Artifact #2: Science Lesson Plan.

I incorporated a Science lesson plan that I had included in a Grade 2 Science learning

segment that I had worked on for a group presentation. My lesson for the learning segment was

about changes in matter based on temperature while examining states and properties of matter.

This lesson plan demonstrates my science content knowledge as well as displays some of my

instructional strategies for engaging students in scientific exploration. In my lesson plan I

provide evidence of my hands-on approach to learning as I have the students experiment using

heat and freezing to change the state of matter of water, with each of them conducting their own

experiment. Like Gardner’s multiple intelligence theory, I incorporated different ways for the

various learners to absorb information. (Gardner, 2011). Through this lesson plan, I also

demonstrated my ability to differentiate, modify, and make accommodations for struggling

students or ENL students by allowing them to respond differently.

I connected the lesson plan to InTASC standards including the understanding of

differences within the students, to being knowledgeable within the content, as well as providing

varying assessments based on the students’ needs. The lesson is aligned with the NYS Code of

Conduct Principle 2 by creating, supporting, and maintaining challenging learning environments

for all. The lesson plan also demonstrates the OCT Ethical Standard for creating an environment

of care where student can reach their full potential. I provide evidence of CAEP standards that I

am knowledgeable in the content area and committed to student learning. The lesson plan meet

standards put out by both NYS Science and Ontario Science, when defining and understanding

the properties of matter. I have included the specific standards and lesson plan below.
InTASC Standards

Standard #2: Learning Differences The teacher uses understanding of individual differences and

diverse cultures and communities to ensure inclusive learning environments that enable each

learner to meet high standards.

2(c) The teacher designs instruction to build on learners’ prior knowledge and

experiences, allowing learners to accelerate as they demonstrate their understandings.

2(e) The teacher incorporates tools of language development into planning and

instruction, including strategies for making content accessible to English language

learners and for evaluating and supporting their development of English proficiency.

Standard #4: Content Knowledge The teacher understands the central concepts, tools of inquiry,

and structures of the discipline(s) he or she teaches and creates learning experiences that make

these aspects of the discipline accessible and meaningful for learners to assure mastery of the

content.

4(m) The teacher knows how to integrate culturally relevant content to build on learners’

background knowledge.

Standard #6: Assessment The teacher understands and uses multiple methods of assessment to

engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and

learner’s decision making.

6(h) The teacher prepares all learners for the demands of particular assessment formats

and makes appropriate accommodations in assessments or testing conditions, especially

for learners with disabilities and language learning needs.

NYS Code of Ethics

Principle 2 Educators create, support, and maintain challenging learning environments for all.

Educators apply their professional knowledge to promote student learning. They know the

curriculum and utilize a range of strategies and assessments to address differences. Educators

develop and implement programs based upon a strong understanding of human development and

learning theory. They support a challenging learning environment. They advocate for necessary

resources to teach to higher levels of learning. They establish and maintain clear standards of

behavior and civility. Educators are role models, displaying the habits of mind and work

necessary to develop and apply knowledge while simultaneously displaying a curiosity and

enthusiasm for learning. They invite students to become active, inquisitive, and discerning

individuals who reflect upon and monitor their own learning.

OCT Ethical Standards

Care

The ethical standard of Care includes compassion, acceptance, interest and insight for

developing students' potential. Members express their commitment to students' well-being and

learning through positive influence, professional judgment and empathy in practice.

CAEP/TEAC Standards

Standard 1. Content and Pedagogical Knowledge The provider ensures that candidates develop a

deep understanding of the critical concepts and principles of their discipline and, by completion,

are able to use discipline-specific practices flexibly to advance the learning of all students toward

attainment of college- and career-readiness standards.

 1.1 Candidates demonstrate an understanding of the 10 InTASC standards at the

appropriate progression level(s) in the following categories: the learner and learning;

content; instructional practice; and professional responsibility

NYS Science Standards

2-PS1-1.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)

Ontario Science Standards

Grade 2- Understanding Matter and Energy - 1.2 assess the impacts of changes in state of solids

and liquids on individuals and society and 2.2 investigate the properties of liquids (e.g., conduct

experiments to compare the rate at which different liquids flow) and solids (e.g., conduct

experiments to find out ways in which solids can be changed)

 Medaille College Department of Education

Lesson Plan

Teacher Candidate’s Name: Mary Shaheen Date: Oct. 13, 2018

Context for Learning (edTPA)

Where is the school where you are teaching located? City: _______ Suburb: __X___
Town:_______ Rural: ______

Grade level: ___2_____ Number of students in the class: __24____

Students with IEPs/504 Plans

Complete the charts below to summarize required or needed supports, accommodations, or
modifications for your students that will affect your instruction in this learning segment.
IEPs/504 Plans: Number of Supports, Accommodations, Modifications,
Classifications/Needs Students Pertinent IEP Goals

 IEP for Reading 3 -Academic Intervention Services (AIS) for reading

daily for 30 minutes to supplement classroom
reading instruction and attend with ENL students.

