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Lesson Preparation Information

Preparation Tasks Teacher Candidate

1. Write the date of your formal observation. Jovon Lauriano
Double check that you have signed up for an Aikahi Elementary School
observation on the Google calendar. Monday, September 18, 2017
2. Write the date of when you need to provide a Tuesday, September 12, 2017
lesson plan draft to your Field supervisor.
3. Write down the dates of when you and your August 29, 2017
mentor teacher discussed the lesson plan. September 5, 2017
4. Write down the date of when you sent or September 11, 2017
printed a draft of your lesson plan for your
mentor teacher.
5. Write the names of students who do not have an N/A
approved video media release form (disregard if
you do not need to videotape).
6. If you are teaching the lesson outside of the Yes, I have coordinated with my mentor teacher as
classroom, did you coordinate with your mentor well as the STEM teacher (Mr.Eachus) to utilize the
teacher and other faculty about the use of classroom for this lesson plan.
space? What is your backup plan if this space
becomes unavailable that day? (e.g., you might If this classroom is unavailable, I will use my mentor
want to teach outdoors but the weather forecast teacher's classroom.
is rain for that day)
7. Does your lesson plan include:
any text that students will read? Powerpoint - Unit 2
a teacher assessment tool to measure Lab Packet - Exit Slip in Packet
students learning based on the standards Rubric
and benchmarks?
activity sheets that students will use in the
lesson?
A completed copy of your teacher sample of
the student activity sheet?
8. Describe any parts in the lesson that you would
like more guidance with in planning. *NOTE: the
amount of feedback/suggestions you receive
from your field supervisor and/or mentor are
contingent on your submittal of the lesson plan
draft by the specified 7 working days prior to
observation.
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Lesson Plan: Is Melting Ice the Issue?

Grade level: Fifth Number of students: 27

Lesson Date: September 18, 2017 Content Area: Science

Duration: One, 90 minute lesson

Resources: Materials:
1. Mr.Eachus (Aikahi STEM teacher) 1. Powerpoint - Unit 2
2. NASA Rising Sea Levels 2. Lab Packet
3. World Atlas - Countries Prone to Rising 3. Experiment
Sea Levels a. 2 Basins
4. NASA - Rising Sea Levels Activity b. Water
c. Ice Cubes
d. Ruler
e. Data Table
f. Platform
g. Plastic Cups (holes/no holes)
4. Rubric

Enduring Understanding(s)
A description of the important understandings(s) and concept(s)

Students will understand that solid water (ice) that is floating in water, does not have an impact on the
rise in sea level when melted. Unlike, solid water (ice) on land, which does have some impact on rise
in sea levels when melted.
Essential Question
A description of the important understandings(s) and concept(s)

How do humans impact rise in sea level, and how does rise in sea level impact humans?

Content Standard(s)
The Common Core State Standards (CCSS) or Hawaii Content & Performance Standards III (HCPS III)
that align with the central focus and address essential understandings, concepts, and skills

ESS3.C: Human Impacts on Earth Systems

Human activities in agriculture, industry, and everyday life have had major effects on the land,
vegetation, streams, ocean, air, and even outer space. But individuals and communities are doing
things to help protect Earths resources and environments. (5-ESS3-1)

5-PS1-3 Make observations and measurements to identify materials based on their properties.
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I can show that the volume of water does not change when floating ice melts in water.
I can show that the volume of water does change, when ice melts outside of water, and is added
to it.
I can explain the factors contributing to rise in sea level.
I can identify ways humans are contributing to the rise of sea levels.

Student Learning Objectives

Outcomes to be achieved by the students by the end of the lesson or by the end of the multi-lesson
learning segment

Student are expected to be able to:

1. Identify their dependent and independent variables.
2. Create a hypothesis
3. Follow Procedures (Conduct Experiment)
4. Use a Data Table
5. Observe and Measure the difference in sea level after ice melts
6. Explain why ice melting on land has an impact on sea level rise, and floating ice melting in
water does not.

