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# EDU 528 Elementary Science Methods Winter 2013

## Instructional Planning Template

Your name: Title of lesson/activity: Teaching date(s) and time(s): Liz Pierce Snail size and mass is there a correlation? 2/13-14/13 Overview and Context Overview: Estimated time for lesson/activity: Students will weigh and measure snails and use data to determine if weight and size are correlated in the case of snails. 35-45 minutes per student (for the experience phase, students will rotate through the same center in small groups): Engage: 10-15 minutes (whole group) Experience: 5-15 minutes (depending on student and group) Explain: 15 minutes (whole group) Students have been observing their snails for about 1 week now, noticing how they move, what they eat, and how they interact with their shells. Science Companion, Living Things, Grade 1; Barbara Berthelsons Students nave conceptions in life science, 1 st grade science GLCEs Grade 1 Mitchell Elementary School

Context of lesson:

## Sources: Grade level and school:

Learning Goals
Learning Goals (1-2 in each) Science Content Goals: Students will be able to 1. recognize that size and weight of snails are correlated. 2. identify what young snails need to grow bigger. Scientific and Mathematical Practices (processes) Students will be able to 1. generate hypotheses about how snails sizes and weights may or may not be correlated. 2. measure and weigh snails. 3. place data points Connection to GLCEs and CCSSs Science GLCEs: L.OL.01.13 AAPS report card standards: Science standards on collecting and examining life Connection to Activities

1.

Experience and explain phases 2. Explain phase as we discuss possible implications and think about new questions and investigations

Science GLCEs: S.IP.01.11, S.IP.01.12, S.IP.01.13, S.IP.01.14, S.IP.01.15, S.IP.01.16, S.IA.01.12, S.IA.01.13 Math GLCEs: M.UN.01.0, D.RE.01.01, D.RE.01.02, D.RE.01.03 Math CCSSs: Math.Content.1.MD.A.,

1.

Engage discussion and hypothesis generation 2. Experience (at the measuring and weighing center) 3. Experience phase (after they measure and weigh their snails)

EDU 528 Elementary Science Methods Winter 2013 appropriately on a graph. 4. read and interpret an x-y axis bar graph. 5. generate claims with evidence (data) to answer the investigation questions. 6. participate appropriately during class discussions. Math.Content.1.MD.C.4 AAPS report card standards: Math standards 13, 30 4. Explain phase data interpretation 5. Explain phase claim generation

## Snails bigger Snails always

with bigger shells weigh more because the snail with the shell was always heavier. that are heavier have bigger shells because heavier snails have bigger shells than lighter snails.

## Attending to the Learners

Making the content accessible to all of your students: For alternative ideas, think about when to take them up and when to park them. If a student seems stuck, understand that we are not answering these questions with this experiment, and therefore it may be useful to generate possible future experiments or have a questions list off to the side for things like this. Keep your language clear and concise for ELLs Model scientific processes for students. Keep students involved while you teach.

Assessments
Type of Assessment Engage Phase: Learning Goals Connection Process goals 1 and 6

My notes::

Student work:

Take brief notes after the discussion to keep track of student ideas (including alternative ideas) and participation

## Hypotheses chart Experience Phase:

My notes:
2 column checklist at center to keep brief notes about students completion of the measurement tasks

## Content goal 1 Process goals 2, 3, and 4

Student work:

EDU 528 Elementary Science Methods Winter 2013 Data collection table Explain Phase: Content goals 1 and 2 Process goals 4, 5, and 6

My notes:
Take brief notes after the discussion to keep track of student ideas and participation Student claims and evidence sheets

Student work:

Materials:

Engage Phase: chart paper (including 1 piece with our investigation question, 1 piece for questions and new investigations, and 1 piece with a chart prepared for students to generate hypotheses), markers, pictures of the 3 snails Experience Phase: chart paper with data collection graph and questions and new investigations, snail pictures, glue to stick pictures on chart as data points, 3 snails, rulers, balance scale Explain Phase: claim generation worksheets (16), data collection graph, markers, pencils

Instructional Sequence
Engage Phase

## Time <5 min

The teacher will: Part I: Help students establish an investigation question/problem Say: So I was watching our snails yesterday and I was wondering how big the snails are inside. Sometimes they go inside and I cant see them, so I wanted to know if I can tell how heavy the are by looking at the size of their shells. Show empty shell, prompt students to feel weight (it is light) made me wonder if snails inside are heavier or lighter when the shells are bigger Introduce (reveal) IQs (chart paper): 1. Do snails with bigger shells weigh more or less than snails with smaller shells? 2. Do snails that weigh more (snails that are heavier) have bigger or smaller shells? Part II: Help students share initial ideas and write predictions about the question/problem Use hypothesis generation charts to support students in generating hypotheses using tally marks and through a hand-raising vote [emphasize that different opinions are okay] (see photos attached to the video for these charts) Think about how to quickly address alternative ideas (have a questions and new investigations chart ready to go)

5 min

The students will: Listen while I introduce my questions Investigate the snail shell Listen to each others ideas Place their name stickers on the hypothesis charts Articulate reasoning behind their hypotheses Introduce alternative ideas (possibly)

Management Considerations: Keep this short but sweet! You will deliver this after math meeting content, so it must be quick but also allow for enough student contribution.

