Jessica Lee- Science Lesson Solids November 27, 2013 Core Decisions of Lesson Design What My lesson will

be about the states of matter with a focus on solids and their properties. In A Framework for K-12 Science Education, one of the core ideas in physical science is matter and its interactions (PS1). According to the framework, by the end of second grade, students should be able to know that different states of matter exist. Students will learn that matter can be described or classified by its observable properties. They will also learn that different properties are suited to different purposes (p.108). Since the class will be starting a new unit on the states of matter, my classroom mentor has asked me to focus my lesson on solids. Students should already know that matter is what makes up the things around us, and that there are three states of matter. Through my lesson, I hope that my students will build a stronger understanding of solids and apply what they learn in a meaningful way. The main goal of my lesson is for students to understand solids as one of the states of matter and the properties of solids. Students will work directly with different solid objects and describe their characteristics. I hope that students will be able to make connections about what they already know about the objects to build on their existing knowledge, with the properties of solids. Students will be able to articulate and describe the properties of solids and use their understanding to make and justify claims. Students will also understand that solids hold their shape, no matter what size, texture, etc. they are. I hope that students can make further connections about solids by having them use different solid objects to build a structure. I want to give students an opportunity to apply and use their understanding of solids. How In the first part of my lesson, students will begin with a guided experience that will let them observe different solid objects . There will be a basket of solid objects of varying sizes, shapes, textures, etc. Students will take one or two objects and describe them in as many different ways they can think of. I hope that through the discussion, the students will be able to see which characteristics that the solid objects all have in common. According to A Framework for K-12 Science Education, this is a crosscutting concept as students will be able to recognize certain patterns and features that apply to all solids. If students have some trouble reaching conclusions on their own, I may ask guiding questions such as Is there anything you see in common? What is something that is the similar for all of these objects? I also want students to recognize that there are many types of solids, but they still share the same properties. By physically having different solid objects, I hope that students will be able to think more deeply about what solids are and their observable properties. I will engage the students in a further discussion about the matters observable properties and try to get students to think about what a solid is and why. I want to give students an opportunity to practice argumentation. Students can use their understanding of solids to make a claim about an object being solid, and support it through reasoning. They should use descriptive evidence of solids based on the observations they made about the objects and what they know about the properties of solids. Students will be encouraged to listen, respond to each other, and ask questions so that they can help each other to construct meaning and understanding of the concept of solids. Together the students will fill out a chart with the different characteristics of the solid objects. I hope that students will respond to each other and help add more to the chart so that everyone has a chance to practice reasoning and describing the properties of solids. Students will also be asked to think about how to categorize the different types of solids.

Comment [NRB1]: I am worried about the length of the lesson. Although I loved the basket of objects above, I wonder if you could just start with this second set of objects, observing them, and charting their properties, and then go on to the building part. I want there to be time for that wonderful application of their knowledge. Comment [JL2]: I adapted my lesson plan so that there would be more time for the second part of the activity where students will build a structure. Rather than using a separate basket of objects for the first task, the students will use the solid objects available for building. I hoped that this will also get them to think about which properties of these solids are better for building their structures later. I thought the chart could also be a useful visual representation for the students during the later task.