Application of skills and strategies

(Briefly describe what skill and strategies will be used by students to learn the benchmark)
Skill
(a learning behavior that is
intended for students to do
automatically)
Communicate and Collaborate
Effectively
Decision Making
Collecting and Analyzing Data
Strategy
(Techniques that will help students learn the skill)
Conducting an experiment as a group.
When working in a group, students will have to work together to
make decisions on what will work best for their experiment.
Completing Data Table and using their data to determine which
scenario causes a change in sea level.

Assessments
The procedures to gather evidence of students learning of learning objective(s) to include formative
(informal) assessments applied throughout the lesson and a summative assessment (formal) of what
students learned by the end of the lesson (include any assessment tools)

Formative:
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Throughout the lesson students will be demonstrating their learning through multiple formative
assessments. They will be following a powerpoint based off of information relating to the experiment
they will be conducting. The students will be creating a hypothesis, identifying variables within their
experiment, following experimental procedures, and using a data table to analyze their data. I will be
using a Lab Packet to assess the students learning and understanding of the content being taught.
They will have to fill out this packet during the powerpoint presentation.
I will be observing the students and their work ethics. I will be watching to see if the students are
following the procedures given, filling out the data table correctly, and working as a team effectively.
During the experiment, the students will be working in groups, therefore they will need to
communicate, listen, and work together effectively.

Summative:
At the end of the lesson, the students will use their data to fill out their exit slip and answer a series of
questions regarding the data they collected and how it may impact our sea levels. They will answer
questions that extend their learning such as:
1. Which out of the two scenarios are most significant to sea level rise?
2. What other phenomenon besides melting ice is contributing to sea level rise?
3. What is changing in our world that is causing rising sea levels?
4. What factor do 96.8% of climate scientist believe is directly responsible for global warming?

I will be using a rubric at the end to assess the students work.

Academic Language and Language Supports

Oral and written language that the students need to learn and use to participate and engage in the
content. The planned instructional supports to help students understand, develop, and use academic
language.

Academic Matter - Students will be observing various states of matter, including

Vocabulary solids and liquids. They will be explaining their reasoning using this
term.
Solid - The students will be identifying the water as a solid (ice)
Liquid - The students will be identifying the water as a liquid
(melted ice)
Sea Levels - Student will be looking at the effects on melted ice in the
water, and on land to see which one has an effect on the rise of our sea
levels. The students will use this term, when explaining their thinking
and comparing their experiment to our global issue of sea level rise and
global warming.
Rise - Students will determine which melted ice causes a rise in
our sea level
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Melting - Students will be observing the ice as it melts into the

water
Heat/Warmth - Students will be explaining how heat can cause
molecules to expand, which causes matter to change its state.
Average - Students will be collecting data on the sea level, and
determining the average of the data they collect. They will use this term
after gathering three measurements of their sea level change. They will
then find the average of the data they collect.
Variables - Students will be identifying these before conducting their
experiment. They will be analyzing how their experiment could change
if some of the variables were altered.
Independent - Identifying these in their experiment
Dependent - Identifying these in their experiment
Controlled - Identifying these in their experiment
Language supports
Lab Packet
Page of Vocabulary words and their meanings
Guiding through the use of their vocabulary
Guiding the students through identifying the different variables
Step by step instruction and visual support
Guiding the students to create a hypothesis
Giving prompts. Such as If...Then.Because
Step by step instruction and visual support
Guiding students through successfully filling out their data table
Step by step instruction and visual support

UDL Proactive Differentiated Instruction

Intentional instructional activities in place to minimize the need for future RTI.

Category Type of Proactive Differentiated

Instruction
Representing I will be giving visuals (NASA Rising Sea Levels) and background knowledge of
Content the content using a PowerPoint after the students have conducted their
experiment. The students will follow along with the PowerPoint using a Lab
Packet that will be provided to them.
Engaging Student The students will be doing a hands on activity to see the changes in sea level.
Interest They will be able to connect their understanding to how rise in sea level has an
impact on our global characteristics and how we as humans are impacting these
changes.
Demonstrating Students will be collecting data from their experiment and answering a series of
Learning questions at the end of the lesson (exit slip).
Such as:
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Answer is complete sentences!