Reflection on Planning
Science teaching goal for self: How I prepared to teach this lesson: Convey your question clearly so students are best prepared to answer. I focused on key vocabulary and thinking about consistency in my language to support all students in accessing content. See my vocabulary activity (*) above.

## EDU 528 Elementary Science Methods Winter 2013

Experience Phase Time 3-5 min The teacher will: Part I: Help students set up data collection for answering the investigation question/problem (restate the investigation question) The students will: Listen to me and each other accordingly Generate ideas about how to answer our questions Attend to directions for use of equipment and data collection at the center Measure snails Weigh snails Record data on class graph using snail pictures Generate new ideas

Whole group

Reiterate IQs: 1. Do snails with bigger shells weigh more or less than snails with smaller shells? 2. Do snails that weigh more (snails that are heavier) have bigger or smaller shells? Ask: How could we find out? (guide students to discuss weighing snails, measuring snails) Note we will be weighing them on a scale (in grams) and measuring with rulers

## 10 min per small group

Part II: Help student make and record observations and measurements to collect sufficient data to answer the investigation question

At the center

Model weighing and measuring processes for students o Safety reminders (for the sake of snails, keep them in the water!) o Weighing: place on scale, measure in comparison to each other o Measuring: measure from side to side, wherever it is the biggest across the shell Model data collection and placement on the graph (see attached picture of data collection graph, onto which students will place snail pictures according to how large their shells are and how heavy they are)

## Part III: Help students carry out the investigation

At the center

Guide students as they use the equipment (safety reminders) Continue adding to questions/new investigations list as needed

EDU 528 Elementary Science Methods Winter 2013 Management Considerations Safety reminders with equipment and snails as needed, keep introduction of activity brief during center introductions to allow students more time to work hands-on with the equipment and the snails, keep student participation up during whole group instruction

Reflection on Planning
Science teaching goal for self: Really teach students how to use that graph to organize our data from the beginning! I thought about multiple questions to guide students in using the graph: Which snail is the biggest (smallest/medium sized)? Which snail weighs the most (least/is medium heavy)? This snail is (less heavy, medium heavy, more heavy). Where is that on the chart? This snail has a (bigger, medium, smaller) shell. Where is that on the chart?

## Explain with Evidence

EDU 528 Elementary Science Methods Winter 2013 Time <5 min The teacher will: Part I: Help Ss to identify trends/patterns in data for answering the investigation question. Reiterate IQs: The students will: Look back at IQs use data to answer IQs as a class refer to and read the data collection chart fill out worksheets answering both IQs and providing reasoning using evidence generate ideas as to how snails get bigger generate ideas for possible new investigations about snails

1. Do snails with bigger shells weigh more or less than snails with smaller shells? 2. Do snails that weigh more (snails that are heavier) have bigger or smaller shells?
Refer students back to class data collection graph after each IQ, gesturing in direction of growth of size or weight (depending) to aid ELLs Ask: o Are the bigger snails heavy? Do they weigh a lot or a little? o Are the heavy snails bigger or smaller? o Which snail was the biggest? o Which snail was the smallest? o Which snail weighed the most (was the heaviest)? o Which snail weighed the least (was the lightest)?

Part II: Support students in using the data to generate claims with appropriate and sufficient evidence & revisit predictions. Reiterate IQs Refer back to predictions with students Show students class worksheet for claims with evidence (see attachments) Go through the worksheet with students, asking them to support in possible ways to fill it out Guide students to think of evidence: o Possible types of evidence: reasoning/interpretation of data (heavier snails are bigger, bigger snails are heavier), tools (the data chart, rulers, the scale), procedures (measuring, weighing) Part III: Support Ss in applying their knowledge to new problems/questions

Recap discussion, turn Ss to a new question (What do snails need to grow bigger?), see what ideas and investigations they come up with Support students in developing answerable questions and thinking of possible methods to answer questions Close: reinforce student participation by discussing behavioral skills in scientific discourse as well as reasoning skills in developing claims and new investigation ideas Management Considerations You will need to keep this quick! Students have a lot of content to get to before centers, so try to be engaging and also efficient.

Reflection on Planning

EDU 528 Elementary Science Methods Winter 2013 Science Teaching goal for self: Preparing to teach this lesson: Create opportunities for students to participate. Brainstorm possibilities for participation. Think of questions and also silent response possibilities. Have students come up to the chart potentially to show others what they notice.