5E Planning Guide for Inquiry Teaching! Your Name: Unit Name: Lesson Name: Brandon Hermes Matter What is matter? Tyler Nye Learner outcomes: (content and inquiry – measurable): The students will: • Learn what matter is. • Learn the properties of matter. • Be introduced to two of the three phases of matter (solid and liquid). Grade Level Standards, Grade, Theme, & Topic Standard (highlight one): Earth Life Physical Grade: 3rd Grade Band Theme: Interconnections within Systems Topic: Matter and Forms of Energy Condensed Content Statements • All objects and substances in the natural world are composed of matter. • Matter exists in different states, each of which has different properties. • 5-­‐E Phase Planned Activity/Event Guiding Questions Engage Time: 40 min • Tap prior knowledge • Focus learner’s thinking • Spark interest in topic Day 1 • 3-­‐question entrance slip • Bill Nye video on matter Explore Time: 40 min • Provide learners with common, concrete, tactile experiences with skills and concepts • Observe and listen to students • Ask probing questions • Act as a consultant Day 3 Time: 5 min Day 2 • Phases of matter (solid and liquid) • Obleck activity Day 3 • Balloon activity Academic Language: • Matter • Solid • Liquid • Gas • What do you think matter is? • What objects are made of matter? • What does the mass of an object measure? • What happens when matter goes from a solid to a liquid or vice versa? • Is it still matter when it changes phases? • What characteristics do you notice when it is a liquid? • What characteristics do you notice when it is a solid? Day 3 • Does it feel like something Notes: Materials, Safety, Modifications • Entrance slip • Writing utensil • Bill Nye video • Internet access • Smartboard to view video •
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Obleck lab sheet Obleck materials Writing materials Paper towels Day 3 • Balloons Extension from obleck activity showing gas phase Air represents the gas phase which is the third state of matter o
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Explain Time: 25 min • Encourage students to explain concepts in their own words • Ask for justification • Use students previous experiences as the basis or explaining concepts • Clarify and correct misconceptions Extend Time: 5 min • Apply same concepts and skills in a new context resulting in deeper and broader understanding • Encourage the students to apply the concepts/skills to new situations Evaluate Time: 5 min • Observe as students apply new concepts and skills • Assess, formally and/or informally student progress toward achieving the learner outcomes • Assess students’ •
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“Book that matters” o Vocabulary workbook Explain definition and properties of each phase individually using “book that matters” o Generate examples for each phase •
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Tyler Nye video o Melting ice experiment to show three phases of matter o http://www.youtube.com/watch?v=lULTMf6n2QA •
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Exit slip •
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is inside the balloon? • Strong lungs (hehe) Do you feel anything when you release the air from the balloon What do you think air is? Is it matter? What properties do you notice with a gas? Can you think of anything • “Book that matters” that can change phases? • Writing utensil Is it possible to change phases? Can a substance change phase and then change back to its original phase? What properties define each phase? What is the phase that the ice cube is in? What is happening when the ice cube is melting? What phase is the ice cube melting into? When would the water be in its gas phase? •
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Smartboard to view video Tyler Nye’s video Internet Access Give an example of each phase. Explain the properties that make up each phase. Is it the same substance when it changes phases? What are you still confused about? •
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Exit slip Writing utensil •
knowledge and/or skills Allow students to assess their own learning and group process skills 5E Planning Guide for Inquiry Teaching! Academic Language: • Physical change • Molecule • Your Name: Unit Name: Lesson Name: Brandon Hermes Matter Physical change Tyler Nye Learner outcomes: (content and inquiry – measurable): The students will: • Learn what a physical change of a substance is. • Learn how a substance can physically change. • Learn what makes matter change states Grade Level Standards, Grade, Theme, & Topic Standard (highlight one): Earth Life Physical Grade: 3rd Grade Band Theme: Interconnections within Systems Topic: Matter and Forms of Energy Condensed Content Statements • Matter exists in different states, each of which has different properties. 5-­‐E Phase Planned Activity/Event Guiding Questions Notes: Materials, Safety, Modifications Engage Time: 5 min • Day 4 • What parts of the rap can help you • 3-­‐phases rap lyrics • Tap prior knowledge remember characteristics of the • 3-­‐phases rap phases? • Focus learner’s thinking • What parts of the rap can help you • Spark interest in topic remember what the three phases are? Explore Time: 5 min • Crumbled paper experiment • What happens when you take the • Piece of paper for every student o Students will tear, rip, fold a piece of paper and crumble it up? • Provide learners with common, concrete, tactile piece of paper to show • Is it changing states? experiences with skills physical change • Is it still the same piece of paper? and concepts o Group discussion over what • What is changing when you students believe is occurring • Observe and listen to crumble, rip, or fold the piece of with crumbling the paper students paper? • Ask probing questions • Act as a consultant Explain Time: 10 min • Fill in physical change portion of • How can you characterize a physical • “Book that matters” • Encourage students to “Book that matters” change? • Writing utensil explain concepts in their • Whole group discussion on • What has to happen in order for a own words physical change physical change to take place? • Ask for justification • What ways can a substance physically change? • Use students previous experiences as the basis or explaining concepts • Clarify and correct misconceptions Extend Time: 17 min •