1. Which of the two ice melting scenarios is most significant to global sea-
level rise?
2. Why do you think this? (Answer using evidence from this lab.)
3. What other phenomenon besides melting ice is contributing to sea-level
rise?
4. What is changing in our world that is causing rising sea levels?
5. What factor do 96.8% of the worlds leading climate scientists believe is
directly responsible for global warming?
6. What are some things that humans are doing to cause Global Warming?
(List as complete sentences)

Cultural I made sure the lesson connected to the students, by using a global issue that
Considerations they are all able to understand and see its effect in a long term. I also connected
the lesson to how rising sea levels can impact small islands such as the Solomon
Islands.

Differentiated Instruction
Adaptations to instructional strategies, the learning environment, content, and/or assessments to meet
the needs of students who require further support (e.g., ELL/MLL, struggling, accelerated, 504/IEP, etc.)
Identify type of Type of differentiation Instructional accommodations
learners
(content, process, product)
(ELL, SPED,
Accelerated
Learners, Striving
learners, 504
students, reading)
SPED Copy of notes Use Calculator for finding average
Teacher provide copy of notes, to make
sure student does not miss any
information
SPED teacher support
Assigned Groups
MLL Visuals - Video & Pictures Visuals (access to a computer to search
pictures) - Picture Guide
Small groups
GT/Enrichment Readings Extended readings/research/NASA
activity
504/Other Copy of notes Use Calculator for finding average
Teacher provide copy of notes, to make
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sure student does not miss any

information
Assigned Groups

Students Prior Academic Knowledge and Assets

The students content knowledge, skills, prior academic experiences, and personal/cultural/community
assets to draw upon to support learning

Content knowledge and skills:

Last year (in 4th grade) the students were introduced to Variables. The students revisited variables and
practiced identifying them in different scenarios, one week before this experiment. Last year (in 4th
grade) the students were introduced to creating a Hypothesis. The students refreshed their memory,
and were given a mini lesson on how to create a hypothesis using the key components
If...Then...Because In math, students worked on finding the average of a number and practiced
inputting their information on a data table.

Prior academic performance:

Students have worked in small groups for various activities in the classroom. I observed the students
making decisions as a group and communicating effectively.
Personal assets:
The students attended Camp Erdman which helped them work on collaborating, communicating, and
working together effectively. These skills will help the students, when working together to complete
the task/experiment. These students are also very patient and attentive to details, which will help them
be successful at following a procedure.

Cultural/Community assets:
The students that I am working with have been working with each other for years. They have had three
years of instruction in STEM lab, and work well with each other to complete the task at hand. The
students all live on the island of Oahu which could make this lesson more meaningful to them because
it will discuss the impact sea levels have on islands and other coastal areas.

Evidence-Based Research Practices

Write a brief description of the evidence-based research that supports your rationale of teaching this
lesson.

Students will learn about the effect ice has on rising sea levels. When floating ice melts in water, it does
not have an impact on the rise in sea level because ice displaces less volume than when it melts in
water. On the other hand, when ice melts on land, the water melted runs off and is added to our
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oceans causing the volume of water to increase. Students will be conducting an experiment to analyze
this understanding to see exactly how ice melting effects the rise of sea level. They will also be
encouraged to think further as to what else could be contributing to these changes and how it can
affect us globally.

Abbreviated Agenda
Write a brief agenda in bullet form for your lesson.

1. ENGAGE: Powerpoint (30 minutes)

a. Analyzing a situation (Picture)
b. Variables
c. Hypothesis
d. Data Table
e. Procedure
2. EXPLORE: Melting Ice (30 minutes)
3. EXPLAIN: Gathering Data (10 minutes)
a. Data Table
b. Video
4. ELABORATE: (5 minutes)
5. EVALUATE: Exit Slip (5 minutes)

Instructional Strategies and Learning Tasks

A description of what the teacher will do and say and what the students will do during the lesson that
1) uses clear steps that convey the use of multiple strategies, supports, and resources and 2) list
opportunities offered for multiple modes of participation

ENGAGE: What do you already know? (30 minutes)

