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Teacher Candidate: Michael Gresham Subject/Grade: Science/4th Grade Learning Objective:

Lesson # 2 Date and Time of Lesson: 10/3/2013; 11am

The student will be able to demonstrate an understanding of scientific inquiry, including the processes, skills, and mathematics thinking necessary to conduct a simple scientific investigation.

Alignment with Standards: South Carolina Science Academic Standard 4-1: the student will demonstrate an understanding of scientific inquiry, including the processes, skills, and mathematical thinking necessary to conduct a simple scientific investigation. SC Science Academic Indicators: o 4-1.3 Summarize the characteristics of a simple scientific investigation that represent a fair test (including a question that identifies the problem, a prediction that indicates a possible outcome, a process that tests one manipulated variable at a time, and results that are communicated and explained). o 4-1.4 Distinguish among observations, predictions, and inferences. o 4-1.5 Recognize the correct placement of variables on a line graph. o 4-1.6 Construct and interpret diagrams, tables, and graphs made from recorded measurements and observations. Essential Question: How long does it take to dissolve a Jolly Rancher in your mouth? Developmental Appropriateness or Cross-curricular connections: The students in my fourth grade class have learned about all of indicators associated with this standard. Students have gradually been introduced to inquiry skills in prior grades, as well. This lesson is also the second-day of a two part lesson, so the students were introduced to the topic in the past two weeks and now they are working on it for a second day, so this should be recall for the students. Students should know how to act appropriately in class, hallways (if transition to science lab is needed), and science lab, due to the district-wide implementation of the Positive Behavior Intervention System (also known as PBIS). When working with group members, students should know to keep the voice level to a minimum, stay on task, and work cooperatively with the group members. Assessment(s) of the Objectives:
What assessment(s) will you use to determine student learning (pre, during, post)? Each objective should be aligned with an assessment. Lesson Objective(s) Assessment(s) of the Objective(s) PRE- Can the students demonstrate an understanding of the prior information learned from previous lessons? (This will be completed in the introduction section) DURING- Students will be assessed by the teacherUse of Formative Assessment The use of the formal assessment is to see how the students can recall material previously learned. This also assess, how well students can complete data from the lab given, in ways such as: can students apply the

The students will be able to demonstrate an understanding of scientific inquiry, including the processes, skills, and mathematical thinking necessary to conduct a simple scientific investigation.

candidate walking around and coming to talk to each student. POST- The students will complete data from the lab experiment for a grade. EXIT SLIP- Name three things in which you learned today.

manipulating and responding variable, label and identify the X and Y axis on a graph, use a correlating scale, and plot data correctly.

Accommodations: (should show use of TWS 1 data)

For the student who often does not like working with other students (found after TWS 1 was due), this student will be allowed to work on his own. For kinesthetic learners, they will be allowed to participate in the in class demonstration, to get them moving and involved with the lesson, which greatly helps their learning styles. For visual learners, there will be visual demonstrations on the smartboard, provided by the teacher-candidate. For auditory learners, repeated directions and a clear voice are beneficial to these students and the teacher-candidate will ensure that all of the learning needs will be met. The student who cannot sit still, this student will be allowed to move around and work in a place to where he is quiet and can focus on his work.

Materials:
For this experiment, each student will need the following: o Lab Sheet (entitled A Jolly Good Time) Procedures: Include motivation techniques, grouping, instructional strategies (steps in the lesson), probing questions*, and lesson closure. Refer to rubrics for specific items that should be included in every lesson plan. *Procedures must include probing questions that will be asked during the lesson. Probing questions focus student attention on important elements of the lesson and help them think more deeply about the concepts. Introduction and Pre-Assessment o So for the past two weeks in science we have been learning about what? o Teacher-Candidate will allow students to answer. Students might shout out sub-topics in which they have learned such as: hypothesis, anemometer, lab safety, etc. o If the students say sub-topics as mentioned above, the teacher-candidate will address, as follows: Thats a good point, but there is something else Im looking for. or Close, think a little deeper. o Students should recognize that weve been talking about inquiry skills. When a student answers this question, the teacher will then move on to reviewing the inquiry skills on the tri-fold board (visual demonstration) at the front of the room. Motivation o To begin, the teacher-candidate will review material from yesterday, including the hypothesis, materials needed, the procedure, and the data collected (which includes: computations, diagrams, controlled variables, etc.) o The review will be student led with the teacher-candidate facilitating. The teacher-candidate will ask the students questions and have them share answers, when needed. o The pre-assessment of this lesson is to see if students can demonstrate and understanding of the prior information learned from the previous lessons. o Engage o Do you remember yesterday when we worked with those delicious jolly ranchers? (Students should respond in a positive manner.) o Can you tell me one thing we did yesterday in our lab experiment? (Answers can vary; yesterday the

