Standards-Aligned Lesson Plan Template

Subject(s): __Science_______________________________ Grade: ___2nd_____

Teacher(s): ____Chelsea Griffith________________ School: __DeMille Elementary___ Date:_2-16-17___

Part I GOALS AND STANDARDS (TPE3.1)
1. Common Core Learning Standard(s) Addressed:

CCSS.ELA-LITERACY.SL.2.1
Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger
groups.

2. State Content Standard Addressed (History/Social Science, Science, Physical Education, Visual and Performing Arts):

2-PS1-1. Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. (Clarification
Statement: Observations could include color, texture, hardness, and flexibility. Patterns could include the similar properties that different
materials share.)
Planning and Carrying Out Investigations: Planning and carrying out investigations to answer questions or test solutions to problems in K2
builds on prior experiences and progresses to simple investigations, based on fair tests, which provide data to support explanations or design
solutions. Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. (2-PS1-1)
PS1.A: Structure and Properties of Matter: Different kinds of matter exist and many of them can be either solid or liquid, depending on
temperature. Matter can be described and classified by its observable properties. (2-PS1-1)
Patterns: Patterns in the natural and human designed world can be observed. (2-PS1-1)

3. ELD Standard Addressed: (include Part I, II; Communicative Modes A. Collaborative, B. Interpretive, C. Productive; and Proficiency Level
addressing Emerging, Expanding, Bridging)

ELD.PI.A.2.1.EX. Exchanging information and ideas Contribute to class, group, and partner discussions, including sustained dialogue, by
listening attentively, following turntaking rules, asking relevant questions, affirming others, and adding relevant information.

4. Learning Objective: (What will students know & be able to do as a result of this lesson?) STUDENT-FRIENDLY TRANSLATION

Students will be able to identify the two substances and then produce a way to separate the two Student will determine what the two
substances. substances are in the mystery mixture
Blooms Taxonomy= Apply and Create and find a way to separate them.
 5. Relevance/Rationale: (Why are the outcomes of this lesson important in the real world? Why are STUDENT-FRIENDLY TRANSLATION
these outcomes essential for future learning?)(TPE1.3)
This activity will allow students to participate in practicing problem solving, which involves Problem solving is a skill that all
planning, investigating, making and recording observations, analyzing results, and drawing students will use in their future
conclusions on the basis of the results. education and in the real world.

6. Essential Questions (TPE1.5):

How can you identify the two substances that are used in the mystery mixture?
How can you separate the two different substances from each other?

Part II STUDENTS INFORMATION (TPE1.1,3.2)

7. Class Information:

a. Total number - There are 14 second grade students for Science. There are 7 boys and 7 girls.
b. English Learners/Standard English Learners - There are 13 students that are English language learners. Below are their CELDT
levels listed with their personal strengths and their specific needs. There are six students that have a CELDT score of Early
Advanced. There are four students that scored over all on the CELDT at an Intermediate level. There are two students that scored
on the CELDT at an Early Intermediate level. There is one English Only students in the class. Her strengths and weaknesses are
listed in the chart as well.

ELs CELDT Proficiency Levels:

Name CELDT Level Strength Specific Needs
Josiah Advanced Reading Writing
Aiden Early Advanced Listening/Reading Writing
Jessica Early Advanced Speaking Writing
Nicole Early Advanced Speaking Writing
Edgar Early Advanced Speaking Writing
Allan Early Advanced Reading Speaking & Writing
Pearla Early Advanced Speaking Writing
Raul Intermediate Speaking Writing
Betty Intermediate Speaking Reading & Writing
Michelle M. Intermediate Listening Speaking
Dan Intermediate Speaking Writing
Moises Early Intermediate Speaking Reading & Writing
Diana Early Intermediate Writing Reading