• Apply same concepts and skills in a new context resulting in deeper and broader understanding • Encourage the students to apply the concepts/skills to new situations Evaluate Time: 3 min •
• Observe as students apply •
new concepts and skills • Assess, formally and/or informally student progress toward achieving the learner outcomes • Assess students’ knowledge and/or skills • Allow students to assess their own learning and group process skills Probe # 1Vol. 4 -­‐ “Sugar Water” • Formative assessment # 61 o Think-­‐Pair-­‐Share • Present probe to students • Have students complete the probe during the “Think” • Then p[air students up to share ideas about what they observed • Physical changes are any change size, shape, or state of substance where it remains the same substance (Definition) Assessment from workbook The evaluation for this lesson is within the probe used in the extend portion. • The Think-­‐Pair-­‐Share • Informal assessment over discussion/guiding questions after activity •
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Why is a change in state a physical change? What observations did you make that shows the substance was physically changing? Can you think of any other examples of a physical change? •
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Probe activity “Sugar Water” Clear glass Water Sugar mixing utensils teaspoon “Do not drink the water” Define physical change. What ways can a substance physically change? What do you notice is happening with the sugar cube? Is the sugar cube still a part of the water, does it disappear, what happens to it? Do you think the sugar cube is going through a physical change? Why or why not? •
“Sugar water” activity sheet Academic Language: • Matter • Chemical change • Gas • Reaction • Combustion 5E Planning Guide for Inquiry Teaching! Lesson Name: Chemical Change Your Name: Unit Name: Brandon Hermes Matter Tyler Nye Learner outcomes: (content and inquiry – measurable): The students will: • Identify and define a chemical change • Differentiate between physical and chemical changes • Explain in what ways an object can go through a chemical change Grade Level Standards, Grade, Theme, & Topic Standard (highlight one): Earth Life Physical Grade: 3rd Grade Band Theme: Interconnections within Systems Topic: Matter and Forms of Energy Condensed Content Statements • Matter exists in different states, each of which has different properties. 5-­‐E Phase Planned Activity/Event Guiding Questions Engage Time: 40 min • Day 5 • “What do you think will happen • Tap prior knowledge when the paper gets set on fire?” • Probe # 3-­‐ Vol. 4 – “Burning Paper” • Focus learner’s thinking • “What happens to the paper?” • Spark interest in topic • Four corners assessment before • “Do you think the mass of the jar probe is conducted with the paper will be the same when you burn the paper?” • #19-­‐Science Formative Assessment • “What kind of change is the paper going through?” • Present the probe/handout to students • “After seeing the experiment what do you think happened to the • Whole group discussion over paper?” probe after completion • “Is your prediction the same as the • Journal writing assessment after outcome that occurred during the probe probe?” Explore Time: 35 min • Day 6 • “In the root beer float what is the • Provide learners with solid? What is the liquid? What is • Root beer float experiment with common, concrete, tactile the gas? handout experiences with skills • “Where is the physical change • Students will be experimenting and concepts taking place?” with making a root beer float • Observe and listen to • “Where is the chemical change • Reviews solids, liquids, gases, students taking place?” physical change, and chemical Notes: Materials, Safety, Modifications • Jar w/ lid • Piece of paper • Match • No student will be handling the experiment • Students will be far enough back to be away from paper on fire • Oven mitten for jar to sit on when it gets hot • “Students please do not touch the jar or any of the experiment to prevent injury!” •
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Vanilla ice cream Root beer Plastic cups Straws/spoons “Students cannot use any of the materials for anything more than what it is meant for!” •
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Ask probing questions Act as a consultant Explain Time: 5 min • Encourage students to explain concepts in their own words • Ask for justification • Use students previous experiences as the basis or explaining concepts • Clarify and correct misconceptions •
Extend Time: 40 min •
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skills in a new context resulting in deeper and broader understanding • Encourage the students to apply the concepts/skills to new situations Evaluate Time: 40 min •
