Professional Documents
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I) HANDOUTS/JOURNALS-
-Example of KWL chart
-Station Worksheet: Students will use this worksheet throughout the stations to
cumulate their understanding of solids and write their claim on the back of the
worksheet.
-
J) REFERENCES - List ALL
Indiana Department of Education. (2015). Mathematics. Retrieved from
http://www.doe.in.gov/sites/default/files/standards/mathematics/2014-07-18-
math-g1-architecturewith-front-matter_br.pdf
https://www.google.com/webhp?sourceid=chrome-
instant&ion=1&espv=2&ie=UTF-8#q=define%20solid
This worksheet will be used to cumulate their observations as they move from
station to station, and they will write the claim on the back of their worksheet at
the end.
J) REFERENCES - List ALL
a) https://www.google.com/webhp?sourceid=chrome-
instant&ion=1&espv=2&ie=UTF-8#q=matter+definition
b) https://www.google.com/webhp?sourceid=chrome-
instant&ion=1&espv=2&ie=UTF-8#q=liquid%20definition
A) Learning Objective: Students will learn about the differences and similarities
between solids and liquids and how objects can change state. Students will
demonstrate an understanding of this objective by filling out a worksheet of the
root beer float experiment.
B) Description of the Lesson:
a) Engage(Launch) (Focus Question) What are the primary differences and
similarities between solids and liquids and how do they interact?
i) Teacher will bring out both solids and liquids KWL charts that were
used in the two prior lessons. The teacher will ask students what
they remember about solids and ask them to look around the room
and give examples (my chair, my book, a pencil…)
ii) Then the teacher will ask to look for liquids around the room and
give examples (water in the water bottle, teachers coffee…)
iii) The teacher will then ask if they know any examples where both
solids and liquids interact (boat on water, you in a pool…)
iv) Then the teacher will ask if the students know of anything that we
eat that is both a solid and a liquid and to give examples (cereal in
milk, noodles in soup…)
v) The teacher will then explain the lesson. Today we will be
experimenting with solids and liquids and we will observe their
interactions.
b) Explore(Investigation) We will be learning about the differences and
similarities between solids and liquids by making root beer floats. The
floats will be made in clear cups so that the students will be able to see
the liquid (Root Beer) and solid (Ice Cream) interact. The students will
have worksheet where they will keep track of their observations,
predictions and conclusions. They will be asked what ingredient is a solid
(ice cream) and which ingredient is a liquid (root beer). The students will
be asked to observe the ingredients interactions. They will be in small
groups with a group instructor (teacher). Half of the students will put in the
ice cream before the root beer and the other half will put in the root beer
before the ice cream. Then the small groups will split in half to conduct
another experiment. The other experiment will be dropping a block of
wood into a cup of root beer. The students will observe and compare how
each solid and liquid interacted with each other. Worksheet is as follows:
c) Explain(summary)scaffold-ClaimEvidienceReasoning
We will reconvene as a whole class and discuss their observations we will
also take this time to develop a claim to our focus question. Claim: What
are the primary differences and similarities between solids and liquids and
how do they interact?: a solid doesn’t take the shape of a container, a
liquid does, some solids can turn into liquids and some liquids can turn
into solids. To demonstrate an understanding of solids and liquids
students will fill out a worksheet throughout their investigation and
observations. Evidence: The scientific data that supports our claim can be
found on the student's observation sheets.
d) Elaborate/Evaluation (Answer the FQ )
To evaluate we will have the students use Reasoning: The students will
use their observation data to discover that a liquid will not always change
a solid (wood keeps its shape in root beer) , a solid can change a liquid
(root beer melts ice cream). To elaborate we have a read aloud where we
will read “Change It! Solids, Liquids, Gases and You” by Adrienne Mason.
C) ASSESSMENT/EVALUATION (the 5th “E”)
We will assess student knowledge both orally during our class discussion at the
end of our observations and through written assessment by collecting their
observation worksheets.
