24-Language objective supported, 25-Students engaged, 26-Pacing Review/Assessment: 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment

TEACHING NOTES
What materials do I need to have ready? The book, Matter: See it, Touch it, Taste it, Smell it by Darlene Stille, pictures, characteristic worksheet, and snowmen. What is the approximate time needed for this lesson? 30 minutes.

REFLECTION AFTER LESSON

How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning? How can I transfer what I learned from teaching this lesson to future teaching? What was effective and not effective? What goals can I set to improve my practice and student learning? I can use the assessment data to reflect on my teaching and how well the students understood the content. I learned that by reflecting on pervious lessons and what went well will improve future lessons especially in small groups. Use centers when small group instruction is needed to oversee students. The students were interested in playing with the snowmen instead of writing down the characteristics.