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new concepts and skills • Assess, formally and/or change • Students will predict what they think will happen • Students will enjoy their root beer float after we make predictions, see the science involved, and have whole group discussion over it Students will fill in the root beer float experiment handout to explain what they think occurred during their root beer float experiment • “What properties are being shown that tells you it is a physical change? A chemical change?” • “What ingredients make up a root beer float?” • Which of those ingredients are solids? Liquids? Gases? • “What tells you a physical change occurred?” • “What tells you a chemical change occurred?” • “Was your prediction accurate to what actually happened in the root beer float?” Day 7 • “What is matter?” Review game • “What is a solid?” “A liquid?” “A gas?” • Jeopardy over main concepts taught throughout lesson • “What are the properties of a solid?” “A liquid?” “A gas?” • “What is a physical change?” • “In what ways can a physical change take place? What can occur for a physical change to be present?” • “What is a chemical change?” • How do you know a chemical change is taking place?” • “In what ways can a chemical change occur?” • “What does mass measure?” Day 8 • “What is matter?” Formative/Summative assessment • “What is a solid?” “A liquid?” “A gas?” • Will assess the students over entire unit with a test • “What are the properties of a • Paper towels • Root beer float experiment handout • Writing utensil •
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Smart board Jeopardy game created Their bright and brilliant minds They’ll be split into two groups Rules and expectations laid out so they know what to expect during game •
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Assessment (Test) Writing utensil Reading book for when they finish •
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informally student progress toward achieving the learner outcomes Assess students’ knowledge and/or skills Allow students to assess their own learning and group process skills •
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solid?” “A liquid?” “A gas?” “What is a physical change?” “In what ways can a physical change take place? What can occur for a physical change to be present?” “What is a chemical change?” How do you know a chemical change is taking place?” “In what ways can a chemical change occur?” “What does mass measure?” Test will include multiple choice and short answer for real world applications MC Lesson Plan Template:
Teacher Candidate’s Name: Brandon Hermes, Tyler Nye
Date: 11/12/12
Lesson Rationale and/or Summary
During this lesson, students will explore the three states of matter and their properties. Students will interact with each of the
phases of matter and gain understanding of each through multiple experiments and activities. Students will collaborate in an
“Oobleck Experiment” and various demonstrations to see and understand the three states of matter. This will lead into learning
about physical and chemical changes.
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Content focus: Essential Question or Enduring Understanding
What are the three phases of matter and their properties?
Content, Cluster, Strand, or Standard Statement/Connection: Add the Ohio Science Standards here.. use both current (benchmarks and
indicators) and new (content statements) for your grade level. Be sure to include content and inquiry (ways of knowing, science and technology)
standards.
Students will be able to:
• Learn what matter is
• Learn the three phases of matter
• Learn the properties of the three states of matter
Common Core standard
• Grade 3
• Grade band theme: Interconnections within systems
• Topic: Matter and forms of energy
• Content statements:
• All objects and substances in the natural world are composed of matter.
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Matter exists in different states, each of which has different properties
OACS
• Grade 4-Physical science
• Nature of Matter
◦ Explain that matter has different states (e.g., solid, liquid, and gas) and that each state has distinct physical
properties
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Academic Language
• Matter
• Solid
• Liquid
• Gas
• Molecules
• Observe
• Predict
• Obleck
• Analyze
Planned Assessments: Indicate the types of assessments you plan to utilize in your lesson, & then indicate within your plan where each will be
implemented. (Not all are needed in each lesson.) Be sure assessments are clearly aligned with lesson objectives.
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Pre-assessment: Entrance slip, What is Matter? Brainstorming activity
Formative Assessment: Oobleck Lab Activity Sheet, Exit Slip, Informal assessment of students “A Book that Matters” vocabulary books
Summative Assessment: A unit test after completion of all the lessons have been taught.
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Differentiated Instructional Strategies:
• I will wear a microphone to make my voice louder for hearing impaired students. There will also be a translator in the room
doing sign.
• During experiments, students will be grouped with various academic levels (Low achieving students paired with high
achieving students)
Lesson Resources:
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Daniel, L., Hackett, J., Moyer, R., & Vasquez, J. (2005). Science:physical science. New
York, NY: Macmillan/McGraw-Hill.
Shelby, N. (2012). Solid, liquid, & gas: science activities to engage students. Retrieved
from http://mrsshelbysclass.blogspot.com
Dr. Seuss. (1976). Bartholomew and the oobleck. New York, NY: Random House, Inc.
