Claflin University School of Education Reflective Lesson Plan Model Name: Nashayla Whitten Date: 2/11/2015 PART I; PLANNING What's the Matter? Title of Lesson Is this lesson original idea? If not, from what source did you borrow this lesson? tip:/sbsclencemaiters.com/lesson-units/Sth-grade/Sphysical-chemistryandmatter/ Source Physical Science Subject Area (9) 3" Grade Grade Level Curriculum Standards ‘5-4,2: Compare the physical properties of the states of matter (including volume, shape, and the movement and spacing of particles). Describe the lesson’s aclivities and content to provide a clear overview of the lesson, 1 will assess the knowledge that they already know based on 2 small worksheet that asks of their familiarity with each of the main subjects. Then a short video clip will be played. will each the lesson about measuring matter and recap ‘what matter is if mecessary. Then we will do a small lab project that will require them to record results in their lab book, Description and Background Information ‘What will students be able to do at the conclusion of this lesson? Make sure that your objective(s) are measurable. ‘At the end of this lesson, students will be able to compare the physical properties of the states of matiet, including volume, shape, and the movement and spacing. of molecules, demonstrate their knowledge with at least 80% proficiency on a quiz following instruction. ‘How will you vary these objectives for students who do not waderstand the ‘material? I will doa recap of already learned material so I can expand upon the Knowledge of these students. I will teach starting at where they are. How will you vary these objectives for students who have already mastered the concept? I will keep information very interesting and also expand upon their Knowledge on the subject by allowing them €o do a lab to coincide with the coursework. How will you vary these objectives for students who are presently learning English? I will haye everything that I am doing shown on the powerpoint step by step. Iwill make sure that my grammar is correct and that my speaking pace is moderately steady. Lesson Objectives Varying Objectives for Individuals Needs Differentiated Instruction-content; Process; Product; or Environment) ‘Statement of Purpose Why students to learn this content because they need to be able to identify, measure different states of matter for everyday life.(cooking, cleaning, measuring, counting portant for the students to learn this content? It is important for the and What materials and supplies are needed to help your students achieve the stated objectives? ? What will the students need? What other resources are needed? Will you use resource speakers? Materials and Resources Revised Fall 2013 ~ ACEI/NAEYC 2010 Standards“The whole class will need 3 containers for liquid and colored water -one container tall and narrow -one container short and wide -one container “just right” 3 triple beam balances Measuring wheel Red, yellow, blue food coloring ‘What will the teacher need? I will need the Smartboard and speakers Each group of four students will need: tray 300 ml graduated eylinder 6 clear plastic eups Large containers filled with red colored water, yellow colored water, and blue colored water for students to use Disposable pipette or eye-dropper Meter stick Each Individual Student needs: Lab directions/worksheet S Ruler nce notebook Anticipatory Set, What will you do to motivate the students and get thelr attention? What is the “hook” that will serve as a focus for the lessons activities? Tam going to show a short video ellp of Bill Nye’s Properties of Matter. This will evoke feelings of interest and curiosity Part Il; IMPLEMENTATION Tow will you ind out what students already Know about This opie? A short pre-assessment worksheet will be given allowing sfidensso fgde their familiarity with each of the main concepts. I will then go through ea owing 4 to raise their hands if need to go over that particular concept. ‘What will you do to show students what is expected? At the beginning of last will show them the agenda and we will go over lab guidelines so they will béaware of what is going on and how I expect them to act during the lab. ‘What will we do together as they earn how to succeed at he now tak? Before ‘he lab will display the 3 containers of liquid (tll and narrow, short and wide, and jdst right) each with 240 ml of colored water. Kach container actually has the same amiount of liquid (Le,,240 ml) but the three dffereat shapes of container make it appear that some may contain more or less liquid. Students will write their observations. uring the lab, I will demonstrate each step one by one infront of the elas so they can see what is expected, After T demonstrate, the students will model what Tad. ‘What questions will you ask to determine techniques or