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LESSON PLAN OUTLINE

JMU Elementary Education Program

Madeline Moore
Dr. Barnes: ECED 512 Facilitating Childrens Natural and Social Science Constructions
Mrs.Crickenburger, William Perry Elementary School
February 22nd, 2017
1st grade

A. Expansion Lesson for Water Investigation

B. CONTEXT OF LESSON
Over the past five science blocks this class has been conducting experiments with water and various
materials to determine whether or not the material can dissolve in the water. This lesson will expand
upon what the class has learned to date. Students will experiment with one new material (a piece of
candy )to determine if it can or can not dissolve in water. A piece of candy was picked by the students in
their last science lesson. They were curious to see what would happen. Candy for them is a tangible material in
which they are all very familiar with. They will make predictions and observe the matter before, during and after the
experiment. The class was pre-assessed for their understanding and readiness for the expansion lesson as students
wrote predictions statements and stated findings of previous water experiments. This allowed me to see that the
students were ready to use their observations skills to apply to this new material experiment.

LEARNING OBJECTIVES
Understand what are the broad Know what are the facts, rules, Do what are the specific thinking
generalizations the students should specific data the students will gain behaviors students will be able to do
begin to develop? (These are typically through this lesson? (These knows through this lesson? (These will also be
difficult to assess in one lesson.) must be assessed in your lesson.) assessed in your lesson.)
Different types of materials Students will understand Students will draw
act differently when mixed that some types of matter pictures of the solutions,
with water dissolve in water while before during and after
Some materials become some do not. each material is placed in
soluble in water and Students will apply the water.
dissolve while some do following vocabulary as Students will use working
not. they discuss and make vocabulary as they write a
prediction statements: prediction statement
dissolve- when a solid before and findings
changes its state and statement after the
becomes apart of the experiment.
liquid.
water- a tasteless liquid or
fluid.
states of matter- liquid,gas
or solid

D.ASSESSING LEARNING
Students will be able to state whether or not a material has dissolved or not
Student will say The candy does dissolve in the water.
Students will make predictions about the matter (candy) dissolving.
Students will draw a before picture to show what the candy looks like initially in the water.
Students will draw a during picture of the candy as it is beginning to break up in the water.
Students will draw an after picture of the candy completely dissolved in the water.
Students will write a conclusions statement saying what happened to the candy in the water.
Students will write The candy dissolved in the water.

E. RELATED VIRGINIA STANDARDS OF LEARNING

VA Science Standard 1.1, Strand: Scientific Investigation, Reasoning and


Logic
Thestudentwilldemonstrateanunderstandingofscientificreasoning,logic,andthe natureof
sciencebyplanningandconductinginvestigationsinwhich
h)predictionsaremadebasedonpatternsofobservations;
i)observationsanddataarerecorded,analyzed,andcommunicatedorallyandwith simple
graphs,pictures,writtenstatements,andnumbers;and
j)simpleinvestigationsandexperimentsareconductedtoanswerquestions
VA Science Standard 1.3, Strand Matter
1.3Thestudentwillinvestigateandunderstandhowdifferentcommonmaterials interactwithwater.
Keyconceptsinclude
a)someliquidswillseparatewhenmixedwithwater,butotherswillnot;
b)somesolidswilldissolveinwater,butotherswillnot;and
c)somesubstanceswilldissolvemorereadilyinhotwaterthanincoldwater

