Jordan Bush Science Lesson 3-28-18

Name: Jordan Bush

Subject/Grade: 2nd Grade Science
Objective of the Lesson: TSW display an understanding of the properties of fresh water and salt
water and will know the differences between the two.

TEKS Addressed:
(7) Earth and space. The student knows that the natural world includes earth materials. The
student is expected to:
(B) identify and compare the properties of natural sources of freshwater and saltwater.

CCRS Addressed:
IX(E.)(4.) Understand land and water usage and management practices.
X(A)(1.) Recognize the Earth’s systems.

ELPS Addressed:
c(1)(A) Use prior knowledge and experiences to understand meanings in English.
c(1)(C) Use strategic learning techniques such as concept mapping, drawing, memorizing,
comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary.
c(2)(E) Use visual, contextual, and linguistic support to enhance and confirm understanding of
increasingly complex and elaborated spoken language.
c(5)(B) Write using newly acquired basic vocabulary and content-based grade-level vocabulary.

Technology Standards Addressed:

b(5)(A) Adhere to acceptable use policies reflecting appropriate behavior in a digital
environment.
b(5)(B) Comply with acceptable digital safety rules, fair use guidelines, and copyright laws.

Addressing the needs of all learners:

Accommodations and ideas for assisting ELL and Special Education students are included all
throughout the separate sections of this lesson plan.

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Materials and Resources Needed:

Popsicle Sticks, Small Cups, salt, water, the book, What’s so Fresh About Fresh Water?, Venn
Diagram templates, Pencils, Picture Identification Sheets, Classroom set of Computers or
Tablets, Matching Activity Zip Kit.

Lesson Cycle Component Estimated Checks for understanding,

Time questioning, monitoring,
adjusting, Assessing
Focus: 5 minutes Students will use popsicle
sticks to taste the difference
Introducing the topic and accessing prior in a sample of salt water and
knowledge. a sample of fresh water.

Afterword’s, students will

discuss these differences, as
well as what they already
know about both salt and
fresh water.

Explanation: 15 minutes The teacher will read the

book, What’s so Fresh About
Reviewing the topic and checking for student Fresh Water? By Ellen
understanding. Lawrance.

The teacher will then teach a

short lesson on what fresh
water and salter water are,
what their properties are, how
they are different, and where
they are each found in our
everyday lives.

Guided Practice: 10 to 15 For this part of the lesson,

minutes students will be given a Venn
Guided practice of the concept using a Venn Diagram. Fresh and salt water
Diagram properties will be written on
the whiteboard, and students
will be asked to write these
properties down under the

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correct place on the Venn

diagram.

Addressing the needs of all

learners: For ELL students, or
special education students,
extra help will be provided by
already having these
properties printed off on slips
of paper, so they can paste
them into the diagram instead
of writing them in. Group
work can also be used to pair
students up, so they can offer
each other assistance and
support.

Independent Practice: 10 to 15 Students will be given a paper

minutes with pictures of various
Independent practice of the concepts that have examples of both fresh and
been taught. salt water. They will be asked
to label each of these pictures
as either salt or fresh water.

Addressing the needs of all

learners: For students with
different learning needs (such
as ELL’s) this assignment is
already user friendly due to
its use of pictures and short
answers. Extra assistance can
be offered by allowing
students to work in groups,
and by limited teacher
assistance.

Extension: 5 to 10 To extend this lesson, the

minutes concept of density would be
taught in greater detail, to

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Jordan Bush Science Lesson 3-28-18

An extension/extra practice of the concepts explain why objects can float

taught. better in salt water than in
fresh water.

Addressing the needs of all

learners: To address the needs
of all learners, strong visuals
and real-world examples
would be used with this
extension.

Closure: 5 minutes Students will play a short, 5

question Kahoot over what
A quick check to assess the students we have learned about fresh
comprehension. water and salt water.

Addressing the needs of all

learners: To address the needs
of special education students
and ELL’s, the Kahoot
questions and answers would
be read by the teacher, and a
longer time limit would be
allotted for the students to
answer each question.

Zip Kits: For this lesson, I created a Zip Kit which contains activities for students to take home
for additional practice with the concepts learned in class. The Zip Kit contains a Properties of
Fresh Water and Salt Water activity and an Examples of Fresh Water and Salt Water activity. A
description of how these activities are used is included below, along with photos of the zip kit.

Properties Matching Activity

 To complete this activity, the student will need the blue table labeled, “Properties of
Fresh Water and Salt Water” and its corresponding blue cards. There are two columns on
the table, one is labeled fresh water, and the other is labeled salt water. The goal of the
activity is to correctly match up the properties on the playing cards to either the fresh
water or the salt water side of the table. For example, the card reading, “has a low
concentration of salt in it” would be placed under the fresh water side of the table. When

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the activity is complete, there should be the same amount of fresh water properties as
there are salt water properties.

Examples Matching Activity

 To complete this activity, the student will need the green table labeled, “Examples of
Fresh Water and Salt Water” and its corresponding green cards. There are two columns
on this table, one is labeled fresh water, and one is labeled salt water. The goal of the
activity is to correctly match up the examples on the cards, which are all photo examples,
to either the fresh water or the salt water side of the table. For example, the card which
shows a glass of water with an “X” through it, stands for water you should not drink and
should be placed under the salt water side of the table. When this activity is complete,
there should be 6 cards under the fresh water column, and 5 cards under the salt water
column.

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References

(n.d.). Retrieved March 28, 2018, from https://tea.texas.gov/index2.aspx?id=6148

(n.d.). Retrieved March 28, 2018, from

http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html

THECB - Home. Accessed March 28, 2018. http://www.thecb.state.tx.us/collegereadiness.

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