Lesson Plan Dr.

Cadys Course

Christina Martin July 31, 2012 Southwestern College EDUC 337 Dr. Cady Dirt needs Flowers, Flowers need Water

Lesson Plan Dr. Cadys Course

Name: Christina Martin Date:7/5/2012

Elementary Science Lesson Plan

Main Subject: Physical Science Integrated Subject(s): Reading and Writing Grade Level: 2nd grade Common Core Standards/Benchmarks/Objectives: 1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. 8. Describe how reasons support specific points the author makes in a text.

Reading Strategies: (place an x by each one used) Before, During, After _x_ Graphic Organizer _x_ Anticipation/Prediction _x_ Summarize _x_ KWL __ Paired Reading _x_ Note-taking __ SQ3R __ QAR __ Skimming _x_ Scanning Headings/Subheadings/Captions _x_ Inference __ Preview _x_ Teacher Modeling __ Repetition __ Critical Reading _x_ Vocabulary Review __ Other ______________________________

Technology Integration: (place an x by each one used)

__ Projector _x_ Overhead _x_ Interactive Whiteboard __ iPad _x_ Laptop __ Computer Lab __ E-reader __ iPod Touch __ Clickers __ CD __ Cellphone __ Calculator __ Television _x_ DVD __ Radio __ PC - Educational Game(s) __ Digital Camera __ Scanner

Lesson Plan Dr. Cadys Course __ __ __ __ __ Copier Tape Recorder Microscope Watches Other _______________________________

Websites: http://www.neok12.com/States-of-Matter.htm

Community Resource(s): (place an x by each one used) _x_ Public Library __ Local College __ Guest Speaker __ Field Trip __ Outside Organization __ Local Business __ Other _______________________________________

Pre-Assessment: (used to determine prior knowledge/baseline data)

Formative Assessment: (part of instructional process/used to adjust teaching and learning)

Summative Assessment: (given periodically/used to determine what students know and dont know/gauges learning relative to content standards) __ State Assessments __ District Benchmarks _x_ End of Unit Test __ Chapter Test __ End of Semester Exam __ Other ________________

_x_ KWL __ Turn & Talk __ Yes/No Cards __ SA/A/D/SD __ Squaring Off __ Graffiti Wall __ Other _________________

__ Peer Assessment __ Self-Assessment __ Goal Setting _x_ Observations _x_ Questioning Strategies __ Student Record Keeping __ Flashcards __ Pop Quizzes _x_ Oral Q & A __ Other _________________

Science Inquiry Guiding Questions: List at least five guiding questions that you will use for this lesson. Engage: How can they make an ice cube? What do I need to do to the water to make it solid?

Lesson Plan Dr. Cadys Course

Explore: Can you show me how we could change something that is solid to a liquid? What I can I do with my hands to do this? Explain: Please tell me why you think the solid in my hands turns to liquid? Elaborate: Is it the same process to change all of these states of matter to the next? Evaluate: Please explain to me what makes each state of matter change to the next.

Multiple Intelligences: (place an x by each area included in your lesson plan) _x_ Spatial (ability to visualize) _x_ Linguistic (words spoken/written) __ Logical-Mathematical __ Kinesthetic (movement) _x_ Interpersonal (interaction w/ others) __ Intrapersonal (self-reflective ability) _x_ Naturalist (having to do with nature)

Blooms Taxonomy: (place an x by each level included in your lesson plan) __ Knowledge (tell, list, define, label, recite, memorize, repeat, find, name, record, fill in, recall) __ Comprehension (locate, explain, summarize, identify, describe, report, discuss, review, show) _x_ Application (demonstrate, construct, record, illustrate, research, order, display, practice) __ Analysis (compare, contrast, classify, critique, solve, experiment, examine, infer, categorize) __ Evaluation (judge, predict, verify, rate, determine, decide, choose, forecast, estimate, prioritize) __ Synthesis (compose, hypothesize, design, formulate, create, invent, develop, refine, produce)
Benjamin Bloom

Howard Gardner

Safety Precautions I will make sure the students know not to put any liquid or solid into their mouth. I will make sure that if there are any spills they will be cleaned up quickly.

