D A I L Y D O UB L E P L A N

Name: Leslie Madorsky Overview

Unpacked Benchmark, CDAS, CRS, or IL State Standards. 12C. Know and apply concepts that describe properties of matter and energy and the interactions between them

Subject/Time: Science

Date: 2/14/13

Key Lesson Elements What is the Teacher Doing? What are the Students Doing?
Do Now (3-5 minutes): No Do Now for this lesson

STEP 5
State Lesson Objective & Lesson Agenda 2/14/13 PowerPoint Group sort Discussion Explanation of objectssolids, liquids, and gases Class anchor chart and class resort Exit ticket Students are sitting in listening position.

STEP 1

We Do/You Do
NARRATE: Narrate students sitting in listening position Boys and girls I am so excited about being able to breathe! I am also very excited that I am wearing these clothes and that I have this water bottle that I can drink water out of. I know you do not know why I am so excited right now, but you are going to find out I need everyone to direct their attention to the overhead and I am going to show you something very special Show students the PowerPoint presentation that explain different states of matter After the first slide have students give more examples of what matter is Give students time to think how the different examples of matter are alike and different Have students TPS how they would sort the objects pictures In just a minute I am going to give each table group a bag with several different items in it When you first look inside your bag, it might seem like there are a lot of weird things in there that do not go together Your job, with your group, will be to sort those objectsI want you to find ways these objects are related to each other, how do they go together, and put them into groups. You have to have three groups total. Not two, not four but three CFU: How many groups should you have? One person in your group, and I will tell you who it is, is going to record your groups observations, or what you notice, on a piece of paper for your

Students TPS how they would sort the objects Students are sitting in listening position

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entire group You will have to work together to tell your group members what you notice, etc When we work in groups, do we snatch things out of other peoples hands? Do we yell at our group members and tell them that their ideas are stupid? If you disagree with somebody that is totally fine! BUT you have to tell them you disagree in a nice way and tell them why you disagree. I want to see everyone working together nicely with their group members CFU: How should we talk to our group members? Should we take things out of each others hands? Should we tell our group members their ideas are stupid? Tell students that you are going to randomly call on themyou will not ask for them to raise their hands but instead you will just call on people. It is very important that everyone participates in case they are called on Give each table a group a bin containing different solids, liquids, and gases Give students ten minutes to look at all of the items and make and record observations about each item in the bin Tell students to think about why they are all in the bin, what do they look like, feel like smell like, and why are they all grouped together Model how to work in groupsdont take things out of peoples hands, talk politely to each other, UTILIZE SENTENCE STEMS While students are looking at all the objects the teacher should be circulating to ensure all students have the opportunity to make observations POSITIVE FRAMING: Positively Frame students that are working successfully in groups Stop the entire group to highlight good behavior, or if needed to stop the entire process if students are getting unwieldy. I After students have a few minutes to look and feel all the items in the bin, cold call students from each group to share observations their group made QUESTIONS: How did your group sort the objects in the bin? Why did you sort them this way? What is the relationship between the objects you grouped togetherhow are they alike? Cold call: _____ What do you think of the way group 1 sorted their objects? Did your group sort them in the same way or differently? Explain. Cold call: _____Do you agree with the way group 1 or group 2 sorted their objects? How did you groups sort differ from the other groupshow was the way your group sorted the same as or different from the other groups? Record observations on a class anchor

Students look at, feel, and record observations about their objects with their group.