English Only:
Ciara Strength= Speaking, Reading, Listening Weakness= Writing

c. Students with Special Needs There are no students in this class that have been identified as special needs. There are eleven
students that have recently taken the Raven gate test last week. Their results have not come in yet.
d. Academic language abilities, content knowledge and skills in content area - This is the seventh week of the unit, Changes.
Students spent the last seven weeks learning about the different forms of matter, solids, liquids, and gasses. They have science
once a week with just the second graders in Mrs. Hinrichs class. Students have been participating in procedures of seeing the
properties of matter change from one substance to another, how to separate the solids from liquids, and how solids can change in
liquids.
e. Linguistic background There are seven students with a linguistic background that is Hispanic/Latino. There are six students with
a Vietnamese linguistic background. There is one student that English is her only language spoken.
f. Cultural background (home/family) - There are eight students with a cultural background that is Hispanic/Latino. There are six
students with a Vietnamese cultural background. There are two students that English is their only language spoken.
g. Health considerations (if any) There are no special health considerations regarding this subject area for the students.
h. Physical development factors that may influence instruction in this academic content area
There are twenty-one students that are seven years old currently undergoing the development stage of ages five to seven.
According to ASCDs Developmental Characteristics of Children and Youth, Girls tend to be ahead of boys in physical
development and physical achievement. Students contain high energy levels and physical skills are beginning to be important in
influencing status among peers and in developing a positive self-concept. At this age, according to ASCDs Developmental
Characteristics of Children and Youth, small muscle and eye-hand coordination begins to develop and physical skills necessary
for playing games are mastered.
i. Social development factors that may influence instruction in this academic content area
There are twenty-one students that are seven years old currently undergoing the development stage of ages five to seven.
According to ASCDs Developmental Characteristics of Children and Youth, during this stage, caregivers communicate
expectations for gender roles which may or may bot by typical and children face many new demands upon entering school.
Students are experiencing peer criticism for deviation of expected gender roles and for physical, intellectual, and sociocultural
differences. Students seek to have teacher approval and affection through achievement, positive peer interaction, and to build
their self esteem.
j. Emotional development factors that may influence instruction in this academic content area
There are twenty-one students that are seven years old currently undergoing the development stage of ages five to seven.
According to ASCDs Developmental Characteristics of Children and Youth, during this stage students express feelings freely,
often in extreme form and they are more accepting with separation from caregivers. Students may need frequent assurance of
being loved and their sense of humor is expressed through riddles, practical jokes, and nonsense words. In this emotional
development stage for 7 year olds, students are still in need of reassurance that they are loved and have worth.
k. Interests/Aspirations (relevant to this academic area) - Majority of the students are active and enjoy playing dodge ball, soccer,
baseball, and handball. They love to talk about Pokmon, swimming, soccer, and Target. There are 5 students that want to be
Teachers when they grow up. There are 2 students that want to be doctors when they grown up. There are 3 students that want to
 be professional soccer players when they grow up. There is 1 student that wants to be a rapper when he grows up. There are 4
students that want to be Police officers when they grow up. There are 2 students that want to be dentists when they grow up.
There is 1 student that wants to be a scientist when he grows up. There are 2 students that want to be bakers when they grow up.
All students work well together in partner and group work. Many students enjoy drawing and reading books on their free time at
recess or when they have finished their work.
8. Anticipated Difficulties (Based on the information above, what difficulties do you think students may have with the content? Please specify
anticipated difficulties for English Learners, Standard English Learners, and/or students with special needs. )):

For ELs:
May struggle with recalling the characteristics to identify substances
May not have any experience with the two items (salt and pepper)
May struggle with remembers/following directions
May struggle with determining a solution on separating the mixtures

For Physical Developmental Factors

Students may struggle to stay seated at the carpet for a long period of time.

For Social/Emotional
Students may be embarrassed to volunteer answers with the possibility of being wrong

For GATE tested students

Students may be bored/not interested in the topic
Students may finish too quickly

Part III - LESSON ADAPTATIONS (TPE3.5,4.4)

9. Modifications/Accommodations (What specific modifications/accommodations are you going to make based on the anticipated difficulties? Ex:)
Please specify modifications/accommodations for English Learners, Standard English Learners, and/or students with special needs. )

For ELs:
Partners will be strategically chosen for students to be able to guide and support each other
ELs partner may share their experience (salt and pepper are very common household items)
Directions will be verbally explained and displayed on the PowerPoint during the lesson

For Physical Developmental Factors

Students are physically involved with trying to separate the two mixtures using the tools provided
For Social/Emotional
Students will collaborate with their lab partner before sharing with the whole class

For GATE tested students

Students will be paired with a strategic partner to help support each others learning
Students will help explain/teach/support their partner through the process and deepen their own understanding