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students created a hypothesis, included their materials, conducted the experiment, and began putting data into a table. When the answer of creating a hypothesis is given by a student, the teacher candidate will ask the following question, What is a hypothesis? (Student will be allowed to answer). Will you share you hypothesis? (Student will share his/her hypothesis to the class. When the answer of including their materials is given by a student, the teacher candidate will ask the following question, Can you name the materials we used yesterday? When the answer of conducting the experiment is given by the student, the teacher candidate will ask the following question, Will you (very quickly) explain how we conducted our lab experiment? When the answer of putting data into a table, the teacher-candidate will come back to that question (if it is asked fairly early, because this will be used as our springboard to entering todays lesson.) The teacher-candidate will then come back to the question and allow the student who said it to answer the question, Can you describe what our data from yesterday was?

Explore o Student Grouping- the students will be grouped according to their groups from yesterday. The cooperating teacher should assign groups during Day 1 of this lab experiment Acquiring Our Data and placing it in a chart (Most students completed during day 1; review) o For this part of the lab, the students will be putting the data in which they collected into a chart. The data will be incorporated into the chart in the following fashion (some of the students started this yesterday). Each student will list their group members (lab partners) in the first column. (The teachercandidate might have to review columns and rows in a data chart, having students point out which is which. When a students come up to the board to identify a column or row, the teacher candidate will ask the student, Will you show us a row? or Will you show us a column? (Bloom Taxonomy- Knowledge) (Each group should have between three to five lab partners). At the top of each column, there are six headings, each a unit of time, beginning with zero minutes, increasing by two minute intervals, until we have reached ten minutes. In this section, the students are going to record the time amount it takes for their lab partners Jolly Rancher to dissolve. Putting the data into the chart (Most students completed during day 1; review) o The teacher candidate will ask a student to come to the board and write in his or her data from the data in which they collected. This will be used for students to see a visual representation of how this portion of the lab is to be completed. Determine the Manipulated and Responding Variable o We will review what the words manipulated variable and responding variable mean. The students will be asked the following questions: Student, will you explain what a manipulated variable is? Student, will you explain what a responding variable is? (Blooms Taxonomy Comprehension) o Once the student has answered the question, the teacher candidate will have the student come and write MANIPULATED and RESPONDING over the correct portion of the chart. Graphing the Information o The teacher candidate will have a student com to the board. The teacher candidate will ask the student the following question, Can you identify the X axis on our graph? The student will then be handed a pen and the student can identify the X axis. Another student will be called upon to answer the following question, Can you identify the Y axis on our graph? The student, like the one beforehand, will be handed a pen and the student can identify the Y axis. o Together, both the teacher-candidate and the students will examine the data from the chart above. The teacher-candidate will indicate that we need to label the X and Y axis, as well as give our chart a title.

