TCNJ Lesson Plan

Unit Lesson 7: Liquids and Water

Student Name: Katie Giancaspro

School Name: Lawrenceville

Elementary
Grade level: First

Host Teachers Name: Mrs. Pileggi

Guiding and/or Essential Questions:

What happens when we add one liquid to another?
How can we get oil out of water?
Pre-Lesson Assignments and/or Student Prior Knowledge:
The children have a wide variety of experience with science and solids,
liquids, and gases. All students displayed a curiosity toward learning about
science when they filled out the section of the pre-assessment that asked
what they wanted to know. A large portion of the class knows that water is a
liquid. A very small portion of the class knew little to no information about
solids and liquids. The class may believe that if I add oil to water, it will
disappear into the water.
Standards:
5.1.4.B.1: Design and follow simple plans using systematic observations to
explore questions and predictions
5.2.2.A.2: Identify common objects as solids, liquids, or gases
5.1.4.D.2: Work collaboratively to pose, refine, and evaluate questions,
investigations, models, and theories.
CCSS.ELA-LITERACY.W.1.5: With guidance and support from adults, focus

on a topic, respond to questions and suggestions from peers, and add details
to strengthen writing as needed.
CCSS.ELA-LITERACY.RL.1.1: Ask and answer questions about key details in
a text.
Learning Objectives and Assessments:
Learning Objective

Assessment

Students will work collaboratively,

Teacher will assess students

hands-on to attempt to clean up a

worksheets, looking for critical

mock oil spill, writing down their

thinking about the process of

ideas and adding pictures before

cleaning up the spill. Teacher will

and after the experiment.

assess student What stuck with

you? post-its to see what every
child took away from this lesson.
Teacher will take notes on children
who seem to be grasping the
material exceptionally well as well
as students who seem to be
struggling.

Materials/Resources:

Foss Kit
Tupperware lakes
Blue food coloring
Decorations for lakes such as small rocks and sand
Feathers
Cotton balls

Spoons
Newspaper
Book Oil Spill!
Paper towels (Enough for each table to have a pile)
http://secondgradealicious.blogspot.ca/2014/01/liquids-and-solids-andoil-spill.html
Plans for set-up/distribution/clean-up of materials:

All materials will be waiting at tables lined with newspaper. Each

table will have several paper towels available for any spills. I will
put all materials away and throw away all newspaper, paper
towels, etc.

Step by Step Plan:

1. Introduction: I will call the students to their reading spots on the rug. I
will tell the class that yesterday Mr.Chiesa taught them about solids
and water and today, well be learning about liquids and water. I will
show them the book Oil Spill! and ask if anyone has ever heard of an
oil spill or knows what that is. If they dont, I will tell them a little bit
about it and explain that they will find out more as I read. Before I
begin, I will ask the class what they believe will happen if I put some oil
into water. As I read, I will ask the class to point out different liquids
and ask about how they look. A student may point out that the oil is on
top of the water.
2. When Im done reading, I will explain that they will be working at their
assigned tables with their own pretend oil spills. I will explain that the
oil theyre using is not the same kind of oil that we read about in the
story. I will have the Tupperware lakes on the tables with newspaper

under them. I will tell them to be very careful not to spill during this
experiment, which means that when they touch the water they should
be very gentle. I will explain that they have worksheets to complete
where they will write how they want to clean up the spill and draw how
it will work. After they try it, they will draw and write what really
happened. I will tell the students that when they get to their tables,
they will see a lot of materials, but that they cannot touch the
materials until they make a plan together. They will write down their
ideas on their worksheets and then I will tell the class which students
are going first. I will put on a timer that will indicate that its time for
the students to let the child next to them take a turn. When they have
all tried it, I will instruct the students to write down and draw what
happened when they tried it.
3. Closure: Finally, I will tell the students to put down what they are
working on. I will ask the students to talk to me about their
experiences trying to get the oil out of our ponds. I will ask what they
think its like to clean up a real oil spill. I will ask if their feathers were
clean when they were done. I will ask them to talk about how the oil
looked in the water. I will ask if anyone has ever used oil and vinegar
dressing on salad and explain that just like when salad dressing
separates, our oil separated from our pond water. I will show the class
two pictures from a real oil spill. I will add any vocabulary that comes
up to the vocabulary window. Mrs. Pileggi will take over from there.
Because this is a messier activity, I will clean up their tables.

Key Questions:

Are you noticing any liquids in this story? Where?

How will you clean up the oil spill?
Were you able to get all of the oil out of the pond? What about off

the feather?
What do you think it would be like to clean up an oil spill in the
ocean?

Logistics:
Timing:

Introduction/Read Aloud: 15 minutes

Working on oil spill: 20 minutes
Closure: 5 minutes

Transitions:
The students will be called to the rug by table number for the read aloud.
After that, all students will be told to go to their desks by table number,
where they will stay until the lesson is complete.
Classroom Management:

I will praise students who are being good role models.

When I need the students attention, I will say Hocus Pocus to which

the children will reply Everybody Focus.

I will also use the peace symbol, which stands for respect/quiet to

remind the students to raise their hands when talking.

If a student is not acting appropriately during a lesson, they will be
given a warning the first time but after that the teacher may move
their number onto the yellow traffic light.

Differentiation:

I will provide adequate wait time after asking a question, enabling all
students to think.

I will provide support to groups of students who are struggling. I will

provide extra support to student M who sometimes gets off task and
becomes unmotivated.

Early finishers should reread their writing and add detail to their
drawings.