In the second part of my lesson, I will have students apply their understanding of solids that they established during the first part. Similar to the first part of the lesson, students will be given another set of solid objects that they will use to build something with. Before building, I will ask the students to describe the objects which will include, tissues, paper, wooden blocks, plastic cubes, cardboard, etc. Together the students will fill out a chart with the different characteristics of the solid objects. I hope that students will respond to each other and help add more to the chart so that everyone has a chance to practice reasoning and describing the properties of solids. Students will also be asked to think about how to categorize the different types of solids. After filling out the chart of the properties of the solids, students will be asked to build something, a bridge or building, using the materials given to them. Students will also have the choice of working alone or in a pair. I hope that by using the solid objects to build something, students will have a better understanding of what the properties of solids are and how there are can also be different types of solids. Students will think about different possible for uses for the solids and have to make decisions on what type of material to use to build their bridge or building. Students will be asked to share their bridge or building and also explain why they chose and used certain types of solids over others. They will also have the chance to comment and respond to each others structures in a respectful manner. Lastly, the lesson will close with a short discussion on what the students learned. Why To plan my science lesson, I thought about what I wanted to teach and how. I knew that I wanted my lesson to help the students think more meaningfully about the concept of solids and for them to have an opportunity to apply their understanding. Children are born investigators and make observations in their every day lives. They already have certain ideas and it is important for science to build on their already existing understanding of scientific concepts. Research shows that if students initial ideas and beliefs are ignored, the understanding they develop can be very different from what the teacher intends (2000, Bransford et al, p. 10). Many students also experience disconnect between the science they are learning in school and the science that they are engaged in their everyday lives (1990, OBrien, p. 65). The idea for my lesson came from the current science curriculum being used in the classroom. However, I wanted to build a lesson that required both knowledge and practice, an inquiry-based and problem-solving approach, a commitment to data and evidence as the foundation, and argumentation and analysis where students examine and review their knowledge and critique others (p.24). I also wanted to incorporate an engineering aspect of the problem where students are asked to solve a problem and build something. I wanted to use the content that was going to be covered based on the curriculum and standards for the students, but for them to have an authentic experience with science so that they could develop meaning and understanding on their own. The objects I use in my lesson are things that the students should already be familiar with. I wanted students to make connections with their everyday lives. In Questioning and Other Behaviors that Provide the Foundation for Active Science Learning, I learned children learn best when they are physically (hands-on) and intellectually (minds-on) active- that is, when using tactical and kinesthetic experiences, touching objects, felling shapes and textures, and moving objects, and when together they are able to talk about share what they are learning (p. 46). By describing the solid objects, I wanted students to realize that making observations is an important part of the scientific process and that science is all around them. I also wanted students to discuss and talk about their ideas. After spending time in the classroom, I wanted to give students an opportunity to practice using argumentation and analysis. I think it is really important for students to use reasoning and articulate their thinking process. It not only gives me a better idea of their understanding, but it also helps students to think things out more. Students also

Comment [NRB3]: I am worried about the length of the lesson. Although I loved the basket of objects above, I wonder if you could just start with this second set of objects, observing them, and charting their properties, and then go on to the building part. I want there to be time for that wonderful application of their knowledge.

benefit from hearing other students share. I also wanted to have a realistic application of their understanding to show them that science is an important part of our everyday lives and how things function. By building a structure and thinking about the different solid materials to use, I was hoping that students would realize that science is a necessary part of making important decisions for the way things work. I hope that through my lesson, students will have a better understanding of solids and their properties. This is an important core idea in students scientific knowledge and background. Having an understanding of the states of matter and their properties is a continuous learning progression that students will have to build on. Students will have the chance to build on their own understanding and develop more meaning about the concept of solids and their properties. They will also have the opportunity to apply their knowledge in a realistic problem. According to the NSTA Readers Guide, The focus on fewer ideas blended with scientific and engineering practices will allow teachers and students to do science by engaging in a range of scientific practices (2012, Krajick & Merritt, p. 65). The lesson was designed to be focused on the concept of solids, rather than all three states of matter, and allow the students to be engaged in different scientific and engineering practices. This lesson is related to my overarching question in Term II about how to best engage students during lessons so that they will be motivated in their personal learning. I hope that students will be able to realize that science is all around them in their everyday lives. I want them to become more curious about science and become interested in being good scientists. I also hope that some will be motivated to think about how science can be applied to the everyday aspects of their lives. I want them to realize what an important role science plays and make connections to science outside of the classroom. Science Lesson Plan Goals / Objectives Students will be able to understand solids as a state of matter. Students will be able to identify different objects as solids. Students will recognize the characteristics of solids and use descriptive evidence to support their claim. Students will be able to understand that different properties, even within solids, have different purposes and apply this understanding. Standards (and Assessment Anchors, if applicable) My lesson is based on the Next Generation Science Standards in Physical Science, Structure and Properties of Matter, which says, 2-PS1-1: Different kinds of matter exist and many of them can be either solid or liquid, depending on temperature. Matter can be described and classified by its observable properties. 2-PS1-2 & 2-PS1-3: Different properties are suited to different purposes. 2PS1-2: Every human-made product is designed by applying some knowledge of the natural world and is built using materials derived from the natural world. 2-PS1-3: Objects may break into smaller pieces and be put together into larger pieces, or change shapes. 2-PS1-3: Constructing explanations and designing solutions in K-2 builds on prior experiences and progresses to the use of evidence and ideas in constructing evidence-based accounts of natural phenomena and designing solutions. Make observations to construct and evidence-based account for natural phenomena. 2-PS1-4: Construct and argument with evidence to support a claim. Although NGSS PS1.A is for second grade, I chose the standard I though fit most closely with my lesson. I also looked at A Framework for K-12 Science Education which says that by