10. 21st Century Skills Circle all that are applicable

Communication Collaboration Creativity Critical Thinking

Describe how the 21st century skill(s) you have circled will be observed during the lesson (TPE1.5,3.3):
Communication: Students will communicate with their lab partner about their observations of the two mystery substances. Students
will also communicate during the process of successfully separating the two mixtures using the tools provided in the amount of time
given.
Collaboration: Students will collaborate with their lab partner to determine what they both think the mystery substance is. Students
will work with their partner to determine the best way to separate the two mixtures successfully.
Creativity: Students will use their creativity to construct a solution to separating the two substances with little directions, the tools
provided, and the allotted time amount.
Critical Thinking: Students will also use their critical thinking skills to construct a solution to separating the two substances with little
directions, the tools provided, and the allotted time amount.
11. Technology - How will you incorporate technology into your lesson? (TPE4.4, 4.8)

PowerPoint (including timer)

12. Visual and Performing Arts How will you provide the students with opportunities to access the curriculum by incorporating the visual and
performing arts? (TPE1.7)
Students will illustrate what they observe for the two substances.
Part IV - ASSESSMENT OF STUDENT LEARNING (TPE1.8,5.1)
13. Assessment Criteria for Success: (How will you & your students know if they have successfully met the outcomes? What specific criteria will be met in
a successful product/process? What does success on this lessons outcomes look like?)

a. Formative:

b. Summative (if applicable):

I will collect the Mystery Mixture Detective Observation sheet
 c. Attach rubric here ( and copy and paste your objective above your rubric):
3 2 1

Participation Fully Supports and collaborates Does not fully support or Does not participate or work well
with partner during this entire collaborate with partner during with partner during this lesson.
lesson. the entire lesson.

Hypothesis Provides a clear hypothesis Provides a clear hypothesis with Provides an unclear hypothesis.
supported with an explanation. little explanation.

Conclusion Provides a clear conclusion Provides a clear conclusion Does not provide a conclusion or
reflecting on the success or without determining the success explanation of reflection on
unsuccessful of hypothesis with of his or her hypothesis with an hypothesis.
an explanation. explanation.

Identify characteristics in Provides 3 or more Provides 2 characteristics of each Provides 0-1 characteristics of
observations characteristics of each substance. substance. each substance.

Successfully separates some of Not successful at separating any

Separate both substances Successfully completes the substances from each other of the substances from each
separating the substances in the in the amount of time given and other in the amount of time given
amount of time given and using using the tools provided and using the tools provided
the tools provided.

d. How do you plan to involve all students in self-assessment and reflection on their learning goals and progress? (TPE5.3)

Part V - INSTRUCTIONAL PROCEDURE

14. Instructional Method: Circle one Direct Instruction Inquiry Cooperative Learning

15. Resources/Materials: (What texts, digital resources, & materials will be used in this lesson?)

Mystery Detective Recording Sheet

1 Paper Tray per pair of students (7)
1 Clear plastic cup per pair of students (7)
1 cup filled with water per pair of students (7)
1 Small cup filled with mystery mixture per pair of students (7)
Measuring spoon per student (14)
Hand lens per student (14)
Wooden Stir Stick (14)
Mesh fabric (14)
Plastic Funnel (7)
Petri Dish (14)
Orange Construction paper (14)

16. Procedure (Include estimated times. Please write a detailed procedure, including questions that you are planning to ask.):
OPEN:
OPEN
(Students sit at their desks)
(Materials already prepped for the activity)
(PowerPoint Displayed on Title page)

(10-15 mins)
1. Explain the expectations for the lesson/procedure

2. Display a circle map of what/how we identify objects.

(Ex: color, texture, shape, smell, flexibility, pattern, hardness)

3. Bring out the stuffed red bear. Explain to the students, Now we are going to talk about all of the things we wrote down on our chart with this item. We
are going to describe our observations of this items, color, shape, smell, pattern, and hardness, ect. To help us identify what this item is. As a class we will
practice naming the characteristics of what makes this item a teddy bear.

4. Display the objective: Today you are going to identify the two substances and then produce a way to separate the two substances.

5. Display the expectations of the rubric with students via PowerPoint. Show each student what they are expected to do to earn full points in
participation, their hypothesis, conclusion, and describing the substances.

6. Go through the procedures directions via PowerPoint with step-by-step instructions.

Students will become Mixture Detective

BODY:

BODY (INQUIRY)

1. I will call one student from each pair to walk to the back counter to get their tray.
(10 mins)
2. Students will make a hypothesis from looking at the mixture of the two substances (salt and pepper)

3. Students will work with their partners to first describe verbally with a partner about the two separate mixtures. Then they will record their
observations and illustrate the characteristics they observe of both substances. Then students will conclude from their observations what they believe
the substance is.