C. MATERIALS NEEDED (provided by teacher and collected by me for experiment)


piece of candy cane
(another material to not dissolve)
zip block bag- for water and materials to dissolve in
work sheet for student observation notes and pencils (**attached on last page)
mini white board and markers for assisting their writing process
D. PROCEDURE
Preparation
In the back of the room there is a small group table where the experiments will take
place. I will place two bags with a small amount of water in each bag. This is so each
end of the table can see the experiment. Each place at the table will have a work sheet.
The white board will be at the seat of the table where I am sitting. I will also have a
worksheet at my table where I can model the writing and coloring for the observation.
There will be small collection of crayons ready to go at the table as well for the
students to use during their observation.
Engage - Introduction of the lesson
A small group of five students will be called back to the table. Groups of five children
will be rotated at this table until the whole class has gone. I will tell them to find a seat
and to keep their hands on their lap so that they do not touch the materials on the
table. I will point their attention to the board that is behind the table. This board has
the other experiments displayed and labeled.
Raise your hand and share with me what you all remember about the water
experiments you all have been doing during science?
After their response, I will discuss with them their findings. We will talk about what is
means when something dissolves. I will write the word dissolves on the white board. I
ask them to tell me what the word dissolves means.
Implementation of the lesson (specific procedures and directions for teacher and students)
After our brief discussion, we will then begin the experiments.
I will hold up a bag of water and say Today we will be doing one more experiment to
see if water can dissolve candy! This was something that you all wanted to
investigate! What does the word investigate mean? We will discuss this word and
then I will say Today we will investigate whether this piece of candy will dissolve in
water or not.
I will open the baggie and place the candy in the water in the bag. I will tell the
students we will let it sit while we draw and write our predictions. I will direct their
attention to their worksheet. Draw a picture of what the baggie looks like right now
with the candy and water in it. Lets write a prediction about what we think will
happen to the candy. Students will take a few moments to draw the candy cane in the
water.
I will take this time to talk to the students about how they will draw and observe the
water and matter materials before, during and after the experiment by drawing
pictures.
After a few minutes, the candy will begin to dissolve. At this time I will direct the
students to draw a picture of the what the bag looks like now with the water and
candy.
As we wait for the candy to dissolve, we will talk about the 3 states of matter. What
is water? A solid, liquid or gas? Students will talk and then say liquid. Why is it a
liquid? We will also talk about the candy being a solid. What makes something a
solid? I will write these words on the white board.
I will direct the children to look at the bag. The candy will have dissolved in a bag.
Now you all can draw what the candy and water looks like! What happened to it?
Closure
Students will draw the final observation of the candy in water after it has been sitting
in the water. They will write their final observation about what happen to the candy
cane. The candy did dissolve in the water!
Clean-up (if required)
Collect worksheets make sure students names are on them.
Release students back to their seats.
Empty water into the sink and then throw plastic bag away.
Put back pencil and crayons
Put back white board and markers.
Wipe the table.

E. DIFFERENTIATION
Describe how you have planned to meet the needs of all students in your classroom with varied
learning styles and abilities, English language proficiency, health, physical ability, etc. How will you
extend and enrich the learning of students who finish early? How will you support the learning of
children struggling with your objectives?
I will have a white to board to model writing. I will direct their attention to the word wall
for words they may need help with.
The goal is for all students to be doing this project along with each other.
If they finish early I will ask them questions about other materials that might be able to
dissolve in water.
If they are struggling with the objective or questions, I will ask a friend to help them or I
will aid them as they write and draw by asking questions such as What do you think we
should draw/write next?

F. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT?
Think about this! It may help you avoid an embarrassing situation.
The candy may not dissolve as quick as the small group lesson time. If this is the case then
we will let the candy sit and resume the small group lesson later in the day to do our
observations.

The students could become bored and stop paying attention. Students may be asked to help
me with the experiment. Also a child may be asked to change their seat so that they may
either have better focus or be more engaged in the lesson.
Lesson Implementation Reflection
As soon as possible after teaching your lesson, think about the experience. Use the
questions/prompts below to guide your thinking. Be thorough in your reflection and use
specific examples to support your insights.

In the revision of the lesson plan, I added some extra words and eliminated some words where they were
not needed or where I felt something could fit and work for the students. I eliminated the piece about the
cabinet realizing that it would not hurt the students to leave it out. I eliminated the piece about laws being
passed because it could be taught in a separate lesson or on a review day as an add-on to the lesson.
Based on the assessment (the pictures on the whiteboard and the posters drawn), I understood that the
demonstration of the vote caused the students to have strong feelings about their own participation in the
vote. The students understood that people protested because they drew protestors on their posters. They also
knew that only allowing men to vote was wrong because their reactions on the whiteboard showed that it was
unfair and they were upset (sad, mad). The students also understood what a ballot was because they drew
ballots on their posters and labeled them. The students understood that voting was a right or duty and used
the words vote and right or duty in their posters.
If I needed to differentiate the lesson further, I could allow the students to do the lesson in centers and
small groups so the information was not received all at once. I could do the vote demonstration as a large
group and introduce the vocabulary and major points. The poster creation could be at one station. The
response to the vote could be at a center, and finally they could have a vocabulary practice with picture sorts
at another center.
The next lesson I would teach would be about community and the benefits of serving the community in a
separate lesson. From this lesson, I have learned that children need for the material to be meaningful and the
demonstration would promote meaning because each child would want the right to vote. I have also learned
that I could understand something that I mean but a child could find it very challenging and as a teacher,
planning lessons, I have to consider the childs thought process. I have also learned that I will have to collect
data while I teach. Finally, I have learned that I have to use lesson standards and more data collection and
more tangible data to assess the learning of the class.
Planning this lesson, I learned that I needed to review the age someone could run for office. I also
learned or reviewed that the United States is a republican form of government and that voting is a part of
becoming a citizen. Teachers should know this content because voting is the way the people in our country
make their voices heard. Teachers can vote on issues that will directly affect our schools and lead by
example in their classrooms.

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