Students share their groups observations if they are called on

Students share what solids have in common Students share what liquids and gases have in common Students who read the text will share the

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chart POSITVE FRAMING: Positively frame students using sentence stemsI heard _________ say that they agree with ____ because FORMAT MATTERS: Encourage students to respond using sentence stems/complete sentences.

definitions with the whole class

I Do/We Do
Continue with the PowerPoint that explains what solids, liquids and gases are Show students how solids cannot change form and how liquids can change form based on what they are being poured into Show students how a liquid can change when it is poured from one container to another Ask students if they can see the airtell them that they cannot see gases, but they are there Hold up each item in the bin and tell students what they aresolids, liquids, gases Tell students to just look at the solids nowwhat do they all have in common? How would you define/describe a solid? Show students the anchor chart with the definitions of solids, liquids, and gases Ask students how their ideas and observations were alike and different from what the anchor chart says POSITIVE FRAMING: Positively frame students that are on-task, following along, listening to their peers, etc Get your thinking hats onwhat type of matter do you like the best? Why? Thumbs up/thumbs down, do you agree with _____. Why/why not? Students are sitting in listening position

When called on students share their answers

Students complete their exit ticket independently at a level 0

You Do
NARRATE: Narrate students sitting in listening position After reading, have students complete an exit ticketthey will have to identify whether an object is a solid, liquid or a gas *****Exit Tickets will be differentiated depending on ability level of the students. Some students will circle an object that represents a particular state of matter, some students will have to fill in a blank to give an example of a solid, liquid or gas, and there will also be room for them to draw a picture if they need to, and some will have to write to give an example of a particular state of matter as well as explain how they know that it represents it (for example: Water is a liquid because)

**Students who will potentially shout out: Anaya, Javii, Trevontae, Fatima, Derrick, Aniya **Students who may be off task during explanation and modeling of activity: Fatima, Kalimat, DAnthony, Aniya, Aamya, Dashawn Phipps, Anaya, Marquita **Students who will raise their hands to share answers: Teniya, Makaylia, Amaree, Dashon Noel

**Students who will be on-task: Teniya, Kamarion, Jaden, Makaylia and Kierra

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**Narrate the on-task student behaviors: Amaree has her book open to page 188 and she has her finger underneath the title. I know she is ready to read. I see that Jaden has his finger underneath the title and his eyes are in his book, so I know he is ready to read. I noticed that Kodie was not watching me when I read, but instead he was following along with his finger. Great job! Lets see who else can follow along while I read. **Students to challenge: Fatima, DAnthony, Aamya, Derrick, Kalimat, Aniya, Anaya, Dashawn Phipps Whenever one of the above students are following directions/expectations, positively narrate around them. Make it known that their good behavior is recognized, and then they will be more likely to continue with good behavior. For example: Fatima has her book out, her finger is underneath the title, her voice is off and her eyes are in her book. I know she is ready to learn! If the students are off task, narrate around them to challenge them to get back on-task. For example: Kodie and Amaree have their books open and have their fingers underneath the title. I know they are ready to read! Let me see who else is ready. They both sit next to students who may be off task. This will hopefully motivate those students to get on-task if they were offtask .

STEP 6
I Do Input (1-2 Key teaching points): Check for Understanding: Explain and different states of matter Students repeat states of matter

STEP 7
Objective(s) SWBAT: 2/14/13Students will be able to identify and describe the three stages of matter We Do Guided Practice: Check for Understanding: Observe and discuss the different states of matter. Students share the definitions from the text with the whole class Students work with their table group to make observations about the different items in their bin Students share out the text definitions

STEP 2
Vocabulary words/Key Concepts: Solid Liquid Gas

STEP 8
You Do Independent Practice: Check for Understanding: Students complete the exit slip on their own.. Students work at a level 0 to complete the worksheet while the teacher reads the questions out loud.

CAN HAPPEN AT

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ANY STEP

STEP 9

Modifications/ Accommodations

Exit Ticket (aligned to lesson objective) or assessment:

STEP 4

Give each student an exit ticket with a different stage of matter on it

Students will identify which stage of matter they have independently at a level 0

STEP 3
Materials & Technology Examples of solids, liquids and gases PowerPoint Anchor chart Textbook for definitions Closing/Preview for next lesson:

STEP 10

CAN HAPPEN AT ANY STEP Homework: STEP 11 There is no homework for science

** Students to watch: Anaya, Fatima, Dashawn Phipps, Kalimat, Derrick (sometimes), Aamya, Aniya ** Students to use as examples: Teniya, Makaylia, Derrick (sometimes), Amaree, Jaden