Comment [NRB4]: In education these are often called affordances. Comment [NRB5]: It is just more standard form to show these as a list. I did not change anything!

Comment [JL6]: Added Crosscutting Concepts

Comment [JL7]: Added Science and Engineering Practices Comment [NRB8]: I have no problem with this. I wish the standards had stayed with grade bands, as the Framework does.

grade 2, a student should be able to follow a plan, preplan designs for simple projects, and recognize the common design elements of certain types of objects and the properties required Students manipulate a variety of building toys, such as wooden blocks, interlocking objects, etc. to help them recognize that what one builds depends on the things one is building from, many different objects can be constructed with multiples copies of a small set of different components. A Framework for K-12 Science Education gives a more general reference for what students need to know about matter and its properties before the second grade. I also thought the NGSS second grade standard could still be applicable for my students even though its technically for second grade because my students will be able to build on this knowledge in the future. I will focus more specifically on how matter can be described and classified by its observable properties. I will also focus on how different properties are suited to different purposes. It is important for students have a learning progression and this lesson will help prepare the students for what they will be learning about matter and its properties in second grade. Please add a cross-cutting concept and a practice from the Framework. You are going to find this shockingly easy because this is such a good lesson! Materials and preparation Various solid objects (cotton ball, metal key, plastic ball, marker, etc.) Index cards Chart paper and markers Building materials (blocks, paper, straws, plastic cups, popsicle sticks, tissues, gluepaper, plastic bowls, popsicle sticks, tissue paper, glue, cardboard, clay, duct tape, etc.) Classroom arrangement and management issues The classroom is an open area where it is challenging to find a private or quite space. My plan is to try and arrange the lesson to occur in the library when it is empty. Having the lesson in the library will be quieter and there will be fewer distractions for the students. I hope that the students will be more focused and engaged in a quiet space outside of the classroom. Although the library setting will be different, the students have been there before and will still feel comfortable. The library has tables and chairs where students can sit during the group lesson. I will have them sit around the table so that they will be facing each other while talking. I will be working with a group of students that I dont usually work with because I wanted the chance to teach other students. I am a little concerned about managing a new group because I dont know what to expect. However, I know that the students do not have behavioral problems and respect me as a teacher. I will try to establish the norms in the beginning of the lesson so that students know the rules and what the expectations are. I will make it clear that students cannot call out and that they should use the thumbs-up signal to show when they want to share something. I will facilitate the discussion so that students are respectful while listening, especially so that they will respond to each other. Another way I plan to establish the norms is to talk about what good scientists and engineers do since the students do not really have an understanding of what science or scientists do. I will also go over the terms engineering and engineers because most first-grade students will probably be unfamiliar with the terms. I want to tell students that good scientists and engineers are: open-minded, respectful, listens to other peoples idea, make mistakes, learn from mistakes, try new things, make observations, notices the details, communicates clearly, etc. I hope to remind the students to be good scientists and engineers during the lesson to help manage the small group.

Comment [NRB9]: Nice!

Comment [JL10]: Please see above for changes!