4. Students will be given the opportunity to review/reflect and make changes to their hypothesis before continuing.
(15 mins)
5. Students will then work with their partners and with the materials provided to inquire a way to separate the mixture. This is the inquiry part of the
lesson and little direction will be give. Partners are to collaborate to find a solution to separate the substances.

CLOSE:
5-10 mins
CLOSE
As a class partners will share out their responses to these three questions: What worked well?, What did not work? and What would you
do differently if we did this again tomorrow? Students will be provided a minute to share with their partner before sharing with the whole
class. This will provide students with the opportunity to hear what other pairs did, what other people reflect on worked and what did not
work, and will help students think differently about their own strategys success.

Students will complete their Becoming Mixture detectives conclusion. Students will share their solutions and how they were successful or
unsuccessful with separating the mixtures.

Marzanos Strategy= Step 5: Non-Linguistic Representations; Step 6= Cooperative Learning; Step 8= Generating and Testing Hypothesis; Step
9= Questions, Ques, and Advanced Organizers
Part VI REFLECTION (TPE6.1)
1. Please include your rubric data here. Include 5 student work samples low, medium, high, EL, & Student with Special Needs. On student
work samples, please include scores according to rubric categories.

(2 students were absent)

Participation Hypothesis Conclusion Observations Separating the Total Percent
substances
Aiden 3 3 3 3 3 15/15 100%
Allen 3 3 3 2 2 13/15 87%
Betty 3 3 2 1 3 12/15 80%
Ciara 3 3 3 3 3 15/15 100%
Dan 3 3 3 2 2 13/15 87%
Diana 3 3 3 1 3 13/15 87%
 Jessica 3 3 3 2 2 13/15 87%
Josiah 3 2 2 1 2 10/15 67%
Michelle 3 3 3 2 2 13/15 87%
Nicole 3 3 3 1 2 12/15 80%
Pearla 3 3 3 3 3 15/15 100%
Raul 3 3 3 1 2 12/15 80%

Total (12 3= 12/12 3= 11/12 92% 3= 10/12 84% 3= 3/12 25% 3= 4/12 43% 15= 3
students 2 100% 2= 1/12 1% 2= 2/12 16% 2= 4/12 2= 8/12 67% 14= 0
absent) 2= 0/12 1= 0/12 1= 0/12 (34%) 1= 0/12 13= 5
1= 0/12 1= 5/12 12= 3
(42%) 11= 0
10=1

2. Were the students successful at achieving the lesson objective?

a) If so, explain which areas in which students were successful, according to your data analysis.

Yes, according to the data from the rubric students were successful in reaching the lessons objective to describe the characteristics of the
two substances in the mystery mixture, then to work with their partner to successfully separate the two substances from each other.
According to the data analysis, all students received full points in participation and 92% of students earned a three on their hypothesis. I
think that students were participating the entire lesson because it was interesting to them to be able to investigate two substances and than
use their own critical thinking skills to separate the mixture without being told how to do it. I also believe students did well with their
hypothesis because we have been working on hypothesis this entire Science unit. Students have learned hypotheses are intended to make a
prediction or educated guess about something. Students have learned that there is no punishment or loss of points if their hypothesis is not
right. 84% of the students earned a three on their conclusion by providing a clear reflection on whether or not their hypothesis was
successful or unsuccessful.

