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Science Unit Lesson 4

This lesson plan is for a science lesson on the attributes of different materials. The objectives are for students to explore attributes like color, size, shape, and texture using their senses. Students will work in pairs to predict and observe the attributes of various items in a bag, recording their observations. The teacher will review key concepts and guide the activity. As an assessment, students will complete an exit slip worksheet and participate in a class discussion to share what they observed and learned. The teacher reflects that this hands-on lesson allows students to actively engage with the materials and concepts.

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118 views3 pages

Science Unit Lesson 4

This lesson plan is for a science lesson on the attributes of different materials. The objectives are for students to explore attributes like color, size, shape, and texture using their senses. Students will work in pairs to predict and observe the attributes of various items in a bag, recording their observations. The teacher will review key concepts and guide the activity. As an assessment, students will complete an exit slip worksheet and participate in a class discussion to share what they observed and learned. The teacher reflects that this hands-on lesson allows students to actively engage with the materials and concepts.

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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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ED 345 Calvin College Lesson Planning Form

Teacher:
Materials

Max Crimp

Date:

Subject/ Topic/ Theme: Science Attributes of

I. Objectives
What is the main focus of this lesson? Students will explore the attributes of different items,
using their senses to analyze the similarities in the attributes of different solid items.
How does this lesson tie in to a unit plan? (If applicable.) This is the fourth lesson in the students
first science lesson.
What are your objectives for this lesson? (As many as needed.) Indicate connections to
applicable national or state standards. If an objective applies to only certain students write the
name(s) of the student(s) to whom it applies.
S.IP.02.11
Make purposeful observation of the natural world using the appropriate senses.
S.IP.02.12
Generate questions based on observations.
S.IP.02.13
Plan and conduct simple investigation
S.RS.02.11
Demonstrate scientific concepts through various illustrations, performances, models, exhibits, and
activities.
S.RS.02.13
Recognize that when a science investigation is done the way it was done before, similar results are
expected.
S.RS.02.15
Use evidence when communicating scientific ideas
P.PM.02.12
Describe objects and substances according to their properties (color, size, shape, texture, hardness, liquid
or solid, sinking or floating)

II. Before you start


Prerequisite knowledge
and skills.

Students will need to build off of their learning in previous three lessons of
the unit.
Students will turn in an exit slip documenting their learning from the
experiment. This, along with a large group discussion, will allow me to view
students learning. I will also be able to make my way around during the
experiment, which will also allow me to see students though processes
during their learning.

Assessment
(formative and
summative)

Universal Design for Learning Networks/Domains (see UDL Guidelines)


RECOGNITION
Multiple Means of Representation

STRATEGIC
Multiple Means of Expression
(Action)

AFFECTIVE
Multiple Means of
Engagement

Options for Perception

Options for action/interaction

Options for recruiting interest

Students will be able to participate in a


hands-on experiment. This allows students
to not only hear the material but interact
with it as well.

Students will be able to participate in a


hands-on experiment. This allows students
to not only hear the material but interact
with it as well.

Students will be able to


participate in a hands-on
experiment. This allows for
students to be actively learning
and engaged rather than listening
to the information being spoken
to them.

Options for Language/Symbols

Options for Expression

Options for Sustaining Effort &


Persistence

Students will be able to express


their learning through both a exit
slip as well as through a group
discussion. Students will also be
working with a partner, which
allow them to engage in positive
discourse throughout the lesson.
Options for Comprehension

Options for Executive Function

Options for Self Regulation

Students will be able to participate in a


hands-on experiment. This allows students
to not only hear the material but interact
with it as well.
Materials-what materials
(books, handouts, etc) do I will provide students with a bag full of a feather, a cotton ball, a penny, a
piece of sandpaper, a rubber band, and a wooden stick. I will also provide
you need for this lesson
students with a worksheet that will double as their exit slip.
and do you have them?
Do you need to set up
your classroom in any
special way for this
lesson? If so, describe it.
III. The Plan
Tim
Parts
e
Motivatio
n
(Opening/
Introducti
on/
Engageme
nt)

Students will be working in partners, so the classroom will not need to be


set up in any certain way.

The description of (script for) the lesson, wherein you describe teacher
activities and student activities
I will begin by reviewing the previous lesson on hard, soft, smooth, and rough. This
will provide students with a great review leading into this lesson, which focuses on
the attributes of materials. I will again go over the pen, this time focusing color, size,
shape, and material. I will use those key words since those are the words that I
want the students to use during their exploration.
I will then go over that the material of an object is what it is made of, and that
material is the same regardless of shape/size.
*If time allows, I will also cut up a plastic cup to show that even though the cup has
been cut up into smaller pieces, the cup is still made of the same material.

Developm
ent

I will then explain the guidelines for behavior and procedures during the exploration.
After this, I will partner students up (either table or Peanut Butter Jelly partners;
depends on behavior leading up to the lesson). Once students are partnered up, I
will pass out bags to students.
Students will take turns reaching into bag and predicting what they are feeling in the
bag. After they make their prediction, they will take ONE object from the bag and
explain it and its attributes to their partner, using the key terms of color, size,
shape, and material. They will then record their observations on the worksheet (this
is the exit slip).
Students will take turns until all items are out of the bag. Each student must have
the entire worksheet filled out for it to be a successful exit slip.

Closure

Once the students have completed the worksheet, I will lead a large group
discussion where I compare students answers. If time permits, I will show students
work on the Elmo. I will have students explain their thinking. I will also have
students share something that they learned and then ask them to share what their
partner learned. This will serve as an assessment as well as an opportunity to build
discourse in the classroom.

Your reflection on the lesson including ideas for improvement for next time:

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