D) DIFFERENTIATING INSTRUCTION
a) Trouble with the Science Content/ideas:
● Gear Down: If students are struggling to connect the concepts, I will
model observing solids and liquids, and discuss the properties of liquids
and solids with them as a class. If this does not help, one of the other IU
teachers or myself will work with them individually.
● Gear Up: If this is not challenging enough for them, we will discuss more
complicated properties of solids, liquids, and see if they can differentiate
between solids and liquids and discuss their interactions.
b) Trouble with Process Skills and/or Attitudes Conducive for Science
Learning: If students are struggling to make connections, I will model for
their station how to observe a property of another liquid and solid
interacting. For example, I would put a dry sponge (solid) in a small
amount of water (liquid) and discuss how the liquid changes the properties
of the solid. If students are having trouble using the manipulatives
effectively I will put ground rules in place and even possibly remove the
manipulatives to ensure that students are getting valuable information and
not being distracted.
A) Learning Objective: Students will learn how to defend their opinion on whether
something is a solid or a liquid. We will have students write an explanation for an
object.
B) Description of the Lesson:
a) Engage(Launch) - In order to get the kids thinking about how they can
use evidence to defend their opinions, we will play a game called 4
corners. In this game, there are 4 corners in a room labeled as
“STRONGLY AGREE, Agree, Disagree, and STRONGLY DISAGREE”.
The instructor will give different statements like “A brick is a liquid.” and
the students will go to the corner that they think best applies to the
statement. Once students are in a corner, they can discuss with the
people in that corner why they think they are correct. Then the different
corners can debate why they think they are correct. Students will be
expected to defend their position using the description words they’ve
learned throughout the unit. Focus Question: Why is this a solid/liquid?
b) Explore(Investigation) - We will separate the students into groups and
give each group several objects to identify as either a solid or a liquid. The
students will be expected to justify their classification using the description
words they’ve learned.The students will record their observations on a
blank sheet of paper. The groups will have three objects: a solid, a liquid, and
an object like playdough that can be argued to be either a solid or a liquid.
Seeing the students give their opinion on the third object will allow us to see if
they can defend their opinion appropriately with facts
c) Explain(summary)- We will have a class discussion sharing the students
opinions on their questionable objects by having them stand on on either
the solid or liquid side of the line. The students will hopefully realize that
their claims have a great deal to do with the connections they make to
their evidence using reasoning.
d) Elaborate/Evaluation- As a class we can revisit the focus question and
encourage the students to reflect on the activities that took place in the
explore and explain phases. As a class we will discuss how our
understanding of defending our claims has changed and improved from
further reasoning and evidence.
C) ASSESSMENT/EVALUATION (the 5th “E”) In order to assess the students
understanding of how to classify an object based on facts we can revisit our
Solid/Liquid vocab chart used in the previous two lessons. If the students realize
that some objects can be classified as a solid even though they have qualities of
a liquid and vice versa, then the students understand. This would give the
students a precursor to the next lesson about oobleck.
D) DIFFERENTIATING INSTRUCTION
a) 1) Trouble with the Science Content/ideas–
● Gear Down: If the students don’t understand then we can put up the fact
chart and ask them to identify as a class which descriptive words describe
the object at hand This will help the students be able to see and
remember their previous explorations of solids and liquids.
● Gear Up: If the lesson is too easy, we will amp up the lesson by giving the
students more abstract objects that could be classified as either a solid or
a liquid. We might even introduce the concept of gasses.
b) 2) Trouble with Process Skills and/or Attitudes Conducive for
Science Learning– It is important that our students understand the
importance of observation, a skill necessary to be successful in academic
science. In order to ensure the students see the value in the skill of
observation, our lesson is designed to exemplify its importance. In order
for the students to correctly classify an object as solid or liquid they must
use their observation skills. They also must use their observations in their
reasoning/defense.
Lesson 5: Apply Your Knowledge from Prior Knowledge (Defending their opinion
on an object like Oobleck which is both a solid and a liquid)
b)