b) If not, explain which areas in which students were not successful, according to your data analysis. Why do you think they were not able
to achieve the lesson objective in these areas?
The area that seemed to be the most challenging for students was to identify the three characteristics of each substance. In this area of the
data only 25% of the students (3/12) earned the full points for providing descriptive details about what they observed. 34% (4/12) of
students earned a 2 where they gave a few details describing what they observed. 42% (5/12) almost half of the students earned a score of
one because they failed to explain what they saw in the mixture. They gave answers such as, I smelled salt, or I saw salt. One specific
student earned an overall score of 67% (10/15) because he did not provide reasons in his conclusion, hypothesis, or provide the description
of characteristics for each substance. This student was actively participating but failed to follow the directions of what was expected of him.
 3. What instructional strategies did you use to help students achieve the lesson objective? Which subject-specific pedagogical skills did you
employ to help students be successful? (Reference TPE Part 2: Subject-Specific Pedagogy)
One instructional strategy that I used to help students achieve the lessons objective was to provide them with the academic language
to help them engage in the collaboration of the lesson. Students were provided with the academic language such as, mixture, hypothesis,
and substance. I have included and encouraged students to use these academic words throughout this science unit. Students have learned
the importance of a hypothesis and how to formulate one. Another instructional strategy that I used to help students achieve the lessons
objective was the use of sentence frames via PowerPoint and on their recording sheet. These sentence frames are there to support the
thirteen ELs and the one EO in the class that has struggled in the past lessons with formulating their hypothesis. The third instructional
strategy that I used to help students achieve the lesson objective was to involve them in their learning with an inquiry experiment that has
students involved hands on with their learning. This experiment encouraged all students to participate and collaborate with their science
partner to solve the problem of separating the mystery mixture. The fourth instructional strategy that I used to help students achieve the
lesson objective is that I used the circle map to activate students prior knowledge from the previous science lessons. I asked them to explain
what ways we classify a substance as a substance. Students have practiced this in previous lessons by identifying substances by what they
see, smell, touch, hear, ect. Then I included a real-life example using a red stuffed bear to have the students identify the characteristics of the
bear with the whole class. This was a way to prepare students to identify the characteristics of the two mystery substances in the mystery
mixture. The fifth instructional strategy that I used to help students meet the lessons objective was the use of technology. I used a
PowerPoint to display directions and sentence frames. I also used the PowerPoint to display a timer to keep the pace of the lesson and
experiment on time. The last instructional strategy that I used to help students achieve the lessons objective was providing a graphic
organizer for students to record their observation notes on. This organizer included a place to describe each substance and to illustrate what
they observed.

4. What would you change about the lesson and why (according to your data analysis)?
One thing, I would change about the lesson is the amount of time we had to perform the lesson. I would have added more time for students
to be able to further explore the tools they had to separate the mixture and to reflect on what worked and what did not work well. I felt that
the time frame we had to complete the lessons tasks was not enough. I will plan less for the next lesson or divide it into separate lessons to
provide students with enough time to reflect on what they learned or observed. I personally felt that some students might have been rushed
through the reflection process because the science time was over and our other third graders were coming back from their science classes. I
think the students would have benefited more from a longer reflection time to share with the class what they decided to do, what worked
and what did not work well. We only had time for two people to share for what worked, one group to share with what didnt work, and one
group to share with what they would do differently next time. This is part of my own reflection as I had to continue to remind students to
write down their thoughts quickly so we could move on to the next part of the lesson.

Second thing that I would change about this lesson is the format of the graphic organizer where students were to illustrate what they
observes and write three details of what characteristics they observed. This is based off of the data results where students struggled the
most with providing three details for each substance. In this area of the data only 25% of the students (3/12) earned the full points for
providing descriptive details about what they observed. 34% (4/12) of students earned a 2 where they gave a few details describing what
they observed. 42% (5/12) almost half of the students earned a score of one because they failed to explain what they saw in the mixture.
They gave answers such as, I smelled salt, or I saw salt. A solution would be that instead of making lines for the students to write on, I
would do a bullet point list that had room for 4 or 5 bullets. This would avoid any confusion with what they were to do in this spot. I noticed
with what students recorded on the graphic organizer that had lines, was full sentences instead of quick notes such as white or small. I was
reading a few responses that just said, I smelled pepper, or I saw salt. I feel that an organizer that just gave enough space for a word
would have been better for these students. I could have even gone farther to make an organizer that has specific boxes related to each sense.
One box that asks, What do you see? and a few bullet points below that for students to respond with just what they see. Another box that
asks what do you feel? and a few bullet points below that for students to respond with just what they felt.

Third thing that I would change about this lesson is also a result of the data that provides strong evidence that students were not clear with
what kind of details I was looking for in their observation sheets. This data indicates that only 25% of the students (3/12) earned the full
points for providing descriptive details about what they observed, 34% (4/12) of students earned a 2 where they gave a few details
describing what they observed, and 42% (5/12) earned a score of one because they failed to explain what they saw in the mixture. What I
would have done differently is written down the verbal example we gave with the bear. If I had used the same graphic organizer/recording
sheet and displayed it under the document camera that would have given the students a clearer example of how to record the characteristics
of the bear that we observe. For example, I would ask the class what do you see about this item? Students would respond with: red, white
bow, black eyes, two ears, two eyes, ect. I would write these down on the recording sheet. Then I would pass the bear around and ask
students, what do you feel? Students would respond with: fluffy, soft, furry, et. This would have given them an actual model to be able to see
me record their answers on the sheet and would better prepare them on recording their observations for the two substances.

Classroom Lessons ONLY: After presenting your lesson in your BST classroom, please review and reflect on student work related to this lesson.