Teacher will:
1. Have PowerPoint setup (Slide 1)
2. Pass out Lab Packet
a. Instruct students to put the proper heading on their packet (name, number, date, and
subject)
3. Introduce Topic
a. Today we will be looking at two different scenarios of melting ice, and work as
scientist to determine which type of melting ice has an impact on the rise of sea
levels.
b. I am going to show you a picture. I want you to raise your hand to tell me, what do
you see?
4. Show Slide 2
a. Answer: flood, houses above water, boats, etc.
b. Yes, this is the island of Nuatambu. It is one of the Solomon Islands that is being
overtaken by rising sea levels. People had to build their houses on stilts, or move to
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higher ground.
c. How can we explore this?
d. What do you think is causing these rising sea levels?
i. Possible Answers: storms, tides, warmer weather, melting ice, etc.
5. Show Slide 3
a. Global Climate Change is affecting the way our world works. Global climate scientists
have concluded that these impacts include:
i. Increases in severe weather
ii. Warming of oceans and the atmosphere
iii. Rising Sea Levels
iv. Changes in Rainfall patterns
b. While the total impact of these changes is not clearly or completely understood, some
of the impacts are being felt today in different parts of our world. Rising sea-levels on
a global basis is a major concern because over 70% of the worlds population lives
along or near coast lines.
c. Today you will be working as a scientist to answer the following inquiry question.
Which melting ice scenario (ice floating on ocean, or ice on land) will have biggest
impact on rising sea levels?
d. Success: You will determine which melting ice scenario will have the biggest impact on
sea level rise.
6. Introduce Variables
a. IV - Independent Variables - something that you have control of changing in your
experiment.
b. DV - Dependent Variables - something that you do not have control of changing in your
experiment. It Depends on the independent variable.
c. Controlled Variables - Environment, tool you're measuring with, and techniques of
measurement (1 person do the measurement) Examples: Size of ice cube, fan speed or
lights
7. Go through identifying the variables of the experiment
8. Have students identify the Independent and Dependent Variables
a. What are the things within this experiment that will not change unless you change
them?
b. What are the things within this experiment that will only change if the IV changes?
c. What are the controlled variables?
i. What are things in our environment that we have control over?
ii. Do we have control over the tools we are using to measure with?
9. Introduce Hypothesis
a. A proposed explanation made on the basis of limited evidence as a starting point for
further investigation. (What you think will happen)
b. If...Then...Because
10. Guide students through creating a hypothesis for this experiment
a. If I change (IV)
b. Then the (DV) will change
c. And I will know this Because when I (IV) I will measure a (Increase/Decrease) in the
(DV) and when I (IV), I will measure a (Increase/Decrease) in the (DV)
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11. Explain how to properly use a data table