Comment [JL11]: Changes reflect to show the materials used for actual lessonincluded tape and clay as suggested, which helped the students with their construction Comment [NRB12]: I think you should add tape and maybe even something like clay that the kids could stick popsicle sticks into to hold them together. Glue has to have time to dry

Comment [NRB13]: It might be worth using the word engineer here since they are designing something physical. You can say scientists and engineers. Comment [JL14]: I agreed with the suggestion that the students should be introduced to the terms engineering and engineers so that they can also realize that the task they are doing (designing something physical) is something that is really important and applicable in the real world. I hope that students will find more meaning in their work to know that what they are doing is relatable to the world outside the classroom.

Plan 1. Launch: Explore Objects (10 min) I will start the lesson by asking students, What is matter? What are the three states of matter? I want students to recall previous knowledge about the states of matter and make any clarifications before continuing with the lesson on solids. I will let students know that the lesson will be focused on one of the states of matter and give students different solid objects. The solid objects will vary in size, texture, and shape, but things that students are already familiar with. The students will use the objects to build their structures later in the lesson. The objects will include a cotton ball, marker, plastic ball, metal key, etc. that they will be familiar with. Based on the objects, I will ask students, Which state of matter do you think we will be focusing on today? I anticipate that a student will say solids and I will explain each student will be given a solid object and have about 2 to 3 minutes to think about the different characteristics of the object. This initial exploration will be the hook for students to get them interested in learning about solids. Each student will be required to participate and will be asked to share what they came up with. Other students will also have the chance to respond and add more to the description. As students share their descriptions, I will have a chart that I will fill out with the different characterisitcs of each object. After all of the students had a chance to share, I will ask students, What type of matter is the object? Why? Students will discuss what properties all of the objects share. If they have trouble with this, I might ask, Is there anything you see in common? What is something that is similar for all of these objects? As the students talk, I want them to come up with the properties of solids together. Rather than being the one to explicitly teach the students what solids and their properties are, I want the students to teach and learn from each other. The students will agree on a definition of solids and what their properties are together. Students should use descriptive evidence to talk about why these objects are solids. The students will use their understanding that theyve gained through touching, exploring, and describing the solid objects in the next task. I also want students to recognize that all of the objects are solids, but that they have different characteristics. I want students to think about what the material is made of and how there are variations even among solids. Students should start to think about how different properties are suited to different purposes and even solids can be used in different ways. After students put together the chart, I will let them know that the purpose of making the chart is to help them think about what materials will be the best to use for building their structures and introduce the main part of the lesson. The chart can also be used a reference later. 2. Work and explore: Using Solids to Build a Structure * (30 minutes) For the main part of the lesson, students will be told to use various solid objects to build a structure. I will tell students that we need to build a new city and ask What do you think the best type of structure will be? Students will be given a choice to build a structure of their choice. I will give students a couple of choices such as a house, a building, a bridge, or a tower to give them an idea. However, I will also allow students to come up with their own idea as long as it is still a structure that people use.

Comment [NRB15]: This plan is very narrative. Generally lesson plans are structured more like recipes the kind of thing you can look back at quickly to remember what you meant to say. Will this format be helpful to you in the moment? (The content is great.) Comment [JL16]: Although the plan was narrative, I found it useful during the lesson. It helped me to think about what I was doing and why. During the actual lesson, I printed out the lesson plan with more spaces and bolded the questions I wanted to ask along with some of the important concepts to help me stay focused. Comment [JL17]: Change made to give students more time to Formatted: Font: Bold

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Comment [JL18]: Again this change was made to allow for more time in the lesson about Formatted: Font: Bold

