25 DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION ELEMENTARY 4th SEMESTER LESSON PLAN TEMPLATE (3/19/14) Teacher Candidate: April

l Talbot
Contextual Factors: 26 Students 15 Boys 11 Girls 3 IEP 6 High Level Learners 2 ELL 2 Speech 6 Low Level Learners Classroom Environment: Desks are arranged in groups of five or six. They are placed randomly throughout the classroom. Whiteboard is on the east end of the room. The rug instruction area is on the west wall. Technology available.

Grade Level: Grade 2

Title: Science: Characteristics of a Liquid

CONTEXTUAL FACTORS (classroom factors)

WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be able to do?) Standard 3: Physical Science. Students will gain an understanding of Physical Science through the study of the forces of motion and the properties of materials. Objective 2: Compare and contrast the differences in how different materials respond to change. a. Model physical changes of various materials. b. Investigate and provide evidence that matter is not destroyed or created through changes. Content Walk-Away: Students will be able to identify characteristics of liquids. Language Walk-Away: Students can predict, describe, and record the characteristics of liquids. Vocabulary: Characteristics, predictions, and liquid. ASSESSMENT EVIDENCE (What evidence do I need to show the students
have learned the Walk-Away?)

Modifications/Accomo dations (ELL, IEP, GATE, etc.)

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Formative Evidence (checking for understanding throughout the lesson): Listen and observe students describe the characteristics of liquids. Content Walk-Away Evidence (Summative): Students will be able to identify characteristics of liquids. Language Walk-Away Evidence (Summative): Students can predict, describe, and record the characteristics of liquids. Vocabulary: Characteristics, predictions, and liquid. Give extra help for low level learners Use pictures to describe vocabulary for ELL Ask the High Level Learners some higher level questions to stretch their thinking

Approx. Time 3 min.

ACTIVE LEARNING PLAN

Activate/Building Background Knowledge Remind students about the characteristics of solids. Today boys and girls we are going to be talking about characteristics of liquids. What do you see around the classroom that may be a liquid? SIOP1-Content objectives,
2-Language objectives, 3-Content appropriate, 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary

Formative assessment: Learning Goal Students can describe a liquid.

Success Criteria Students will be able to explain what a liquid is.

Assessment Strategy Listen and observe students discussing liquids.

Modification/accommodations: (ELL, IEP, GATE, etc.) Use different pictures showing liquid.

5 min.

Focus Lesson (I do it) At the rug discuss liquid and the characteristics of liquid. Show pictures. SIOP 5-Adaptation of content,
Appropriate speech, 11-Clear explanation, 12-Variety of techniques

Learning Goal Students will understand what liquid is.

Success Criteria Students can list different types of liquid.

Assessment Strategy Listen and observe the students discuss liquid.

Modification/accommodations: Use rocks of different size, color, and texture when demonstrating ways to sort rocks

5 min.

Guided Instruction (We do it) Talk about the characteristics of the melted Ice snowmen. Write the characteristics on the board. SIOP 6Meaningful activities1016-Opportunity for interaction, , 18-Wait time, 19-Opportunity for L1 students 23-Content objective supported, 24-Language objective supported, 25-Students engaged, 26-Pacing

5 min.

Collaborative/Cooperative (You do it together) Have the students at their tables discuss the melted Ice snowmen and what they think is going to happen if we heat the melted snowmen. Make predictions. SIOP17-Grouping supports objectives, 20-Hands-on materials, 21Activities to apply content/language knowledge, 22-Language skills: reading, writing, listening, speaking29-Feedback,

Formative Assessment: Learning Goal Students can compare the characteristics of solids to liquids.

Success Criteria Students explore the characteristics of the liquid snowman with their table group.

Assessment Strategy Listen and observe the students compare the characteristics of liquids to solids.

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Modification/accommodations: Give extra help to the lower level learners if needed.

7 min.

Independent (You do it alone) In a graphic organizer the students will write down the characteristics of a solid. SIOP 30-Assessment Summative Assessment: Characteristics worksheet. Modification/accommodations: Help the lower level students by making sure they understand the directions. Explain further if necessary.

5 min.

Closure/Review of walk-aways, vocabulary, and essential questions (Note: Closure includes student interactions, reflection, and/or demonstrations.) Have the students place their completed characteristic worksheet on the desk in a neat pile and then meet back at the rug. Review vocabulary. SIOP 27-Review vocabulary, 28-Review concepts

SIOP Indicators (Add SIOP number and description within the lesson plan) Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary materials, 5-Adaptation of content, 6-Meaningful activities Building Background: 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary Comprehensive Input: 10-Appropriate speech, 11-Clear explanation, 12-Variety of techniques Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19-Opportunity for L1 students Practice/Application: 20-Hands-on materials, 21-Activities to apply content/language knowledge, 22-Language skills: reading, writing, listening, speaking Lesson Delivery: 23-Content objective supported, 24-Language objective supported, 25-Students engaged, 26-Pacing Review/Assessment: 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment

TEACHING NOTES
What materials do I need to have ready? Melted Snowmen. Characteristic worksheet. What is the approximate time needed for this lesson? 30 minutes.

REFLECTION AFTER LESSON

How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning? How can I transfer what I learned from teaching this lesson to future teaching? What was effective and not effective? What goals can I set to improve my practice and student learning? I can use the assessment data to reflect on my teaching of rock sorting and how the students understood the content. I learned that by reflecting on pervious lessons will improve future lessons especially in small group instruction. The rock sorting was a little chaotic; the students did not want to take turns during the small, medium, and large rock sorting activity. Working together is hard for students at this age. Next time use pictures so as not to worry about student dropping the rocks, or make sure there are enough rocks that the students can sort the small, medium, and large rocks by themselves so they are not fighting over whose turn it is.

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