a. Use the PowerPoint (Slide 6) to navigate the students through filling out the data table
i. Rows - Dependent Variable
1. Initial Sea Level measurement 1 and 2 (students will take two
measurements to ensure they measure correctly)
2. Average of initial sea level
3. Final Measurement 1 and 2 (students will take two measurements to
ensure they measure correctly)
4. Average of final sea level
5. Difference in Averages
6. Observations
ii. Columns - Independent Variable
1. Floating
2. On Land
12. Check to make sure students understand - go around room, to make sure students have data
table filled out correctly prior to conducting experiment.
13. Go over the procedure to the experiment
Set Up Procedure:
1. Get two Basins (Basin 1 & Basin 2)
2. Fill each basin with the water in the pitcher
3. In Basin 2, carefully place the platform so it is touching the bottom
4. Take two plastic cups. One with holes and one without holes
5. Verify Data table
Experimental Procedure:
1. Place 6 ice cubes in each plastic cup
2. Place the plastic cup with holes on the center of the platform in basin 2
3. Dump the other cup of ice cubes into the water of basin 1
4. Quickly Stick the ruler along the side of Basin 1 to measure the initial height of your sea level
(amount of water in the basin)
5. Record the measurement of your initial sea level on your data table
6. Repeat step 4 and 5 for your second initial measurement
7. Stick ruler along the side of basin 2 to measure the initial height of your sea level (amount of
water in the basin)
8. Record the measurement of your initial sea level on your data table
9. Repeat step 7 for your second initial measurement
10. Wait for Ice to melt
11. Once ice is fully melted, use your ruler to measure the height of your sea level in Basin 1
12. Record your measurement using your data table (Final water level 1)
13. Take ruler out and measure again
14. Record your measurement using your data table (Final water level 2)
15. Use your ruler to measure the height of your sea level in Basin 2
16. Repeat steps 12 through 14
17. Find the average of your three measurements for each Basin and record your data
18. List any observations you may have saw - Example: Someone accidently bumped into the basin.
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There was smoke from the ice cubes. etc. (anything you see or that happens by accident or
out of the ordinary)
Data Analysis Procedure:
1. Calculate the average initial water levels for each basin
a. Initial Level 1 + Initial Level 2=_______, _______ 2= Average
2. Calculate average of final levels for each basin
a. Final Level 1 + Final Level 2 = _______, _______ 2= Average
3. Compute difference between the two average levels for each basin
a. Initial Average - Final Average = Difference in water level
4. Examine difference
5. Determine which scenario will have the greatest difference in sea level rise
Students will:
1. Put the correct heading on Lab Packet
2. Look at picture shown and describe what they see happening
3. Identify what the cause may be
4. Listen, ask questions when needed
5. Identify the Dependent and Independent variables in the example given
6. Create a hypothesis
7. Label their data table correctly
8. Listen carefully to the procedure
9. Have lab packet up to this point completely filled out
10. Give understanding of experiment expectations
11. Get into assigned groups
14. Check for students understanding (walk around room to check students packets are completed
up until this point)
15. Give expectations when working together - We will be working in groups of 5. I have already
set up the groups. When you are working in your groups make sure you are using an
appropriate volume level, working together effectively, and being careful with your materials.
a. Should anyone be sticking their hands in the water?
i. If you are given a warning you will have to clip down. If you are given a
second warning, you will not be able to participate, but instead just watch.
1. Does everyone understand?
a. Answer: Yes
16. Remember, only one person in your group will be taking the measurements throughout the
experiment.
i. Indoor volume
ii. Working together effectively - everyone should help out in some way, even if
you are the observer and looking for things out of the ordinary happening.
iii. Being careful with water
17. Give students their groups and instruct them to pick a lab table.

EXPLORE: Experiment (30 minutes)

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Teachers will:
1. Allow students 30 minutes to conduct experiment
a. Walk around room to observe and assist students as needed
2. When students are waiting for ice to melt, Show Slide 10
3. Ask students to think about:
a. Look at short term and long term effects of rising sea levels
i. 1 degree increased volume of ocean by 1%
ii. Do you think melting ice something we need to worry about in the short term
or long term?
iii. What do you think is a short term issue we are facing that is causing a rise in
our sea level?
iv. What do you think will happen to other places around the world like the
Solomon Islands?
4. Check Ice Cubes
5. If melted - Instruct students to start measuring their sea levels
6. Remind students to add their data collected to their data table
Students will:
1. Follow procedures given to set up and conduct experiment
2. Wait for ice to melt
3. Think about the impact melting ice has on our earth
4. Check Ice

EXPLAIN: Gathering Data (10 minutes)

Teacher will:
1. Walk around the room to confirm students are gathering data and filling in data table correctly
2. Explain and guide students on completing their data table (Slide 11)
a. Assist students on finding the average if needed
3. Show Video (Slide 12)
4. Discuss as a class their findings
a. What did you find in your experiment?
b. Why do you think that happened?
c. What does this mean for our world?
5. Explain: Rising sea levels are happening because of two things - Melting ice on land that are
spilling into our oceans, (this is happening in Greenland and Antarctica), and warming
temperatures. (which is causing the volume of our oceans to increase)
Students will:
1. Collect Data (twice)
2. Record Data
a. Find Average of initial water level
b. Find Average of Final water level
c. Find differences in average
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3. Watch Video
4. Think about their findings in their experiment and how it connects to the video
5. Participate in class discussion
ELABORATE: How could this affect us? (5 minutes)
Teacher will:
1. Continue a class discussion
2. Ask students -
a. What will we see change?
b. How could this affect us living on an island?
Students will:
1. Participate in class discussion
a. Think about how rise in sea levels could affect us here on Oahu.

