__x__ Whole Group _____ Small Group _____ One-on-One _____ Students with IEPs/504s _____ ELL Students
Management Plan: Enforceable I statements, for example: I only allow quiet, well-behaved
students to enjoy my witch’s brew. I will listen to quiet students who raise their hands. Call and
response. Use of timer to keep pacing on track.
Closure/ As the witches’ brew is distributed, students will complete a short writing piece. They will be
Summarizing able to choose from the following prompts (or, time permitting, complete both)
Strategies:
How will the students What happened to the lime sherbet over time? What new observations can you make? Did the
summarize and/or state of matter change?
share what they have
learned to prove they Compare the two ingredients: lime sherbet and Sprite. How were they alike and different?
know and understand
the standard(s) and its While students are writing, they may enjoy their witch’s brew.
vocabulary? Will you
provide opportunities Language Syntax (set of conventions for organizing symbols, words, phrases into structures,
for students to apply sentences):
new knowledge while
making connections to Language Discourse (structures of written or oral language; how participants of the content
prior learning? area speak, write, and participate): written response answering the given question(s).
I kept having students come up to me asking questions. As far as management of this, I used
enforceable I statements to send students back to their desks and raise their hands. However, I
was so preoccupied that it was difficult to keep up with their concerns on top of what I was
already trying to do. This dilemma could probably be solved by the aforementioned strategy of
having outlined what students are supposed to be doing; not to mention, methods of self or class
regulation of noise.
Although time management was fairly good, too much time was taken up in distribution of
treats, so we did not get to the written response. This could probably be prevented in the future
by utilizing time more effectively and efficiently.
***Credit for this template belongs to Tennessee State University, Stanford Center for Assessment, Learning and Equity
(SCALE), and Columbus State University.
Lesson #2: Investigating a Mystery Substance
Name: Anna Latimer Grade: 2nd
Lesson Mad Scientists Investigate Mystery Substance Date: October 23rd, 2017
Title:
CCGPS or GPS Standard(s):
S2P1: Students will investigate the properties of matter and changes that occur in objects.
__x__ Whole Group _____ Small Group _____ One-on-One _____ Students with IEPs/504s _____ ELL Students
Management Plan: Set clear rules and expectations about the oobleck, as explained above.
Body of Lesson/ Most of the lesson time will be used for observation and discussion of the oobleck’s
Teaching Strategies characteristics and properties. Students will be challenged to complete certain tasks with the
What will you have oobleck. Teacher will monitor the class, asking students questions and encouraging them to
the students do after think more deeply about their observations and challenges.
you introduce the
lesson to learn the Challenge: Try creating a ball with your oobleck. What do you have to do to keep it that way?
standards? What What happens if you stop moving your hands?
questions will you ask
to promote higher Challenge: Try touching something to the oobleck multiple times quickly. Now relax the object.
level thinking? What happens?
What opportunities Challenge: What happens if you try to stir the oobleck? What about cut it?
will you provide for
students to practice Challenge: Can something float in oobleck? How would you be able to keep something afloat?
content language/
vocabulary? What Create your own challenge: What can YOU do with oobleck? *
language supports
will you offer? Challenges will be on laminated paper and placed at each group. Students will not have their
booklets out with the oobleck so as not to ruin them. They will use them after the oobleck has
been cleaned up.
Language Syntax (set of conventions for organizing symbols, words, phrases into structures,
sentences): organizer on the board; challenge questions on laminated cards at groups
Language Discourse (structures of written or oral language; how participants of the content
area speak, write, and participate): oral discussion
Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs
and/or 504s in addition to students below and/or above grade level- cognitive and/or affective):
Challenges meet students at different levels: students with lower ability levels can work on
some of the challenges while advanced ability students can complete all of the challenges
Management Plan: Music in the background to regulate noise level. Expectations set in place
regarding oobleck, with consequences explained and posted. Use timer for pacing.
Closure/ Students will clean up materials and wash hands as directed. Written response answering the
Summarizing following question:
Strategies:
How will the students Is Oobleck a solid or a liquid? Use at least two characteristics to defend your answer.
summarize and/or
share what they have Language Syntax (set of conventions for organizing symbols, words, phrases into structures,
learned to prove they sentences): Question for written response posted on the board.
know and understand
the standard(s) and its Language Discourse (structures of written or oral language; how participants of the content
vocabulary? Will you area speak, write, and participate): Students will write a response to the question.
provide opportunities
for students to apply
new knowledge while Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs
making connections to and/or 504s in addition to students below and/or above grade level- cognitive and/or affective):
prior learning?