Students with Specific Language Needs

Language Needs Number of Supports, Accommodations, Modifications
Students

 1 ENL student who -ENL pull out daily - 30 minutes

speaks Spanish
2 -Academic Intervention Services
 1 ENL student who (AIS) for reading daily for 30 minutes to
speaks Punjabi supplement
classroom reading instruction

Students with Other Learning Needs

Other Learning Needs Numbers of Supports, Accommodations, Modifications
Students
 Lesson ___2___ of a __3____ Day Learning Segment

Subject and Lesson Topic: Science - Understanding Matter and Energy: Properties of
Liquids and Solids

Grade Level: 2 Lesson Duration: 45

Minutes

Central Focus of the Learning Segment

The central focus is an understanding that you want your students to develop. It is a description of the
important identifiable theme, essential question, or topic within the curriculum that is the purpose of the
instruction of the learning segment (Making Good Choices, 2016).

The central focus of this lesson is for students to understand the properties of solids and liquids
and how chemical changes take place when mixing various states of matter ( ie. when mixing two
different liquids or mixing liquids with solids ).

Knowing Your Learners

What do you know about your students’ prior academic learning as it relates to the central focus? (edTPA
Handbook, Task 1, Prompt 2a)

In the previous lesson of this learning segment, students learned about the properties of matter and are
able to classify a solid and a liquid.

How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)

I will use their prior knowledge of solids and liquids to introduce changes in matter based on temperature;
taking matter that they have classified as solid or liquid and having them observe the changes based on
heating and freezing.

What do you know about your students’ personal, cultural, and/or community assets as they relate to the
central focus? (edTPA Handbook, Task 1, Prompt 2b)

As my students live in Canada, they have experienced the physical changes that is caused by temperature, such
as swimming in the neighborhood pond in summer and skating on it in the winter.
How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)

I will activate their background knowledge for what causes things to freeze or melt by relating it to changing
temperatures that affect the world around them, such as snow melting when it gets warmer or water freezing
in the winter and use their knowledge of this to explain changes in the states of matter.

Curriculum Standards

2-PS1-1.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)

Grade 2- Understanding Matter and Energy - 1.2 assess the impacts of changes in state of solids
and liquids on individuals and society and 2.2 investigate the properties of liquids (e.g., conduct
experiments to compare the rate at which different liquids flow) and solids (e.g., conduct
experiments to find out ways in which solids can be changed)

Objectives Assessment Modifications to

Using Bloom’s Taxonomy, include
statements that identify what
students will be able to do by the end
of the lesson and are aligned to the
standards identified above.
Using formal and/or informal
assessment tools, how will you
evaluate and document your
students’ progress on each of the
objectives?
Assessments
If applicable, explain how you
will adapt assessments to allow
students with specific needs to
demonstrate their learning.
(edTPA Task 1, Prompt 5b)

Upon completion of this lesson,
students should be able to predict,
observe, and record changes in the
state of matter caused by heating or
cooling.
I will informally assess this by Struggling readers and ENL
asking the students what they students will be given help from
think may happen when the the teacher when responding
matter is heated or frozen. and may draw pictures in place
I will formally assess this by of writing sentences.
collecting their science journals
(Appendix A) which will contain
their prediction, observation, and
recorded changes of water.

Academic Language Demands Instructional Supports

(edTPA Task 1, Prompt 4c)
Function
Looking at your standards and
objectives, choose the one
Bloom’s word that best
describes the active learning
Strategies teachers provide to help
learners understand, use, and
practice the concepts (edTPA Task 1,
Prompt 4d)
-Teacher will model making a
-Predict prediction along with the
students well going over the
scientific method on the board.
essential for students to develop
understanding of concepts
within your lesson.
Vocabulary
Key words and phrases students
need to be able to understand
and use
Syntax
Describe ways in which students
will organize language
(symbols, words, phrases) to
convey meaning.
-States of Matter -Teacher will use the vocabulary
-Solid throughout the class as they are
-Liquid demonstrated.
-Heating
-Freezing -There will be a word wall with
-Melt images to remind student of the
-Solidify vocabulary, while providing
visuals for the ENL students and
struggling readers.
Students will use their science Teacher will model this on the
journals to predict, observe, board before students complete
and record changes in matter each section of their journal
with either words or pictures. (Appendix A).

Discourse
How members of a discipline
talk, write, and participate in
knowledge construction and
communicate their
understanding of the concepts
The class will refer to the
scientific method while
discussing and observing the
changes in matter and
complete their science
journals (Appendix a) to
communicate understanding.
The teacher will lead the
students through the scientific
method on the board and direct
the discussion while
observations are being made.

Instructional Process Accommodations and/or

Modifications
and/or Supports
Anticipatory Set/Motivator

The purpose of this lesson is for students to predict, observe,

and record how states of matter change based on
temperature.

