Grade: 4th--Ms.

Lori Ham %uration" &'-&( minutes -ationale"

IUPUI El Ed Block II Lesson Plan 1A Su !ect" Author" #reate a Scientist $osh Borders %ate)s* '&+&'+&'1,

How does lesson connect to students current thinking? This is our first encounter with our small group. In order to be able to effectively interest the students in small group science throughout this semester is it important to Understand what the students already know Allows students to express themselves in a creative way Allows student to evaluate what they already know, en oy, and dislike about science

Why is it important to do this lesson at this time? This lesson allows us, as interns, become familiar with the students we will be working with over the next !"#!$ weeks. This lesson allows us, as interns, to start to understand what the students know, and en oy about science, giving us insight in planning for the next !"#!$ weeks. This lesson allows students to become familiar with us as interns.

Standards+Indicators or Pacin. Guide" 4.SL.4 %eport on a topic or text, tell a story, or recount an e/0erience, in an organi&ed manner using appropriate facts and relevant descriptive details to support the main ideas or themes' speak clearly at an understandable pace.

Essential Skills )1 !ecti2es* 3orked on in this lesson" What are the students supposed to know, understand or be able to do? !. (reate what they )the student* believe a scientist looks like. $. (onnect to personal experiences to science by listing + best memories, + worst memories, and + things )i.e. topics, concepts, activities* they like about science +. ,hare at least one item from each category with the class Procedures: -ow will you facilitate the learning.

En.a.e" /ne intern will share their most memorable science experience with the group, the next intern will share their favorite thing, and the final intern will share their least favorite while holding the scientist that was construed on the first day of 0r. 1lankis2s class. 3ou will then ask the students to: Can you think of your most memorable, favorite, and worst science memory? Main Acti2it4" !. 0emonstrate how to fold a white piece of 4.5 x !! paper into a scientist acket. Tell the students: Open the jacket On the first flap write your ! favorite things about science, on the second, write your ! most memorable e"periences about science, on the last flap, write your ! least favorite things about science $. -ave each student take one piece of paper to make the acket for the scientist, tell the students: #eel free to use any of the materials provided )glue, scissors, markers, crayons, colored pencils, paper* to create what you think a scientist looks like or yourself as a scientist +. Allow the students to work on their scientist for !5 minutes 6. 7ive the students a 5 minute warning so they have time finish up what they are working on. #loser" ,it in a circle with the students. 7o around the circle and share at least one item each category with the group. How will the students be actively engaged $mentally and%or physically&? o The students will be creating their own scientist using art supplies. They are using their prior knowledge and experience to share their scientific self with the group. How does this section address the 'ssential (kills $Objectives&? o The students as asked to share and recount an experience that they have had with science with a group. %i55erentiation+Modi5ications" How will you adapt engagement activities and %or assessments to meet the instructional needs of each student? ,tudents who struggle with writing can draw the memory of their experience. A student struggles with cutting or gluing they can ask either another student or an intern to assist them. from

-esources" 8hite and colored paper 9akers (rayons 7lue (olored 1encils ,cissors

1ri.inal Lesson Plan Source" 0ay one of 0r. :rian 1lankis2s :lock II science methods class.

Assessments" ,tudents will share one item from each category with their group members.

-e5lection: A out 4ou" 8hat went well. 8hat would like to have done differently. A out the child6ren7" -ow will you use information from the assessment)s* to plan your next steps to support student learning.

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