EVALUATE: Exit Slip/Clean Up (10 minutes)

Teacher will:
1. Instruct students to use the data they collected to answer the questions provided on their exit
slip
a. Whatever they do not finish will be for homework.
2. Instruct students to clean up their area and have a seat at their desk when they are finished
Students will:
1. Use the data they collected to fill out exit slip
1. Clean up area

Instructional Sequence of Activities

component

Classroom management Eyes on me in, 5,4,3,2,1 (this works in class and the students are already
attention getter familiar with the expectations)

1. ENGAGE
Today you will be observing the difference and impact of floating ice on
(15 minutes)
water, and ice on land.
Look at this picture (show picture of Solomon Island) What do you see?
What do you notice?
Climate Change can change the characteristics of our world. Some of the
things that are happening today include:
Severe weather - Larger and longer lasting hurricanes
Warming of Ocean - which causes water molecules to expand,
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therefore increasing the volume of our ocean.

Rising Sea Levels - happening because of:
Global Warming - Increased water temperature
water in ice is turning back to liquid
Human activity - Air pollution (Cars, Industries, gas, Cows, etc)

How can we explore this?

Today you will be working as a scientist to be answering the questions of
which melting ice scenario will have biggest impact on sea level rising. Ice
on ocean, or ice on land?
Success: You will determine which melting ice scenario will have the biggest
impact on sea level rise.

2. ENGAGE
I will be going through how to identify independent, dependent and
(10 minutes)
controlled variables within this experiment. The students will have a packet
Identifying Variables & to follow along, as we determine as a class what the variables are within
Creating Hypothesis this experiment. I will then be modeling how to write a hypothesis using the
If.Then.Because format. The students will follow along using their lab
packet, and create their own hypothesis.

3. ENGAGE (We do)

(10 minutes) We will be going through filling out a data table as a class. The students will
receive clear instruction on how to properly fill out a science data table.
Data Table
Visuals will be provided to the students using the powerpoint and lab
packet provided to them.

4. EXPLORE (You do it
together) Students will work in small groups to follow experimental procedures to
conduct their experiment. They will work as a group to observe, gather
(30 minutes)
measurements and analyze the data they collect. The students will work
Experiment together to calculate the average of their measurements and compare the
difference of their initial measurement to their final measurement.

EXPLAIN Students will then be watching a video to connect their learning to the
concept of rising sea levels.

5. ELABORATE/EVALUA
TE
(5 minutes) Students will use their data table to complete their exit slip. They will be
Exit Slip given a series of questions to answer including:
1. Which out of the two scenarios (ice on land or floating ice in water)
are most significant to sea level rise?
2. What other phenomenon besides melting ice is contributing to sea
level rise?
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3. What is changing in our world that is causing rising sea levels?

4. What factor do 96.8% of climate scientist believe is directly
responsible for global warming?

6. EVALUATE

The exit slip questions are designed in levels to assess the students
understanding. I am anticipating all students to understand and answer
question 1, half of the class to understand question 2, a third of the class to
answer question 3, and about a fourth of the class to answer question 4. I
anticipate majority of the students to not fully grasp the concept that
humans have a big impact on our climate changes through this lesson
alone.
7. Closure
(5 minutes)
Findings/Cleanup I start the lesson by making sure students understand the objective of the
lesson. Although they are thinking about a big issue, they will be focusing in
on a piece of the issue. I will be able to evaluate students Lab Packets and
Exit slips to assess their understanding of melting ice and its relation to
rising sea levels. I will know I effectively taught the lesson if students are
able to:
identify the variables
create a hypothesis
follow the procedures
accurately fill out the data table
find the average of their data
analyze their data to come up with an answer to the essential
question.
make connections between melting ice and rising sea levels
identify impact rising sea levels have on humans
identify impact humans have on rising sea levels

Teacher Assessment Tool

Powerpoint
Lab Packet - Includes Exit Slip
Rubric

Student Assessment Data Table

(I will be using a grade sheet my mentor teacher already has made for the class, but will assessing these
four things)
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Student's First Identify IV Identify DV Create Hypothesis Accurately Graph

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