Day 1:
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Entrance slip
Writing utensil
Bill Nye video
Internet access
Smartboard to view video
Day 2:
• Obleck lab sheet
• Obleck materials
• 4 cups of water
• 4 boxes of cornstarch
• Add another 1 ¾ cups of water
• Mix thoroughly
• Writing materials
• Paper towels
• Large plastic bowls
• newspaper (to cover desks)
• small objects (pennies, marbles, paper clips, etc)
Day 3:
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“Book that matters”
Writing utensil
Balloons
Strong lungs (hehe)
Smartboard to view video
Tyler Nye’s video
Internet Access
Exit slip
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Procedures (Four Components)
I. Readiness/Motivation for Lesson: Engage
Allotted Time: 40 min ; Day 1
• Entrance slip – Pre-assessment
• 3-4 questions to activate/check prior knowledge
• Get students minds working towards matter
• “What do you think matter is?”
• “What objects are made of matter?”
• “What does mass measure?”
• Bill Nye Video
• 25 minute video over matter and introducing its three phases
• Informal assessment
• Whole class quiz from Bill Nye video on smartboard
• Quiz is a part of the video and follows the video showing of Bill Nye
• Class will answer questions to quiz as a whole
II. Lesson Development: Explore, Explain, Extend
• This is the heart of your science lesson plan. You will be writing your unit plan in the 5E Model. You do not have to have all 5
E’s every day; however, you must follow the requirements noted below next to each phase. Basically, you should be in some
phase or phases of the 5 E Model each day; you do not necessarily have to have all 5 E’s each day.
• Describe the learning experience/tasks in a step-by-step sequence. Be concise and clear, yet include enough detail that a
substitute could follow your plan.
• Include procedural information, identify sample questions you intend to ask, and embed classroom management (grouping,
attention signals, etc.) into your descriptions.
EXPLORE: (40 min ; Day 2)
• Introduce the phases solid and liquid
• “What does it mean for a substance to change phases?”
• “What is happening when a substance changes phases from a liquid to a solid?”
• What happens when a substance changes phases from a solid to a liquid?”
Read Bartholomew and the Obleck by Dr. Seuss
• Tell students “This is the beginning of the unit on matter and today we are going to some experimenting to determine
if something is a solid or a liquid.”
• Pass out the Obleck activity and the lab sheet that goes along with it
• Read its instructions
• Divide them into groups of three by drawing popsicle sticks with the students’ names on it
• Make sure students understand the expectation
o During the Obleck activity I will be informally assessing the students by walking around the room and
interacting with them during the experiment.
o I will ask guiding questions such as “What do you think is happening?” “Is it a solid or a liquid?” “How do
you know if it is a solid or a liquid?”
o I want the students thinking broadly and conceptually about what they are doing with the Obleck activity
• Students will be filling in their Obleck lab sheet while working with the Obleck
• Wrap up the activity when students begin to finish their lab worksheet
• Have them clean up their materials and stations
• Students will turn in their lab worksheets from the activity
o When students turn in their worksheet have them place a tally under either the liquid category or the solid
category to show what they think the Obleck is
o Compare what the students believed
• Quick class discussion over Obleck experiment
o “What did you guys think of the activity?”
o “How was the Obleck like a solid?” “Like a liquid?”
o “What is your final analysis on if you think the Obleck is a solid or a liquid? Why?”
• I will formally assess the students based on the lab experiment worksheets they turn in
• I will informally assess them when I walk around in their groups and at the end of the experiment when we do
whole group discussion
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EXPLORE (CONTINUED) (5 Min; Day 3)
Balloon activity.
• “Yesterday we did the Obleck activity which allowed us to play with the solid and liquid phases. Today we get to the
third phase. We are going to conduct a short experiment today and see if we can figure out together what that third
phase is.”
• Students will each receive a balloon
• Each student will blow up their balloon without tying it
o They will squeeze the balloon to keep it closed
• Ask students “Does it feel like something is inside the balloon when you blow it up?”
• “What do you think makes up the inside of the balloon?”
• Have students release a little bit of the air in their face so they feel the air coming out
o “Do you feel anything when you release the air from the balloon?”
o “What do you think the air represents?”
• Quick discussion on how the air in the balloon represents the gas phase of matter
EXPLAIN: (25 Min)
Pass out “A Book That Matters”
• Vocabulary workbook
• Have students generate and explain kid friendly definitions for each phase of matter
o Allow them to generate the different properties that make up each phase
o Allow them to generate their own examples for each phase
o During this section I will be informally assessing them based on their prior knowledge and what they have
picked up so far in previous lessons
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Solid- A state of matter that has a definite shape and takes up a definite amount of space.