Management Plan: Students will be dismissed in groups to wash their hands (or use hand
wipes) and clean up their space.
If students are worried about oobleck or cornstarch that got on their class, make sure they
understand that it WILL wash out.
Assessment/ Reminder: Assessment plan must align with objective(s)/standard(s).
Evaluation
Every standard listed Assessment Plan for IEP Goals and/or 504 Plans (This is a plan and should be written as
above must be such; remember to identify both formative & summative assessments throughout the lesson):
assessed and included.
Questions to consider Assessment Plan for Learning Objectives (This is a plan and should be written as such;
while planning: remember to identify both formative & summative assessments throughout the lesson):
How will students
exhibit an Formative Assessments: Teacher monitoring of student observations, play, and challenges
understanding of the throughout the lesson. Specifically looking and asking about students’ explorations:
lesson’s objectives? Are they able to explain:
How will you provide how they are using tools to investigate?
feedback? What what they notice about the substance?
evidence will you how the substance is a solid, liquid, or gas, based on their observations?
collect to demonstrate
students’ Summative Assessment: Written response defending their perspective on whether or not
understanding/mastery oobleck is a solid, liquid, or gas.
of the lesson’s
objective(s) including
their usage of
vocabulary?
Reflection/Analyzing A lot of preparation went into this, and this is what might have cost me. First, I set up a lot of
Teaching the materials, which may have used more time than it should have. My introduction was good; I
Effectiveness used call and response to get the kids quiet and attentive. I then briefly summarized the oobleck
Reflection includes story before distributing the oobleck to them. They were really good about waiting to open their
characteristics of the samples of oobleck until I told them to do so.
lesson and specific
examples on how it However, once they opened it, that’s when the problems began. Well, the main problem was
can be improved. that the oobleck was the wrong consistency. So, instead of getting to experience the oobleck as
Improvements are it was supposed to be, the students had to get water and cornstarch as needed, still without
based on the getting the right proportion. If taught again, then I would probably allot some time to make the
effectiveness oobleck in front of them to ensure the correct consistency, and then distribute it for them to
supported by evidence explore and play. It is because of this mistake that we were not able to get to the academic
on how well the discussion and writing; not to mention, the school day was over before we had a chance to
objectives were continue on.
achieved. Specific
examples to improve The environment was loud, messy, and overall chaotic. I had set the expectation for the students
future lessons are to still be able to hear the music; however, I may have set my expectation in the wrong place for
provided. this particular lesson because the students were engaged with the activity, though they were
loud. As I gain more experience teaching, I will gain a better understanding of what types of
activities involve what levels of noise in the classroom and learn to set my expectations
accordingly. I will also learn to plan more accordingly with regard to time management,
cleanup, and achieving the objectives of the lesson.
***Credit for this template belongs to Tennessee State University, Stanford Center for Assessment, Learning and Equity
(SCALE), and Columbus State University.
Lesson #3: More Oobleck
Name: Anna Latimer Grade: 2nd
__x__ Whole Group _____ Small Group _____ One-on-One _____ Students with IEPs/504s _____ ELL Students
What opportunities Challenge: What happens if you try to stir the oobleck? What about cut it?
will you provide for Challenge: Can something float in oobleck? How would you be able to keep something afloat?
students to practice Create your own challenge: What can YOU do with oobleck? *
content language/
vocabulary? What Language Syntax (set of conventions for organizing symbols, words, phrases into structures,
language supports sentences): organizer on the board filled in as the students answer questions: T-chart with
will you offer? properties and behaviors of oobleck.
Language Discourse (structures of written or oral language; how participants of the content
area speak, write, and participate): oral discussion
Lesson States of Matter: Molecules and Changes Date: October 25th, 2017
Title:
CCGPS or GPS Standard(s):
S2P1: Students will investigate the properties of matter and changes that occur in objects.
__x__ Whole Group _____ Small Group _____ One-on-One _____ Students with IEPs/504s _____ ELL Students
Central Focus/Lesson I can describe the molecule arrangements in solids, liquids, and gases.
Objective(s) I can describe state of matter changes.
Objectives are
measurable and
aligned with the
standard.
Academic Language Language Functions (Identify the purpose for which the language is being used, with attention
What is the key to goal and audience- the one verb from the standard; ex. demonstrate.)
language demand? Students will investigate the molecular arrangement of states of matter.
