ED 315 LESSON PLAN Lesson #1 Format and Cooperating Teacher Feedback Form Name: Yazmin Duran Date: 10/16/13

Content Area: Science

Grade Level: 5th

Use this template to plan, removing the notes in parentheses and this box. Give this form to your cooperating teacher for review and a signature before you teach your lesson.

NGSS 5.PSI.3 Make observations and measurements to identify materials based on their properties [Clarification Statement: Examples of materials to be identified could include baking soda and other powders, metals, minerals, and liquids. Examples of properties could include color, hardness, reflectivity, electrical conductivity, thermal conductivity, response to magnetic forces, and solubility; density is not intended as an identifiable property.] [Assessment Boundary: Assessment does not include density or distinguishing mass and weight.]

Goal(s):

Pre-assess:

My preassessment was based on information provided to me by my Cooperating teacher. She explained that the students have been observing yeast and testing it under varying conditions. This was the next lesson to be taught in the science content manual. Another way to preass is with my introduction as students are telling me what they know about yeast. *Predict the differences and similarities between the dough with and without yeast. *Observe the two doughs and write down what they observe. *Compare and contrast the two doughs. *Infer the importance of yeast in baking. Language Functions: Compare and Contrast and describing Vocabulary: Predict- educated guess Observing- using sight, smell, touch to record what they notice

Objective(s) & Academic language focus

guage focus

Assessment:

Informal: Seating Chart that is coded based on the lesson objectives. Formal: The activity sheets that are completed

Materials Needed:
Observation recording sheets for students 2 plastic recloseable bags per student For each group of 4 tongue depressor, mixing bowl, cups, flour, salt, sugar, tray, water, yeast

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Procedures:
(Include time allotments) Introduction (2 mins): Before starting lesson ask students to group their desks into groups of 4 (their dorm groups) and clean off their tables. Connect to students prior knowledge on yeast: Used in baking in history, carbon dioxide is given off, allows dough to rise, when dough is baked yeast is killed, once yeast is killed dough stops rising. Steps for instruction (45 mins) Engagement (5minutes): Students will make a list of as many different kinds of breads as they can think of (suggest pretzels). Ask students what the purpose of yeast is in making breads. What factors they believe to be important when baking yeast bread. (Students should be able to point out that yeast releases gas, and causes dough to expand. They should also suggest temperature and time.) Prediction(2 mins): Hand out the activity sheet and ask students what they think might happen if they mix two batches of dough, one with and one without yeast. (Students might predict that the mixture with yeast will rise.) Practice (25 min): Distribute the tray with all the materials to each group. Tell the students that now they will be making the two kinds of pretzels, one with and one without yeast. The first batch will not contain yeast. Mix: of the sugar salt mixture and 1 cup of flour into bowl. Have one student from each group bring the bowl up to the pan with water and pour 60-70 ML of water into bowl. Students should then mix the dough with the tongue depressor and then as it stiffens knead it with their hands until all is mixed and dough is smooth. Ask students to remove the dough from bowl and evenly distribute it into four parts. They should shape the dough into a pretzel and place it in the plastic bag and label without yeast. Ask students to then make dough with yeast. Mix: cup of yeast and 60-70ML water into mixing bowl and allow it to dissolve. Then they can add the rest of the sugar/salt mixture and the other cup of flour and stir. Once again they should knead the dough and divided into four equal parts. Then each student should shape their dough and place it in the plastic bag label with yeast. Observations/Compare contrast: Have students take some time to observe the two doughs and record their observations on activity sheet. (They can open their plastic bags to smell and touch). 2013FA

Have students compare and contrast the doughs, what differences do they notice, is anything the same. (Student should notice that the yeast dough is more elastic and has a distinct smell.) Ask students what they think the dough might look like in an hour or when they take it home. Closure (5 mins): Have students identify the role of yeast in baking. Tell students that as lifes work (homework) they will take their dough home and bake them both at 425 degrees F for about 10 minutes. They will also then observe the two pretzels and write down their observations. Have students clean off their areas and return all materials

Strategies for students requiring additional assistance: Students have been working on yeast so they should have a pretty good background, however, they will be working in groups of four which will allow any students that need further assistance to talk with their group members to get clarity. I will also be walking around the room observing and facilitating as needed as students are preparing the dough.

Cooperating Teacher Signature:

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