strategies will be used to determine ifstuden Are they the same? different? how 2Share your thoughts Do you understand what is going on? -So what did we just do? “How did we get o this point? What will students do by themselves to show that (hey have Tnterwalized he knowledge? Iwill help them throught the 2 part of the lab which deals with measuring length and volume, I will give students various instruments with which to measure length, such as, rulers, meter stick, and measuring wheel Have them measure things around classroom:penci, edge of book, ete. Demonstrate measurement for non-rectangular prism shape (example: marbles, rocks, golf balls old key, litle toys, pennies) by using displacement, Measure Pre-assessment ‘Teacher Modeling or Demonstration Guided Practice ‘students understand so far? What understand so far? Checking for Understanding. Independent Practice Revised Fall 2013 - ACEV/NAEYC 2010 Standards‘out 200mL of water and note measurement. Add any object that will sink and note new measurement, Find the difference and record as volume of object. Have each group practice with a new amount of water aud a different objects, Have students record their observations and measurements in thelr science notebooks. How will you conclude the lesson and relate t to future experiences? How you wrap up the lesson to reinforce concepts taught during the lesson? In science notebooks, have student paste in the Measuring Volume lab worksheet. Have students draw a line of learning in their science notebooks just after the Measuring Volume lab worksheet, Direct students to ask students to deseribe ‘and summarize what they noticed when they mixed the different colors of water ‘What will students do to demonstrate what they have learned? to assess what has sf learned, ha, yorr {ean students do at home or in the classroom to apply the knowledge or skills? How could you use your colleagues or community agencies to improve student performance? At home, students could measure different liquids at home and find the mass of other objeets by finding the displacement. Assessment (Give a description and attach to lesson plan) Iwill give them a short q Wi Extension Activities How will you use technology to assist students with Iearning the concepts? What technology will you use to enhance the delivery and comprehension of your content? I use technology as a visual aid for the students who may benefit from seeing thing up on the board. I use the smart board because itis very interactive with students and in result maximizes learning. How will you connect this lesson with other content areas aeross the curriculum? Include the content areas as well as the Math- Measuring English-Observing and recording results Reading- reading and writi Arts-Measuring how much paint needs to be used; What happens when different colors are mixed PE- Mass and weight how? Technology Connection Across the Curriculum PART I: REFLECTION ‘Deserbe to rirengiby of your Instructional eohalgues, statees and Gaarcon Wanageneut Describe the strengths of student engagement ‘Desribe the wetness of your iniructTonnl felques sateyies and eawsroom management Describe the weaknesses of student engagement. Weaknesses this teson gala? Suggestions for ae Improvement Revised 2013, ‘THE CLAPLIN LMPERATIVE: PREPARING STDUENTS FOR LEADERSHIP AND SERVICE IN A MULTICULTURAL, GLOBAL AND TECHNOLOGICAL SOCIETY Revised Fall 2013 — ACEI/NAEYC 2010 StandardsRevised Fall 2013 ~ ACEI/NAEYC 2010 Standards‘spuepueas OTOZ IAIVN/I9IV — ETOT Ile PAsHNaysreneW aoustag quowssessy-olg VS adoys «nays day spryos PHOS ‘wautoquce atays fo advys ays apo spinbrT pinbry waurpuos way fo adoys ay 01 pundxa sasv5) sep qoafqo up &q dn ways aovds ay oUnO A, “anyon pun ssowu waemjag diysuoyvyad ay, Aysuoq algo up us sayyout fo mnown ay, sseyL “auinjoa pun sow soy rip Seapduy rouRL }daau09 DaPl UJOW Jo UOlHUIJaG JO pomor suenen 2us19g quawissessy-eld VS pijos v sawosag pinby » yotyes 19 tao Buizoary pinbyy v sauogag pyos 0 yowyat yo sut0g Suns “308 9 07 pinbyy p wsof sa8uunyo (saypm) say yorysa Aq ssavoud ayy uonelodeag pmnby 01 s08 n wos sa8unyo (caine) capsowe yoryen 4g ssaooad ayy woresuapuo0d wel ¢daauo09 VapI UIOW JO UOIHUIJaq mmouy t| “Spanos | “eaz| 40 POMSIBTEW 80U8!9S ul quowissessy-3lg WS ‘soajasuays spoiam aand ays us punof rou Inq apq4ysap adv sys sayssodoud stow 728 01 pasn uoyfo an stony “sprout fo saanpesu a4 yoy) seoupIsqns 240 sKojyy SOW pemnquisip €juasa aap suauodwos ayy a4ayn aanpxqu DS} UoHNIOS ¥ uoHN}OS ‘saounjsgns aayso yjior 4ayjou Burra fo ajduoxa up sp aun ¥ OINYXIAL 7 slong daauo wimg | itt | sonmoy| “oral | 2 Dapl UJOW JO UOIfUIJId ite aay fleet ect dc Or PONa ‘suaHeW eous}g quauissassy-2ld VS AGfaaRpUOD alajzaja pun pouiays “Aiipiqvazou ‘sapsny “a't ‘saqsadoad jooisyd pup ‘sips ayoue 01 spojou-ow ypim pug uo spojow “9° ‘sensadoAd [DOIW2YO UOMULOD