5-E Model Provide specific plans for each of the areas below. Ensure that you include all of the marked items above into this portion of the lesson plan. Engage: How will you probe prior (s) knowledge and help (s) generate I would ask the students the students to make a KWL chart about states of matter. What they know about solids, liquids, and gases and have them do the column of what they want to know about the subject. I would go over vocabulary such as solid- keeps shape, take up space, has size and texture,

Lesson Plan Dr. Cadys Course questions for investigation? Explore: How will you provide the opportunity for (s) to gather, organize, interpret, analyze, and evaluate data? Explain: How will you set the stage so that (s) can clarify their understanding, reach conclusions, and communicate their knowledge? Elaborate: How will you afford (s) the opportunity to identify additional questions to investigate, collect evidence, and connect new knowledge? Evaluate: How will you assess and use the assessment data to determine what (s) know and do not know? How will you provide feedback and modify lessons? liquid-takes shape of container and are usually wet to the touch and gas-takes up space and weight but has no shape and cannot be touched unless moving fast. I would then partner them off and have them ask each other their questions to see if they partner might be able to answer their questions and give explanations. I would have them write their new answers in the column of what they have learned. I would not judge if they are correct just that they were analyzing each others ideas.

I would set the stage by beginning my experiment. I would have trays of colored ice cubes set up and I would give each child one in a zip lock bag. We would then talk about this stage of matter and the properties that go along with a solid. Properties such as maintaining their shape.

I will begin to elaborate because as each child is handling the ice cube they will begin to melt. I would take this opportunity to ask the children what is causing the ice to change its state of matter. Then we would discuss if the liquid is holding its shape or taking the shape of the container which would be the zip lick bag. I would then go into the matter of gas and what we would have to do to get there. I would tape the bags on the outside of the window in the heat to watch for evaporation. As it begins to evaporate the students would take notes on this state of matter and what makes it different, We would be talking about the states of matter and I would ask the students questions to get them talking and then I would have a little written test that they can draw me the stages of matter and have them write one sentence to explain their pictures. I will look at each of the students papers to see if they understood the concept and if they didnt we would review the next day in small groups so they can learn from their peers.

Students w/ Exceptionalities Describe one specific way that you will adapt your lesson to meet the needs of the following: Emotional/Behavior Disorder If they couldnt handle the ice I have another experiment with objects that they can do that will give the same outcome. I have ADD/ADHD I will keep them on task by continually walking around and asking them questions to make sure they are where I want them to be. ESL/ELL I would make sure they understood the vocabulary and had some additional background knowledge before beginning the lesson.

Lesson Plan Dr. Cadys Course this website they can go to explore the states of matter http://www.neok12.com/Statesof-Matter.htm

Name: Christina Martin Date:7/12/2012

Elementary Science Lesson Plan

Main Subject: Life Science Integrated Subject(s):Reading, writing Grade Level:2nd grade Common Core Standards/Benchmarks/Objectives:

Reading Standards for Informational Text K5

7. Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.

Writing Standards K5
2. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

Reading Strategies: (place an x by each one used) Before, During, After _x_ Graphic Organizer _x_ Anticipation/Prediction _x_ Summarize _x_ KWL _x_ Paired Reading _x_ Note-taking __ SQ3R __ QAR __ Skimming _x_ Scanning Headings/Subheadings/Captions _x_ Inference

Technology Integration: (place an x by each one used)

__ Projector _x_ Overhead _x_ Interactive Whiteboard __ iPad _x_ Laptop __ Computer Lab __ E-reader __ iPod Touch __ Clickers __ CD __ Cellphone

Lesson Plan Dr. Cadys Course _x_ Preview _x_ Teacher Modeling __ Repetition _x_ Critical Reading _x_ Vocabulary Review __ Other ______________________________ __ Calculator __ Television _x_ DVD __ Radio __ PC - Educational Game(s) __ Digital Camera __ Scanner __ Copier __ Tape Recorder __ Microscope __ Watches __ Other _______________________________ Websites: http://www.realtrees4kids.org/teacher.htm

Community Resource(s): (place an x by each one used) _x_ Public Library __ Local College __ Guest Speaker __ Field Trip __ Outside Organization __ Local Business __ Other _______________________________________

Pre-Assessment: (used to determine prior knowledge/baseline data)

Formative Assessment: (part of instructional process/used to adjust teaching and learning)

Summative Assessment: (given periodically/used to determine what students know and dont know/gauges learning relative to content standards) __ State Assessments __ District Benchmarks _x_ End of Unit Test __ Chapter Test __ End of Semester Exam __ Other ________________

__ KWL _x_ Turn & Talk _x_ Yes/No Cards __ SA/A/D/SD __ Squaring Off __ Graffiti Wall __ Other ______journal___________

__ Peer Assessment __ Self-Assessment _x_ Goal Setting _x_ Observations _x_ Questioning Strategies _x_ Student Record Keeping __ Flashcards __ Pop Quizzes __ Oral Q & A __ Other _________________

Lesson Plan Dr. Cadys Course

Science Inquiry Guiding Questions: List at least five guiding questions that you will use for this lesson. I would have first done the science experiment at home and brought in the blue, white, and red carnations. Engage: I would hold up the three color carnations and ask the students what is the difference in the flowers? Explore: I would ask the students what flowers need to stay alive? I would tie it into my states of matter by asking the students if they need a liquid, gas or a solid to survive and where the liquid would come from. Explain: I would ask the students to try to explain to me why the flowers are all different colors, if they all started off white. Elaborate: I would ask the students how they would go about changing the color of the flowers. Evaluate: Please explain to me what steps we would take to see if their process works.

