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Liquid and Solid Unit

Liquid and Solid Unit

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Published by Ashley Scherle

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Categories:Types, School Work
Published by: Ashley Scherle on Feb 16, 2012
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Lesson Plan #1
 Name:Ashley ScherleDate: August 31
st
Subject: Science Grade: Two
Content/Topic:
Introduction to Matter:liquids, solids, and gases
Instructional Strategies:
Direct (ExplicitTeaching) and Interactive (Large groupdiscussion)
Outcomes:
LS2.1 Investigate observable physical properties (e.g., colour, taste, smell, shape,and texture) of familiar liquids and solids.[SI]
Indicators:
Students will be able to:a. Pose questions that lead to investigationand exploration of the properties of familiar liquids and solids. b. Classify objects in various natural andconstructed environments as liquids or solids.
Cross Curricula Competencies:
developing thinking, developing literacies
Prerequisite Learning:
Students understand how to work respectfully in pairs. Studentsunderstand the concept of sorting.
 Adaptive Dimension:Preparation:
(equipment/materials/set-up)Materials: Envelopes and cards (13), teacher cards, chart paper, penSet-up: photo copy cards for pg. 19-21 in Properties of liquids and solids.
 
Set ( 20 minutes)
1.Gather students on the floor on the foammat.2.Tell students that today we are going tostart a fun science unit and we are goingto do an activity in pairs to help us figureout what we are going to learn about.3.Each pair is going to get an envelope ocards then you will go find a place in theroom to work. You and your pair aregoing to take turns reading the word onthe card then place the cards on thetable/floor where you are working. ThenI want you to sort the picture cards in away you think makes sense.Sorting: Putting things together that are thesame. Every time you sort things you need asorting rule. Example, colour, shape, size etc.4.Show students an example of sorting onthe chart paper.5.Repeat the instructions for the task.#1 When your name and your partnersname is called take your envelope andquietly go find a place to work in theroom. #2 Take turns pulling a picturecard out of the envelope and saying theword that is on the card then place it onthe floor/table. #3 Sort the cards however you think is right. You will have 5minutes.6.Ask 2 students to repeat the instructions before beginning.
Development ( 20 minutes)
1.Give students about 5 minutes tocomplete sorting activity.2.Ask students to share how they sortedtheir cards and why.3.After a few groups to share their answersI will ask the students to come sit back onthe mat.4.Share with the student how I sorted thecards. (blow up the cards and sticky tack them to the board. Why do you think Isorting the cards this way? I sorted thesecards by their state of matter. (Liquid or Solid) Matter is anything that takes up place or as weight. Matter can be in theform of a solid like a tree of a clock.Matter can be in the form of a liquid likerain or juice. Matter can be in the form of gas like steam or fog. Liquid matter canflow one place to another. Liquid spreadsout and gravity pulls it down. This meansthat liquids will usually flow from a high place to a low place. The farther liquidfalls the faster liquid flows. Liquid
Student Engagement/ClassroomManagement Strategies
Give clear directions so studentsalways know what to do and stayon task.Keep an eye on the time to makesure the lesson does not run toolong.Have all materials ready to go before the lesson starts.
 
Lesson Plan #2
 Name:Ashley ScherleDate: September 1
st
/11Subject: Science Grade: Two
Content/Topic:
Introduction to Matter:liquids, solids, and gases (Continue fromlesson #1)
Instructional Strategies:
Direct (ExplicitTeaching) and Interactive (Large groupdiscussion)
Outcomes:
LS2.1 Investigate observable physical properties (e.g., colour, taste, smell, shape,and texture) of familiar liquids and solids.[SI]
Indicators:
Students will be able to:a. Pose questions that lead to investigationand exploration of the properties of familiar liquids and solids. b. Classify objects in various natural andconstructed environments as liquids or solids.
Cross Curricula Competencies:
developing thinking, developing literacies
Prerequisite Learning:
Students understand how to listen respectfully when a story is being read to them.
Adaptive Dimension:Preparation:
(equipment/materials/set-up)Materials: Change It! Solids, liquids and you By Adrienne Mason, Solids and Liquidshandout from lesson #1, pg. 24 from properties of liquids and solids. (26 copies)Set-up: Have all materials ready to go and up by the teaching chair.

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