aAnY S;PIA Pen “suopp a4oui 40 z fo apou av sajnzalopy gnoopopy “suousnou | (pun suojoad suypsuoo snajonu 94,5 wow ays fo de1U20 ays uo payn20} 81 snajonu ayy snajonyy /eBanyo aaursod DaADY sUOIOd Wo} ay; fo snajonu ayy ut punof sajoyAnd o1MOJD-Gns 240 SUO;OLT WOjOId aBsvyo v 2any ow op suounayy woo ays fo snagonu ayp us punof safoqsand 2guuoso-qns aan SuossnaNy woqneN "wow ay) fo snajanu ayy quo suoazalz “eBapyo aayoBeu v yjtar saj2yuand gwoyn-qns a4o suosre[y won} ~anou fo sf0019 Buapring 04509 ays 2am swosye wory -wow fo ad 2uo fo apo seounisqns aand aan stuowe gy syuowre|g ae 7 pao 4daou09 Dapl WPW 10 uoIHUIJaa mou, and JO pslomeI suoneW 2ous1Kg qoulssossiy-dig VS UOOMBOUA TSH] AO WOFMULIOY BTPHATAAT ASUDYD BRBISTUT ‘aBunyo 10]00 ‘uoponpoad S03 :a8unyo joo}wayo fo siopoanpun aaxf ato ao. adueyo jeorueyD PINULIOS ‘aqnoajou p dn ayou yyy sjuowefa ayy aqi4osap of dom puny 10Ys yeorwueyy, ica | met | somes $daou09 Dvapl UIDW JO UOoIHUIZaq ane 1) prunes | my! JO PJOM,Measuring Volume Focus: Liquids Follow the directions carefully. You will be using a graduated cylinder to exactly measure the amounts of liquid you need. ‘We will measure in milliliters. @_ Check off each step after it’s completed. (J 1. Label the six cups A, B, C, D, E, and F, Oo 2. From the beaker of red water, measure 38 ml and pour into cup A. 3. From the beaker of yellow water, measure 36 ml and pour into cup C 4, From the beaker of blue water, measure 36 ml and pour into Cup E 5. From cup C, measure 8 ml and pour into cup D. 6. From cup E, measure 14 ml and add to cup D 7. From the beaker of blue water, measure 8 ml and pour it into cup F. 8. From the beaker of red water, measure 14 ml and pour into cup F. 9. From cup A, measure 16 ml of water and pour into cup B. 10, From cup C, measure 6 ml and add it to cup B. a a a oO a Oo Oo a a 11, Now, record your observations on the back of this sheet. Other Tools for Measuring Liquids . 5.3 Measuring Volume Science Matters 4‘Measuring Spoons Measuring Cup Erlenmeyer Flask Students in Group: Date: Write your observations in the boxes below. ‘Color of Water 2 a|m/o/o|a|>/2 Now, go back and measure how much liquid is in each of the cups. Write your measurements in the box below. ‘Amount of Water (milliliters 9 a |m|o}o|o|>|2 Optional: Draw a colorful diagram of the cups after completing all the previous steps. A B c D E F 5.3 Measuring Volum) Science Matters 25.3 Measuring Volume Science MattersLesson Concept Link Time Mat Advance Preparation 5.3 Measuring Matter Science Matters Measuring Matter Physical properties of matter, such as, length, mass, and volume can be measured using a ruler, balance, and graduated cylinder. ‘Students know that the physical properties of matter are observable. ‘Two class periods (2 hours) Whole class one container tall and narrow ‘one container short and wide ‘one container ‘just right" 3 triple beam balances Measuring wheel Red, yellow, blue food coloring Per Group (groups of 4) tray 500 ml graduated cylinder 6 clear plastic cups Large containers filled with red colored water, yellow colored water, and blue colored water for students to use Disposable pipette or eye-dropper Meter stick individual Lab directions/worksheet Science notebook Ruler 1. Mix the three large containers of colored water. 2. Prepare lab group trays, 3. Prepare demonstration container for the "Engage" section of the lesson.10. Sl) and the United States Customary System of measurement. Direct students to measure using metric units, such as centimeters and milliliters on the ruler. Tape over the inches side to discourage students from using those units of measure, and eliminate possibility of confusion. Give students various objects to measure length: a textbook edge, a pencil, a pencil box, etc. Have students record objects and measurement in their science notebooks. 9. Demonstrate measurement for non-rectangular prism shape (example: marbles, rocks, golf balls, sets of old keys, lttle toys, bags of pennies) by using displacement. Measure out 200mL of water and note measurement. Add any object that will sink and note new measurement. Find the difference and record as volume of object. Have each group practice with a new amount of water and a different objects, Have students record their observations and measurements in their science notebooks. Evaluate (15 minutes) Physical properties of matter, such as, length, mass, and volume can be measured. In science notebooks, have student paste in the Measuring Volume lab worksheet. Have students draw a line of learning in their science notebooks just after the Measuring Volume lab worksheet. Direct students to ask students to describe and summarize what they noticed when they mixed the different colors of water. ESR: ‘Students describe color changes and volume changes. 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