Multiple Intelligences: (place an x by each area included in your lesson plan) _x_ Spatial (ability to visualize) _x_ Linguistic (words spoken/written) __ Logical-Mathematical __ Kinesthetic (movement) _x_ Interpersonal (interaction w/ others) _x_ Intrapersonal (self-reflective ability) _x_ Naturalist (having to do with nature)

Blooms Taxonomy: (place an x by each level included in your lesson plan) _x_ Knowledge (tell, list, define, label, recite, memorize, repeat, find, name, record, fill in, recall) __ Comprehension (locate, explain, summarize, identify, describe, report, discuss, review, show) __ Application (demonstrate, construct, record, illustrate, research, order, display, practice) _x_ Analysis (compare, contrast, classify, critique, solve, experiment, examine, infer, categorize) __ Evaluation (judge, predict, verify, rate, determine, decide, choose, forecast, estimate, prioritize) __ Synthesis (compose, hypothesize, design, formulate, create, invent, develop, refine, produce)
Benjamin Bloom

Howard Gardner

Safety Precautions I would make sure the children knew not to drink anything that we are using and make sure they know to stay seated so nothing spills.

Lesson Plan Dr. Cadys Course

5-E Model Provide specific plans for each of the areas below. Ensure that you include all of the marked items above into this portion of the lesson plan. Engage: How will you probe prior (s) knowledge and help (s) generate questions for investigation? Explore: How will you provide the opportunity for (s) to gather, organize, interpret, analyze, and evaluate data? Explain: How will you set the stage so that (s) can clarify their understanding, reach conclusions, and communicate their knowledge? Elaborate: How will you afford (s) the opportunity to identify additional questions to investigate, collect evidence, and connect new knowledge? Evaluate: How will you assess and use the assessment data to determine what (s) know and do not know? How will you provide feedback and modify lessons? I would begin by asking the students questions on what keeps plants alive. We would discuss Sun, water, and air. I would then ask the students to draw the parts of the flower in their journal and then have them color the flower a different color then their neighbor.

I would then ask them to discuss with their partner how they would get their flower to be the color they drew them. I would also have the partners assessing each other to see if they have all the correct parts of the plants and helping make corrections.

I would then discuss all the options and then we would read the book The Magic School Bus Gets Planted: A Book About Photosynthesis by Lenore Notkin. I would then have them pair off and discuss the best way to change the color now that they have more information. I would then start to set up my experiment by setting up each child with a cup of water and letting them chose a color of their choice to add to the water. Then we will put one flower in the water and place half the childrens flowers in the sun and half in a dark corner of the room. I would ask them to write in their journals what do they think will happen to the flowers and what would be the difference with the flowers in the sun and in the dark. Then after about 2 hours we would recheck the flowers and they would write down their observations and why they think it is happening.

I would assess them by going from group to group asking questions and seeing where their thinking is coming from. If I need to modify my lessons I will be able to tell from their journals and sitting down and having them explain the function of a stem.

Lesson Plan Dr. Cadys Course Students w/ Exceptionalities Describe one specific way that you will adapt your lesson to meet the needs of the following: Emotional/Behavior Disorder I would have a computer program http://www.sciencekids.co.nz/gamesactivities/plantsgrow.html That they can play. ADD/ADHD ESL/ELL I will keep them I would make on task by sure they continually understood the walking around vocabulary and and asking them had additional questions to background make sure they knowledge before are heading in the beginning the correct direction. lesson.

Student Work Mat

Adapted from S&K Associates (1999)

Science Question _____________________How can I make my plant change the color of its flower and why will it happen____________________________?

Prediction I predict _______the roots will suck up the colored water and the flower will change___________________________________________________________.