The teacher candidate will ask a student the following question, Which goes on the X axis, the manipulated or responding variable? The student will answer the question. The student will then be allowed to come to the board and write an appropriate label for the X-axis. Another student will be called upon and asked the following question, Which goes on the Y axis, the manipulated or responding variable? The student will answer the question. The student, as the previous student did, will be allowed to come to the board and write an appropriate label for the Y axis. o Finally, we need to come up with a main title for our graph. After appropriate wait time, the teachercandidate will ask a student to come up with a title for our graph and write it on the board. After the student has written the title, the teacher candidate will ask the following question, Tell us why you chose that title. The student should give his or her reasoning behind the answer choice. The teachercandidate will accept any appropriate titles, with the appropriate feedback. o Now that we have our graph labeled, were missing something? What are we missing? (Students should recognize that were missing our scale. o Can you explain to me what a scale is? (Teacher-Candidate will call on a student.) o Can you show me where our scale goes? (Teacher-Candidate will ask the same student to come up and point. o We know that our scale will ALWAYS start with what number? (This will be a whole-group question, answer: zero) o We must ALWAYS start with the number zero, so will you please go ahead an d write zero at the bottom of our scale? (Student appointed to come up on the board, earlier, will write this). o We also know that we must have an appropriate interval between each number. o Look at your data, can you determine an appropriate scale? o Remember you scale must remain constant, if it goes by fives it must continue to go by fivesif it goes by tens, it must go by tens. o Will you write our scale on the board for me, please? o Once the student has completed the scale, the teacher will review and deem the scale either acceptable or unacceptable. o Now that we have our chart labeled, our last step is to graph our data. o Will you take a few moments to graph your data for me? (Five minutes) o Turn and talk with your group members about your graphs as well. o The student who filled in the chart from earlier, will be allowed to come back to graph his or her data. o Lets look at their data table, is all of their data they collected in the graph? Writing our Conclusion o Now, we have collected our data, put our data in a chart, now we have to do our very last step! o Can anyone name our last step? (answer: Conclusion) o We must write our conclusion! o When we write our conclusion, we are writing about what we found. o For example, after this experiment, if I found out that a jolly rancher will dissolve in my mouth in eight minutes, how would I write my conclusion? o Teacher Candidate will ask a student to come up with an example. o Teacher Candidate will also write his conclusion on the board, as an example. o So now that weve seen how to write a conclusion, will you write the conclusion of your lab for me, please? (five minutes) o At the end of five minutes, each group will be asked to clean up their areas, turn their papers in to Mr. Gresham. Logging in Student Notebook o Once each students desk is clear; they will be asked to open up their science notebooks. o Today, I want you to write in your journal the following: TODAY IN SCIENCE WE. o I want you to complete the sentence.

The teacher-candidate will place a timer on the smartboard, with a maximum time limit of five minutes. o Once the time has gone off, the teacher-candidate will allow several students to share. o Reasonable answers will be accepted. Exit Slip & Conclusion o Before the students leave or transition into another subject. The exit slip will be given by the teacher candidate. o While the teacher candidate is handing out the exit slip, he will conclude the lesson by asking the students the following question: TODAY IN SCIENCE I LEARNED ABOUT o The teacher candidate will then give directions about the exit slip, explaining that the students must write at least one thing they learned about today. o The students can begin when everyone has their exit slip. They have until lunch time to complete this; they must be turned in by the time we go to lunch.

Activity Analysis: (should show use of TWS 1 data)

Identify at least two activities you plan to use in this lesson and explain why you are planning these specific activities. In your explanation include the following prompts: Working Together to collect data How each activity (instructional strategy) supports the lesson objective(s). o This supports the lesson objective as the students are building their foundational knowledge for scientific inquiry. The students are working together to collect data and interpret that data into a graph. How the activities stem from student characteristics, needs, and/or contextual factors identified in TWS 1. o The students enjoy working together in groups, they need that interaction. Also, this will help some struggling learners, as they will be paired with gifted learners. This also helps the struggling learners as ideas will be tossed around while they are allowed to talk in their groups. What technology you will use to implement the activities, how the technology will be used, and who will use the technology. If you do not plan to use any form of technology, provide a clear rationale for its omission. o The smartboard and DocuView Camera will be used. This will be used so the students have a big and broad visual to look at. Also, when using the docuviewer, students will be able to see the progress as it is actually happening. Logging in the Science Notebook How each activity (instructional strategy) supports the lesson objective(s). o This supports the lesson objective, because the students are recalling facts in which they learned in class today. The students are explaining what they learned and how it helped them. This aligns with the objective as the students are demonstrating an understanding of what they have learned. How the activities stem from student characteristics, needs, and/or contextual factors identified in TWS 1. o This activity is beneficial to all students. The students enjoy writing, so this should stimulate their drive to write. The students also enjoy writing to share, especially three of my students, they always raise their hands when something is to be shared, and this is used as a motivation tool for the closing. What technology you will use to implement the activities, how the technology will be used, and who will use the technology. If you do not plan to use any form of technology, provide a clear rationale for its omission. o The only technology used in this activity is the smartboard. The teacher candidate will use the smartboard to write the question, Today in Science We

References:
Lesson Plans were given to the teacher-candidate by Ms. Diana Carver. Lesson plans for science were created by Mrs. Adair Pederson (4th grade teacher, Lakeview Elementary School).