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Liquid- A state of matter that takes up a definite amount of space but has no definite shape
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Gas- A state of matter that does not take up a definite amount of space and has no definite shape
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“What does a liquid look like?” “How do you know it is a liquid?” What examples of liquids can you come up with?”
I will generate questions like this for all three phases
o Work together as a class to fill in their A Book That Matters workbook
I will be filling in my own workbook along with the students
o I’ll show my workbook under the document camera and fill it in as we go along with the class
Take the time to clear up any misconceptions that students may have
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Informal assessment of student progress in “A Book that Matters”
EXTEND: (5 min.)
• Tell students they are going to watch a short video. Tell them to keep in mind they will be looking for the different
states of matter within the video
• Students will watch a short youtube “Three States of Matter” video (Tyler Nye the Science Guy)
o Explains three states of matter, shows an experiment of phase changes
o Melting ice experiment
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Questions to be asked about the video:
o What is the phase that the ice cube is in?
o What is happening when the ice cube is melting?
o What phase is the ice cube melting into?
o When would the water be in its gas phase?
Students will recognize that an object can take form of multiple phases. Ex. Water can be a solid, liquid, or gas
This will also be a building block for the next topic of physical changes
EVALUATE: (5 min)
• Students will complete an exit slip about states of matter.
o Give an example of each phase.
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o Explain the properties that make up each phase.
o Is it the same substance when it changes phases?
o What are you still confused about?
There will be no summative assessment until the end of the unit.
Other evaluations are embedded within the lesson
SCIENCE SAFETY PRECAUTIONS:
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Don’t
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drink or eat the oobleck
throw the oobleck
doing the balloon experiment, do not let go of your balloon when it is filled with air
use the balloon as a weapon (flinging, snapping, sling shooting, etc. at other people)
III. Lesson Closure: Summarize, Link
• There has not been closure to the lesson yet.
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Candidate’s Name: ____________________ Candidates Total Score ________ /400
Target (90 – 100%)
Acceptable (75 - 89 %)
Not Met (Below 75 %)
RUBRIC FOR EFFECTIVE SCIENCE TEACHING DESIGN
The unit plan included appropriate inquiry techniques
including: discovery/play, guided and/or open-ended
inquiry. Students had the opportunity to investigate their
own questions and/or make decisions during the inquiry.
The unit plan includes a thoughtful integration of real
world science learning (authentic) that pertain to the
content.
The unit integrated science and technology ideas as well
as integrated technological resources throughout the unit
plan when appropriate.
The unit integrated effective cooperative/ collaborative
learning strategies as well as other effective “best science
teaching practices” learned throughout the semester in
EDTL 4480.
The unit plan was comprehensive and included all of the
outlined expectations in a meaningful and valuable way.
100 85 70 55 0
Comments:
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Comments:
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Comments:
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Comments:
Task 1a: SCORE FOR Unit Plan Design = _______/ 100
5- E lesson plan was age-appropriate and aligned to
state standards for 4 – 9th grades.
Each of the 5E lesson plans includes an opportunity for
the students to apply their knowledge in a hands-on or
minds-on (inquiry-based) manner, teacher questions are
included and are diverse (including higher order
questions), and closure of the content big ideas is clearly
stated.
Each of the 5E lesson plans includes a section that
details the safety and/or differentiated learning
modifications and plans of action to be carried out during
the lesson
The 5E lesson plan depicted a true learning cycle and
each phase of the lesson depicted appropriate
activities/events for that phase of the 5E model
The lesson plan was comprehensive and included all of
the outlined expectations in a meaningful and valuable
way.
100 85 70 55 0
Comments:
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Comments:
Task 1b: SCORE FOR Lesson Plan Design - _______/ 100
The Formative Assessment effectively assesses one
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or more of the learning outcomes (clearly identified) and
clearly shows what students have mastered during the
lesson (a checklist /rubrics/scoring key is included)
The reflective analysis of the formative assessment data
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is comprehensive, clearly communicated, and provides
valuable information regarding what was learned in terms
of effect of the effectiveness of your design on student
learning.
Comments:
Comments:
Task 3: SCORE FOR Formative Assessment - _______/ 100
Task 4: The reflective analysis of the entire unit
design and implementation is comprehensive, clearly
communicated, and highly valuable for further
professional growth.
100 85 70 55 0
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