Materials: I need ___flowers, food coloring, water, cups_____________________ ______________________________ ______________________________

Investigation Plan I plan to _____change the color of the water that the plant drinks__________________ ______________________________ ______________________________

Observation Data

Lesson Plan Dr. Cadys Course I heard that the stem brings the water to the flower

Hear I saw the petals changing colors See I smelled the flowers as they heated up in the sun

Smell I tasted nothing Taste I felt the water and the flower

Touch

Investigation Results I learned that the plants stem will drink the water and bring the color to the petals and the flowers in the sun drank more water and changed color faster. My results were like my prediction because I thought the petals would change color. My results were different from my predication because I thought all the flowers would change the same but the ones in the dark didnt.

Answer to My Question The answer to my question is the stem brings the water to the rest of the flower.

New Question My new question is why are some flowers different colors when they drink clear water?

Lesson Plan Dr. Cadys Course Name: Christina Martin Date: 7/21/2012

Elementary Science Lesson Plan

Main Subject: Earth Science Integrated Subject(s):Reading, writing Grade Level:2nd grade Common Core Standards/Benchmarks/Objectives:

Reading Standards for Informational Text K5

Key Ideas and details
3. Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

Writing Standards K5
2. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

Reading Strategies: (place an x by each one used) Before, During, After _x_ Graphic Organizer _x_ Anticipation/Prediction _x_ Summarize _x_ KWL _x_ Paired Reading _x_ Note-taking __ SQ3R __ QAR __ Skimming _x_ Scanning Headings/Subheadings/Captions _x_ Inference _x_ Preview _x_ Teacher Modeling __ Repetition _x_ Critical Reading _x_ Vocabulary Review

Technology Integration: (place an x by each one used)

__ Projector _x_ Overhead _x_ Interactive Whiteboard __ iPad _x_ Laptop __ Computer Lab __ E-reader __ iPod Touch __ Clickers __ CD __ Cell phone __ Calculator __ Television _x_ DVD __ Radio __ PC - Educational Game(s)

Lesson Plan Dr. Cadys Course __ Other ______________________________ __ __ __ __ __ __ __ Digital Camera Scanner Copier Tape Recorder Microscope Watches Other _______________________________

Websites: http://www.scienceclass.net/Geology/weathering_erosion.htm

Community Resource(s): (place an x by each one used) I think this would be a great opportunity to take the children to Agriculture day and have them see how erosion really works. __ Public Library __ Local College __ Guest Speaker _x_ Field Trip __ Outside Organization __ Local Business __ Other _______________________________________

Pre-Assessment: (used to determine prior knowledge/baseline data)

Formative Assessment: (part of instructional process/used to adjust teaching and learning)

Summative Assessment: (given periodically/used to determine what students know and dont know/gauges learning relative to content standards) __ State Assessments __ District Benchmarks _x_ End of Unit Test __ Chapter Test __ End of Semester Exam __ Other ________________

__ KWL _x_ Turn & Talk _x_ Yes/No Cards __ SA/A/D/SD __ Squaring Off __ Graffiti Wall __ Other ______journal___________

__ Peer Assessment __ Self-Assessment _x_ Goal Setting _x_ Observations _x_ Questioning Strategies _x_ Student Record Keeping __ Flashcards __ Pop Quizzes __ Oral Q & A __ Other _________________

Science Inquiry Guiding Questions:

Lesson Plan Dr. Cadys Course List at least five guiding questions that you will use for this lesson. I would have first done the science experiment at home and brought in the blue, white, and red carnations. Engage I would ask the students what happens when waves break against the shore at the coast? What happens to the sand? Explore. What can we do to figure this out? How can we see if this truly happens? Explain: What would happen if I added a little bit of water to a mountain of dirt or sand? Elaborate: Why do you think this will happen to the sand? Evaluate: What are the different causes of erosion?

Multiple Intelligences: (place an x by each area included in your lesson plan) _x_ Spatial (ability to visualize) _x_ Linguistic (words spoken/written) __ Logical-Mathematical __ Kinesthetic (movement) _x_ Interpersonal (interaction w/ others) _x_ Intrapersonal (self-reflective ability) _x_ Naturalist (having to do with nature)

Blooms Taxonomy: (place an x by each level included in your lesson plan) _x_ Knowledge (tell, list, define, label, recite, memorize, repeat, find, name, record, fill in, recall) __ Comprehension (locate, explain, summarize, identify, describe, report, discuss, review, show) __ Application (demonstrate, construct, record, illustrate, research, order, display, practice) _x_ Analysis (compare, contrast, classify, critique, solve, experiment, examine, infer, categorize) __ Evaluation (judge, predict, verify, rate, determine, decide, choose, forecast, estimate, prioritize) __ Synthesis (compose, hypothesize, design, formulate, create, invent, develop, refine, produce)
Benjamin Bloom

Howard Gardner

Safety Precautions I would make sure the children knew not to drink or eat anything that we are using and make sure they know to stay seated so nothing spills and we do not have any falls.

