Welcome to Scribd, the world's digital library. Read, publish, and share books and documents. See more
Download
Standard view
Full view
of .
Save to My Library
Look up keyword
Like this
0Activity
0 of .
Results for:
No results containing your search query
P. 1
Term 3 Science Lesson Plan Final With Comments & Revisions

Term 3 Science Lesson Plan Final With Comments & Revisions

Ratings: (0)|Views: 34 |Likes:
Published by Jake Frumkin

More info:

Published by: Jake Frumkin on Dec 17, 2012
Copyright:Attribution Non-commercial

Availability:

Read on Scribd mobile: iPhone, iPad and Android.
download as PDF, TXT or read online from Scribd
See more
See less

12/17/2012

pdf

text

original

 
Jake FrumkinTerm 3Science Lesson Plan November 14, 2012 (To be taught 11/21/12)
Core Decisions of Lesson Design
In narrative form, speak to the following core decisions.What- These standards are pretty general, so more specifically I plan to have my students engage in ascientific process of inquiry by closely examining and categorizing different rice, grains and pasta. I want them to think creatively about different characteristics based on which the materialscan be divided and engage multiple senses in this process (sight, touch, smell, but NOT taste). Ialso want them to think creatively about the tools that they have available to them and those thatthey can create in order to standardize and define categories of division. I also want them todemonstrate the ability to respectfully and responsibly work with small and potentially easilymismanaged materials. This is definitely an apprehension that I have going into this lesson interms of using such small materials for investigation and the possibility that they will be lost,spilled or generally misused. However, I am confident that if prefaced properly and withexpectations clearly presented and maintained, the students will do fine with this. I also wantthem to be able to use a process of investigation to identify mystery items and pasta based ontheir previous classifications. Finally, I want them to be able to articulate their findings andthought process and listen to, learn from and find inspiration in the ideas of their peers.How- My primary method of teaching will be independent and paired investigation on the partof the students. This will be supported by mycontinuing to question individuals, pairs and thewhole (small) group. This questioning will be a vehicle for providing seed ideas to the studentsand encouraging depth in thought and investigation. I will not do much direct instruction butthrough the structuring of my materials will provide a great deal of preliminary information andsupport. I will give them multiple vehicles through which to organize their materials andthoughts to avoid potential confusion. These will include pre-made blank T-Charts and labeledindexes with the actual grains and pasta included to name and identify the unfamiliar and easilyconfused materials. I will also model the key act of coming up with a categorization for sorting,investigating the materials and sharing findings in order to check reasoning and validity in results.I intend for this modeling to be brief, but will continue if visibly necessary to further scaffoldingof the act of investigation and scientific inquiry.Why- This lesson is based primarily around the idea that children are born investigators (NSTAFramework p. 24) and that engaging them in a scientific process of inquiry will be a vehicle for creating wonder while teaching them to plan and implement structure for their findings andenhancing skills for future investigations. Ultimately, I want to turn rice into a concept thatguides the students to approach something as mundane as a trip to the grocery store or normal asa simple dinner as an experience to be approached with wonder.A lesson somehow relating to rice was my original idea because I wanted to integrate thelesson into the larger unit that I am responsible for in my class of studying rice. I thought that itwould be good to continue to develop potential components of this larger unit while refining themthrough the process of teaching a small group. I then went on to doubt myself somewhat as I felt
 
NancyLee Bergey
12/9/12 3:17 PMNancyLee Bergey
12/9/12 3:17 PMNancyLee Bergey
12/9/12 3:17 PMNancyLee Bergey
11/16/12 6:12 AMNancyLee Bergey
12/9/12 3:17 PMNancyLee Bergey
12/9/12 3:17 PMNancyLee Bergey
12/9/12 3:17 PM
Comment:
OK – this is what I want.
Comment:
Prepositions at the endsentences are now acceptable. This soundsawkward.
Comment:
I think it would be good toseparate the science goals and theclassroom/citizenship goals into differentparagraphs.
Deleted:
e
Comment:
Excellent. You might want tocome back at the end to add someinformation since pasta is a processedproduct as opposed to grains which arefairly natural.
Comment:
Nice!
Comment:
This whole section, from hereuntil the beginning of the template, should be placed before the Core Decisions inyour website. It is the story of how you gotto the Core Decisions.
 