Before students start building, they will have an activity very similar to the first part of the lesson. Students will be given a variety of solid materials that they will be able to use to build their structures. However, students must first describe each object. I will create a chart that students can fill out with the different characteristics of each object. I will ask students, Are these also solid objects? Why? Or how do you know that? to start the discussion. I want students to recognize that all of the objects are solids, but that they have different characteristics. I want students to think about what the material is made of and how there are variations even among solids. Students should start to think about how different properties are suited to different purposes and even solids can be used in different ways. As students put together the chart, I will let them know that the purpose of making the chart is to help them think about what materials will be the best to use for building their structures. The chart can also be used a reference later. Depending on time, I may ask students to share their initial thoughts on what they want to build, using what materials, and why. I will allow the students to build their structure however they want and with whatever material they want to use. I want students to explore and play around with the different materials, and make their own decisions about what to use so that they get a real understanding of what the properties of these solid objects are. Students who might have some trouble will also have the option of working together with a partner. At the end, each student must share his or her structure. They must also explain why they chose the specific materials they used to make their structure. Students will be asked what they noticed about the properties of the various solid materials and how it impacted their building. I will also ask How would things have been different if we tried to use materials that werent solids? What do you think would happen? If there is additional time, students will be asked to make connections to real structures they see around them, or if they would choose to use different materials the next time. 3. Debrief and wrap up: Closing Discussion (5 minutes) At the end, each student must share his or her structure. They must also explain why they chose the specific materials they used to make their structure. Students will be asked what they noticed about the properties of the various solid materials and how it impacted their building. I will also ask How would things have been different if we tried to use materials that werent solids? What do you think would happen? If there is additional time, students will be asked to make connections to real structures they see around them, or if they would choose to use different materials the next time. The lesson will be wrapped up with students sharing something that they learned about solids, their properties, and/or their experience in building a structure using solid materials. I may also ask them How and/or why is what we learned today about solids useful for our every day lives? Anticipating students responses and your possible responses I anticipate that the students might have some confusion about the different states of matter. I want to make sure my students have an understanding of what solids are. However, since the main focus of the lesson is a comparison among solids and which properties make them appropriate for what uses, I will try to guide the discussion on solids rather than the different states of matter. I will be sure to ask students questions about what matter is and what the three states of matter are before starting my lesson so that I know the students already have some understanding of the topic. Although I want my students to create their own understanding of solids and their properties on their own, I do need to be there to clarify any misconceptions they might make. I will have prepared a definition for solids and their properties so I have something to refer to just in case the students are completely confused.

Comment [JL19]: I adjusted the original lesson plan to have more time for the building structure. Comment [NRB20]: Yes, as I noted, I am worried about the time here. Why not start with each child choosing an object to describe, as you suggest above, but use these building materials for that, and put the information in your chart immediately? Then you will have established how you are using the chart when you explain that you are going to examine all of the other materials with the goal of building something. This will end up giving you more time for building. Comment [NRB21]: You might want to have a time in mind here, and even maybe use a timer of some kind so that the children can plan accordingly. Comment [NRB22]: I am thinking about the fact that you are working in the library, and that I am not sure you can transport these creations back to the classroom. Could you photograph each child with their structure (great for your portfolio if you have media permission slips) and then later print them for the kids? (I just mean make paper copies, not photographic paper or anything.) Comment [NRB23]: Comment [JL24]: I decided to make this change to help with the pacing and timing of the lesson Although it was supposed to be the end of the second part of the lesson, I relaized that it was still an appropriate way to end the lesson. Comment [NRB25]: I actually think that the discussion above, where each child explains his or her structure, and then you ask the potentially silly question of what would have happened if you had tried to... Comment [NRB26]: I am thinking about the fact that you are working in the library, and that I am not sure you can transport these creations back to the ... Comment [NRB27]: Comment [JL28]: I made this adjustment to reflect and emphasize the focus of the lesson. I decided to try and guide students to focus on the main point of the lesson as ... Comment [NRB29]: But this is not really the point of this lesson. The real point here is the comparison among solids and which ...