5-E Model Provide specific plans for each of the areas below. Ensure that you include all of the marked items above into this portion of the lesson plan. Engage: How will you probe I will ask the students if they know what makes the earth have all different shapes on its surface. I will ask what may types of weather may cause the earth

Lesson Plan Dr. Cadys Course prior (s) knowledge and help (s) generate questions for investigation? Explore: How will you provide the opportunity for (s) to gather, organize, interpret, analyze, and evaluate data? Explain: How will you set the stage so that (s) can clarify their understanding, reach conclusions, and communicate their knowledge? Elaborate: How will you afford (s) the opportunity to identify additional questions to investigate, collect evidence, and connect new knowledge? Evaluate: How will you assess and use the assessment data to determine what (s) know and do not know? How will you provide feedback and modify lessons? to change and why.

I will then have different pictures of erosion and have them write down on a kwl chart what they know already and what they want to know. I will allow them to discuss with partners. I will

I will go over vocabulary such as erosion, ice erosion, running-water erosion, wind erosion, and wave erosion. I will then ask them what all these words have in common. Yes it is the word erosion, and what do the other words have to do with erosion? All the ways the rock is worn down. The rock can be changed by wind, waves, running water, and ice.

I will have different stations with different types of rock and have them each conduct a mini experiment such as one station blowing on sand to see if it moves. I will have another group pouring water on dirt to see what happens.

I will assess by observing the students and seeing if they understand what the concept of erosion is. I will be able to provide feedback by asking questions as to what kind of erosions takes place when water levels rise or when a tornado touches down. If they can tell me the difference between wind erosion and running water erosion I will know they are grasping the concept.

Students w/ Exceptionalities Describe one specific way that you will adapt your lesson to meet the needs of the following: Emotional/Behavior Disorder I would have a computer program http://www.scienceclass.net/Geology/weathering_erosion.htm ADD/ADHD I will keep them on task by continually walking around and asking them questions to make sure they are ESL/ELL I would make sure they understood the vocabulary and had additional background knowledge

Lesson Plan Dr. Cadys Course heading in the correct direction. before beginning the lesson.

EDUC 337 Science Unit

4 Cover Page name, date, college, course name, instructors name, theme title, grammatically correct, proper spelling Theme connected to grade level standards, integrated throughout unit, age appropriate, grammatically correct, proper spelling Common Core Standards/Objectives aligned with theme, age appropriate, taken from KSDE website, evidence of reading/math integration, 4-8 standards, grammatically correct, proper spelling Lesson Plans aligned with theme, age appropriate, grade level identified, organized, logical, engaging, 4-8 lessons total, inquiry based, use of course provided template, grammatically correct, proper spelling Questioning Techniques easily identifiable within unit, student and teacher driven, grounded in Blooms Taxonomy, varied, age appropriate, grammatically correct, proper spelling Student Investigation Work Mats age appropriate, grounded in 5-E Model, inquiry based, grammatically correct, proper spelling Reading Strategies age appropriate, extends beyond merely teacher read aloud/student reading, meshes well with learning outcomes, 2-3 reading strategies evident throughout unit, grammatically correct, proper spelling Technology Integration age appropriate, easily identifiable throughout unit, at least 3-5 different technology aspects present, grammatically correct, proper spelling Community Resources age appropriate, clear understanding of what community resources are, clearly labeled throughout unit, 2-3 different types integrated (e.g., field trip, guest speakers, local college, public library), connected to theme/standards, grammatically correct, proper spelling Safety age appropriate, integrated throughout lessons, easily identifiable, grammatically correct, proper spelling Scoring Rubrics age appropriate, at least one peer-topeer rubric, at least one self-assessment, at least one teacher created rubric, easily identifiable within unit, grammatically correct, proper spelling Assessments age appropriate, aligned with theme, aligned with standards/objectives, each properly labeled (formal/informal), at least one pre-assessment, at least 3 1-2 items incorrect 1-2 items incorrect 1-2 items incorrect 2 3-4 items incorrect 3-4 items incorrect 3-4 items incorrect 1 5+ items incorrect 5+ items incorrect 5+ items incorrect 0 Not Included Not Included Not Included

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Lesson Plan Dr. Cadys Course one formal assessment, at least one informal assessment, grammatically correct, proper spelling Total 44 /48 Instructors Comments:

Lesson Plan Dr. Cadys Course