that rice wasn’t necessarily all that science-y. I knew that I wanted to do something that had to dowith collecting data in order to apply our findings to my lesson for math, but thought that therewas likely something more interesting and scientifically relevant to study. I thought aboutworking with fallen leaves in connection to the season or mealworms because I greatly enjoyedthat lesson in our class. I was also excited by the idea of working with mealworms in order to push some limits. I liked the idea of getting kids to push aside their creepy-crawly fears in order to scientifically investigate living bugs. I also liked the idea of having this relativelyunconventional material present in the learning of my usually quite controlled schoolenvironment. These seemed like fun ideas and potentially more connected to other biologicalscience content even if the lesson was just focused on the practices of investigating andevaluating information. In a cursory navigation of the NSTA site and its many articles, I found alesson on snowflakes and doing a comparative investigation of their structure and design. Whilethese wondrous little things still felt more interesting than rice, I saw that the real value in thislesson was in the investigation and I thought that those same principles and practices could beapplied to anything. Furthermore, I reflected on our lesson in class at GSE examining thedifferent rocks and shells and realized that there was more than enough to engage in with those,and rice would be no different. At this point I decided that I really liked the idea of amultidisciplinary unit around rice and that science was as good a subject as any to extend thislearning into. I knew that I could get multiple different kinds of rice, grains and pasta and thatthey could easily be investigated and categorized in many ways. Still I wanted to add somethingmore to this and thought that I could potentially include a sink and float component. Myassumption was that different grains and pasta that still had a shell on them would float while ricewould predictably sink. I spoke with my classroom mentor about my ideas for the lesson and sheenthusiastically supported me. At this point I knew that I needed to actually acquire the materialsand begin to test out different ideas. I asked multiple friends about where I might be able to buymany different grains and pasta in bulk. This spoke to the importance of knowing my localresources, especially when thinking somewhat outside of the box in regards to science materials.I was glad that my local food coop had the necessary bulk section and I would be able to buy thematerials in the same community where I live, learn and teach. Probably the funnest part of the planning of this lesson was going to the store, painstakingly distributing and labeling a dozen tiny bags of rice and other grains and pasta from the bulk section and then having the cashier weighand scan them one by one. I felt like a really creative teacher in this moment late that eveningand got even more excited to continue planning.Upon further thought and play with the different types of race and other grains and pasta, Idecided to step back somewhat and simplify things. In a preliminary test of the sink and floatcomponent, I found that only the couscous floated and I didn’t think that it was worth the addedelement and potential mess of having water on hand to make this small difference incategorization available. Instead, I thought more about how the rice could be sorted and decidedthat there was plenty to work with without the sink and float. I also decided that I wanted toinclude some deductive reasoning in the lesson and would use some of the materials to test their ability to apply knowledge gathered throughout their inquiry to do this. This is when I decided toinclude two mystery materials of tri-color quinoa and black rice. Based on the characteristics of the other materials, the students should be able to determine what these are similar to andhopefully classify them as quinoa and rice. I also eliminated Arborio and long grain brown ricefrom the lesson because of their similarity in appearance to white sushi and brown basmati rice,respectively.Honestly, the standards were something that I stayed aware of but knew that I could apply after  planning the lesson. In the process of planning, I was more concerned with the process of investigation and carrying out what I knew to be strong techniques in exploring and developingunderstanding. I knew that I wanted to provide enough structure that the lesson would go where Iwanted it to, but leave the inquiry process pretty open to the students. I would front load with
 
NancyLee Bergey
12/9/12 3:17 PMNancyLee Bergey
12/9/12 3:17 PMNancyLee Bergey
12/9/12 3:17 PMNancyLee Bergey
11/16/12 6:37 AMNancyLee Bergey
12/9/12 3:17 PM
Comment:
Maybe this spring?
Comment:
Most fun
Comment:
What a great story!
Deleted:
the majority of 
Comment:
What this really means is thatyou have internalized the most importantideas in the Practices!
 