What academic Language Vocabulary (Identify key, content specific words for this lesson: examples of
language will you vocabulary words- drama, prose, structural elements, verse, rhythm, meter, characters, settings,
teach or develop? descriptions, dialogue, stage directions. Additionally, include words within a text necessary for
What are the key students’ comprehension.)
vocabulary words solids, liquids, gases, matter, molecules, freezing, melting, evaporating
and/or symbols?
Academic Language Demand (Identify one of the following: reading, writing,
listening/speaking, or demonstrating/performing. The demand will require more or less
scaffolding –support- depending on the needs of the students throughout the lesson.)
Students will listen to a video and participate by kinesthetically demonstrating the molecular
arrangements of solids, liquids, and gases.
Materials educational video online: https://www.youtube.com/watch?v=wclY8F-UoTE
What resources can be states of matter booklets
used to engage
students?
Introduction to Set a purpose for watching the video: Listen for the 3 states of matter and how they change.
Lesson/ Show students educational video – 3 States of Matter for Kids.
Activating Thinking
What is the ‘hook’ for In the video, we learn about the three states of matter and their changes. Well first, what is
the lesson to tap into matter? Have students give their definition and help clarify (anything that has mass and takes up
prior knowledge and space). Second, what are the states of matter? Write them down on the board and have students
develop students’ write in their booklets. All states of matter are made up of molecules. Molecules are the
interests? This should building blocks of matter that we can’t see with our eyes.
tie directly into the
lesson’s objective and Language Syntax (set of conventions for organizing symbols, words, phrases into structures,
standard and should sentences): organizer on the board for notes
promote higher level
thinking. How will Language Discourse (structures of written or oral language; how participants of the content
you introduce the area speak, write, and participate): discussion
content specific
vocabulary words?
***Use knowledge of Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs
students’ academic, and/or 504s in addition to students below and/or above grade level- cognitive and/or affective):
social, and cultural
characteristics.
Management Plan: If students do not listen well to the video, then they cannot participate in
the next activity.
Body of Lesson/ To learn more about the arrangement of molecules in each state of matter, students will
Teaching Strategies participate in a kinesthetic activity. To start, ask students to describe the characteristics of
What will you have solids. Teacher writes and they write these down. Ask one group of students to come to the
the students do after middle of the room. Each of them is a molecule. If solids have a definite size and a definite
you introduce the shape, then how would their molecules be arranged? Work with them until they get it. Then
lesson to learn the have them sit down and draw the arrangement of molecules in their booklets. Repeat the same
standards? What procedure for liquids and gases – with labels.
questions will you ask
to promote higher Then, proceed to changes of state. One group becomes water molecules. When heat energy is
level thinking? applied to ice cubes, what happens to the molecule arrangement? Then, if more heat energy is
added, what happens to the molecule arrangement? Then, have students draw a diagram in their
What opportunities booklets showing arrows from ice cubes to water to water vapor, along with the accompanying
will you provide for molecule arrangements and states of matter labeled.
students to practice As time permits, create more challenges.
content language/
vocabulary? What Language Syntax (set of conventions for organizing symbols, words, phrases into structures,
language supports sentences): organizer on the board
will you offer?
Language Discourse (structures of written or oral language; how participants of the content
area speak, write, and participate): class discussion and participation in kinesthetic activity.
Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs
and/or 504s in addition to students below and/or above grade level- cognitive and/or affective):
Management Plan: Students must remain quiet and watch as the current participating group
figures out the arrangement of their molecules.
Closure/ Remember the witch’s brew we enjoyed on Friday? Draw a picture of your witch’s brew and
Summarizing label the solids, liquids, and gases. Draw their molecular arrangements.
Strategies:
How will the students Challenge: What would the molecule arrangement for oobleck look like?
summarize and/or
share what they have
learned to prove they
know and understand Language Syntax (set of conventions for organizing symbols, words, phrases into structures,
the standard(s) and its sentences): drawing with labels
vocabulary? Will you
provide opportunities Language Discourse (structures of written or oral language; how participants of the content
for students to apply area speak, write, and participate): written/drawn response.
new knowledge while
making connections to
prior learning?
Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs
and/or 504s in addition to students below and/or above grade level- cognitive and/or affective):
Management Plan: Students must be able to hear the music as they work. Monitor students
and communicate individually with those who are not working as they should.