The lesson will begin with the teacher placing a popsicle in a

cup at the front of the class, provoking students to think about
what it happening to the popsicle as the class progresses. Cards that include different
liquids and solids are
The teacher will begin reviewing what was covered in the accompanied by pictures for ESL
previous class by placing two labels on the board, one reading students and struggling readers
SOLIDS and the other LIQUIDS, along with cards of different to better understand.
items and matter for the students to place in the correct
columns. After all of the cards have been placed, the teacher
will ask for any more examples of solids and liquids the
students can think of.

Instructional Procedures

Teacher will ask as the students what they think will happen
to the popsicle if left out on the desk. After a couple of
responses, the teacher will ask the students why they think
the popsicle will melt, directing the answers to respond to the Vocabulary word wall will allow
change in temperature. the students to look up for
reference when discussing or
The teacher will remind the students that liquids and solids writing about the properties of
are states of matter, while pointing to the vocabulary word matter.
wall we have been building, as well as the table of examples
on the board.

The teacher will explain to the group that sometimes the

states of matter can change; that liquids can become solids,
and solids can become liquids, and that today we will look at Writing the scientific method on
how states of matter can change, specifically depending on the board will allow the teacher
temperature. to model it for the students
providing additional supports.
Teacher will review the Scientific Method with students by
handing out their science journals (Appendix A) containing
the prompts for the scientific method, along with writing the Provides a sample for the
prompts on the board to model the investigation for the class. students to follow in their
Stating that on the journey to discovery you need to begin by science journals.
asking a question, then by forming a hypothesis or what you
think will happen, then by experimenting or testing your
theory, making observations, and recording an answer. Teacher will add new
vocabulary words to word wall
The teacher will complete the prompts on the board for future reference.
regarding what will happen to the popsicle if left out
recording the students’ predictions, the experiment,
observations, and a conclusion, leaving an example for the
students.

The teacher will explain that as temperatures rise by heating, Students have the option of
some things that are solids will melt to liquids. Likewise, drawing images to explain their
when things get very cold by freezing, liquids will solidify, or rationales.
turn into a solid. The teacher will explain that in the case of
water, in warm temperatures, the particles gain more energy
and move around freely and flow as a liquid, and in freezing
temperatures, the particles lose heat and energy and slow
down, becoming packed or turn into a solid. The students will be grouped in
a way to provide assistance to
The teacher will explain that we are going to test this for the ENL students and struggling
ourselves using water and ice cubes and that the students will readers.
get a little Ziploc bag with water in it and one with an ice cube
in it. Teacher will have the students record the questions
“What will happen to the ice cube when it is heated?” and
What will happen to the water after it is left in the freezer?” in Students may draw the changes
their science journals and begin to write or draw their they are observing if they prefer
predictions. or may get help from one of
their group mates. Student are
The students will be placed into their cooperative learning able to collaborate when
groups and each group will get the two small Ziploc bags each responding in their science
labelled as ice and water. They will start by feeling them and journals.
describing the differences between the solid ice cubes and
liquid within their cooperative learning group as the teacher
listens.

After the students have finished making their predictions to

the questions for the lesson, the teacher will collect each Providing multiple examples
group’s Ziploc bag with the water in it and place it in a basket will allow students to gain a
in the classroom freezer, telling the students to fill in that part deeper understanding, and
of the experiment in their journals, and that at the end of the teacher will draw these
day we would check the Ziploc bags to observe the changes scenarios on the board for the
and record the conclusions. ENL students to understand.

Then the students will move on to the Ziploc bag containing

the ice cube. After making their predictions in their science
journals, each group will place their zip locked ice cube on a
small heating pad and observe the changes in the state of
matter as it melts. Students will record their observations
along with their conclusions about the changes in the state of
matter based on temperature.

The teacher will explain how water is amazing because it can

go back to its solid or liquid form without being changed, just
based on temperature. The teacher will give another example
of a solid stick of butter from the fridge, how when you cut off
a slice and put it on a hot piece of toast, the solid butter will
melt to a liquid from the heat coming from the toast. Or when
you light a candle, the wax solid wax begins to melt when it
gets hots, but after it cools, it solidifies again.
Closure

The groups will share their observations with the other

groups in the class alluding to the same conclusions, while
encouraging collaboration.
The visuals allow for ENL
As a class, we will record our observations about what student understanding.
happened to the popsicle at the front of the class. We will
review why it melted and also discuss what would happen if
you put the popsicle liquid back in the freezer.

The teacher will remind the group that closer to the end of the
day they will observe the changes of the Ziploc bags with
water that they had placed in the freezer.

*Pause in lesson while continuing with other lessons for the ENL students and struggling
day to allow the water in the freezer to freeze.* readers may draw a picture
describing the change.
The students will remove their Ziploc bags and observe and
record the changes that occurred to the water after being
placed in the freezer and submit their science journals as an
exit ticket.

The teacher will tell the students that in the next lesson they
will experiment by mixing solids and liquids to observe a new
change in the state of matter.

List all materials and/or technology tools required for the lesson.
Key instructional materials must be attached. These materials might include such items as class
handouts, assignments, slides, and interactive white-board images.

-Science Journals (Appendix A)

- Ziplock bags
-Ice cubes
-Water
-Heating pads