Since the main focus of the lesson is that all of the objects are solids but they have different properties that are useful for different things, I am a little nervous that there might be some questions about the properties of solids themselves, such as Is it still a solid when something changes shape? What happens when you rip a piece of paper or glass breaks? It is no longer holding that same shape. I think that having some materials such as paper and having a student rip it and talk about whether or not it is still a solid will be a good way to help them understand. I want the students to use models to help them answer the questions themselves. I will try not to answer students directly, but guide students by asking them high-order questions to help them come up with the answer on their own. I hope that students will be able to see that it does not take the shape of a container like the way a gas or liquid will. However, I hope that the discussion will be focused on the different solid properties and that the students will not get caught up in definitions of the properties. I also anticipate that students might get loud, rowdy, or too excited during the building process. I will do my best to establish the norms in the beginning of the lesson and manage their behavior through reminders of what the expectations are. Students may also get frustrated when something doesnt work out while trying to build their structure. I will remind the students to keep trying and that good scientists and engineers use their mistakes to try something new. I hope that this lesson will be an engaging and meaningful science experience for the students. I also anticipate that there might be some questions about the properties of solids themselves, such as Is it still a solid when something changes shape? What happens when you rip a piece of paper or glass breaks? It is no longer holding that same shape. I think that having some materials such as paper and having a student rip it themselves and talk about whether or not it is still a solid will be a good way to help them understand. I want the students to use models to help them answer the questions themselves. I will try not to answer students directly, but guide students by asking them high-order questions to help them come up with the answer on their own. I also anticipate that students might get loud, rowdy, or too excited during the building process. I will do my best to establish the norms in the beginning of the lesson and manage their behavior through reminders of what the expectations are. Students may also get frustrated when something doesnt work out while trying to build their structure. I will remind the students to keep trying and that good scientists and engineers use their mistakes to try something new. I hope that this lesson will be an engaging and meaningful science experience for the students.

Comment [NRB30]: Humm This is interesting and it is why I would not try to teach the definitions of solid, liquid, and gas at this age. Hold its shape really means that it does not take the shape of the container like liquids that flow into the bottom and fill it, or gases that expand to fill the whole space available. I would really concentrate on the idea that although all these things are solids, they do have different properties that are useful for different things. Formatted: Indent: First line: 0.5" Comment [NRB31]: My guess is that this is pretty far outside a lot of what these students get to do in school so yes, be prepared. But you can establish a culture of whispering while building that might be helpful. Comment [NRB32]: Yes. Comment [NRB33]: Totally right! Comment [JL34]: This is one of the ways I hope to establish the norms, behaviors, and procedures Comment [NRB35]: Humm This is interesting and it is why I would not try to teach the definitions of solid, liquid, and gas at this age. Hold its shape really means that it does not take the shape of the container like liquids that flow into the bottom and fill it, or gases that expand to fill the whole space available. I would really concentrate on the idea that although all these things are solids, they do have different properties that are useful for different things. Comment [NRB36]: My guess is that this is pretty far outside a lot of what these students get to do in school so yes, be prepared. But you can establish a culture of whispering while building that might be helpful. Comment [NRB37]: Yes. Comment [NRB38]: Totally right!

Assessment of the goals/objectives listed above I will assess the students understanding by listening to their discussion about solids. I will also observe the students while they are using solids to build to assess how they are applying their understanding of solids. To keep track and assess the students, I will create a checklist with space to make observations. The checklist will consist of the following: Understands the concepts of solids Understands the properties of solids Uses descriptive evidence Demonstrates argumentation and reasoning Builds with solid materials (uses reasoning)

Accommodations 1. Accommodations for students who may find the material too challenging: I hope that students will work together and help others who may struggle or find the material too challenging. Since much of the lesson is designed around discussion, I want the students to

help each other to understand the concept of solids. For building the structure, I will give students the choice of what type of structure they want to build and also give them an option of working together with a partner. These choices may be particularly helpful for a student who might find the material challenging since he or she could get more help from a classmate. 2. Accommodations for students who may need greater challenge and/or finish early: For students who may need a greater challenge and/or finish early, I will ask the students to think about other solid materials they could use to make the structure better and why. Students will be given an opportunity to make suggestions to improve their own structure. They can also be asked to think about the type of materials that other buildings around them are made of and why. * Adapted from: http://solidsandliquidsdi.blogspot.com/

Comment [NRB39]: I doubt that this will happen. There is always more to build!

Comment [NRB40]: Thank you for citing!