experience and then sum up with more knowledge and content-based clarity. Luckily this is arelatively familiar structure in my school and the students hopefully won’t be too thrown off bynot getting a great deal of information in the beginning. Based on the way that they learn mathand what I have observed of their work in science class, this shouldn’t be a problem.
Lesson Plan Template
Goals / Objectives- SWBAT utilize inquiry-based process of exploration to categorize unfamiliar materials inmultiple ways- SWBAT employ findings to deduce characteristics and identity of mystery materials- SWBAT articulate findings and thought process and listen to, learn from and find inspiration inthe ideas of peersStandards (and Assessment Anchors, if applicable)From NSTA Framework for Science Education-Scientific Practices1. Asking questions and defining problems3. Planning and carrying out an investigation8. Obtaining, evaluating, and communicating informationCrosscutting Concepts1. Patterns3. Scale, proportion and quantityAdd some Core IdeasCore Ideas:
 
Life SciencesLS1: From molecules to organisms: Structures and processesLS2: Ecosystems: Interactions, energy, and dynamicsLS3: Heredity: Inheritance and variation of traitsLS4: Biological evolution: Unity and diversity
 Materials and preparation-
 
Supplies of each of nine rices & grains and pasta distributed in two large bowls (Israelicouscous, French couscous, whole wheat couscous, white quinoa, tricolor quinoa, whitesushi rice, medium grain black rice, brown basmati rice, white jasmine rice)-
 
Pre-made sheets for each student with labeled examples of each material and unlabeledtwo mystery materials. Pre-made sheets with blank T-Charts for each student (plusextras)-
 
Two pencils per student-
 
(4) Erasers for the group-
 
White board easel & markers-
 
One magnifying glass for each student-
 
4 plastic rulers with millimetersClassroom arrangement and management issuesThe lesson will take place in the pod area outside of main classroom in order to be in a familiar space and close to their normal learning environment (for potential behavior management or emergency purposes). Students will be arranged at two circular tables of 3-4 seats each with me
 
NancyLee Bergey
12/9/12 3:17 PMNancyLee Bergey
12/9/12 3:17 PMJacob Frumkin
12/9/12 3:19 PMNancyLee Bergey
12/9/12 3:17 PMJacob Frumkin
12/9/12 3:17 PMNancyLee Bergey
12/9/12 3:17 PMNancyLee Bergey
12/9/12 3:17 PMJacob Frumkin
12/9/12 3:17 PMJacob Frumkin
12/9/12 2:45 PM
Comment:
Thank you.
Comment:
At the end of all of this youmight consider making some kind of group chart of what your groupdiscovered about your materials – andglue some of each on – so that it can bedisplayed in your classroom and the restof your class can benefit.
Comment:
Great idea. I will see if there isenough data gathered and time to do so.
Comment:
I know that this is not theemphasis, but after all, grains are a majorportion of the plant kingdom, a major foodsource, comparing can show likelyevolutionary connection….
Comment:
I guess that I left this outinitially because it did not seem quite asconnected to the content and goals of thelesson as the Practices and Concepts. Iagree that there are definitely connections,and upon looking again at the Core Ideasin the NSTA Standards, I saw definitelinks throughout all of the Life Sciencesstandards. This lesson begins to establishthought processes very much related tostructure, variation of traits and the unityand diversity between things that could all be easily categorized as somewhathomogenous objects. If I were to do thislesson with older students, I can see a lotof potential to dig deeper into the biological and evolutionary connectionsand more about the traits related toheredity and ecosystems.
Comment:
OK – I suggested somethinglike this above. There are ways toplasticize materials – I can look into thisfor the end of your unit if you wish.
Comment:
OK – wrote to some folks whomight have a technique, but how aboutmounting them on foamcore and using“mod podge”?
Comment:
Laminating worked great!
Deleted:
I plan to attempt to laminate theseso that they can be used in the future, but mayneed to glue materials down to plain paper for the purposes of this single lesson.

You're Reading a Free Preview

Download
/*********** DO NOT ALTER ANYTHING BELOW THIS LINE ! ************/ var s_code=s.t();if(s_code)document.write(s_code)//-->