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Thema&c

Unit Plan
1. Introduc)on/General Informa)on:
Unit Title/Theme: Whats the Ma8er?
Areas of Interdisciplinary Integra&on: Language Arts, Science
Grade Level: Second
Introduc&on/Unit Summary and Ra&onale: Through a research project and various science
experiments, students will be introduced to the various states of ma8er (solid, liquid, and gas).
They will prac&ce research, wri&ng, and speaking skills as well as predic&ons, inferring, and drawing
conclusions based upon evidence. Students need to be exposed to the various scien&c ma8er
around them and be able to iden&fy and classify it based upon physical and chemical proper&es.
This unit will introduce them to these concepts.

2. Academic Standards/Assessment Anchors:


Language Arts:
-- CC.1.2.2.L: Read and comprehend literary nonfiction and informational text on grade level, reading
independently and proficiently.
- CC.1.4.2.A: Write informative/explanatory texts to examine a topic and convey ideas and information
clearly.
- CC.1.4.2.B: Identify and introduce the topic.
- CC.1.4.2.C: Develop the topic with facts and/or definitions.
- CC.1.4.2.D: Group information and provide a concluding statement or section.
- CC.1.4.2.F Demonstrate a grade appropriate command of the conventions of standard English
grammar, usage, capitalization, punctuation, and spelling (Ex. Capitalize proper nouns, use commas and
apostrophes appropriately, spell words drawing on common spelling patterns, and consult reference
material as needed.)
-- CC.1.4.2.T: With guidance and support from adults and peers, focus on a topic and strengthen writing
as needed by revising and editing
- CC.1.4.2.V: Participate in individual or shared research and writing projects.
- CC.1.5.2.A: Participate in collaborative conversations with peers and adults in small and larger groups.
- CC.1.5.2.B: Recount or describe key ideas or details from a text read aloud or information presented
orally or through other media.
- CC.1.5.2.G: Demonstrate command of the conventions of standard English when speaking, based on
Grade 2 level and content.
- CC.1.5.2.A: Participate in collaborative conversations with peers and adults in small and larger groups.
- CC.1.5.2.G: Demonstrate command of the conventions of standard English when speaking, based on
Grade 2 level and content.
Science:
-2-PS1-1: Plan and conduct an investigation to describe and classify different kinds of materials by their
observable properties.

3. Unit Goals:
- Students will be able to iden&fy the three states of ma8er.
- Students will be able sort objects based upon their visual proper&es.
- Students will be able to conduct research both individually and with group members.
- Students will be able to create and publish a book with group members.
- Students will be able to conduct an experiment.
- Students will be able to present informa&on using grade level appropriate speech.

4. Pre-Assessment:
- Students will be given a sor&ng ac&vity and be asked to sort objects into their respec&ve categories;
solids, liquids, or gases.

5. Mo)va)onal Device for the Unit:


- The empty glass science experiment: Take a clear tub and ll it with water. Take a paper towel and
stu it into the bo8om of a clear glass. Ask students to predict what will happen if we put the glass
into the bucket upside down. AZer predic&ons have been made, submerge the glass into the water
upside down and then pull it straight up again. Show students the paper towel inside. Ask them to
describe what happened. Was the glass really empty? What was it lled with?

6: Content: See lesson plans below.


Unit: Whats the Matter? Date: 4/18/16

Lesson: Science Experiment- Fill a balloon Time Length: 10-15 minutes

Academic Standard(s):
-2-PS1-1: Plan and conduct an investigation to describe and classify different kinds of materials by their
observable properties.

Objectives/Essential Questions:
- Given the necessary materials, students will be able to use the scientific method to conduct and
document an experiment.
EQ: How can I use the scientific method to conduct an experiment?

Materials Needed: Scientific Method Sheet, pencils, erasers, balloons, water bottles, vinegar, baking
soda

Motivational Device/Bell Ringer: Introduce the scientific method to the students. Explain how we use
the scientific method for solving problems and how we use it every day.

Lesson Outline:
- Place Scientific Method Posters on the board
- Introduce students to the question we are posing that day: How can I fill a balloon with air using a
water bottle, baking soda, vinegar, and a balloon?
- Walk through the steps of the scientific method with the students, show them how to complete their lab
worksheet.
- Complete the experiment by filling the bottles full of vinegar, the balloons full of baking soda, placing
the balloon over the mouth of the bottle and letting the baking soda mix with the vinegar in the bottle.
The carbon dioxide created by the chemical reaction causes the balloon to expand.
- Ask students to describe what happened, create a conclusion, and discuss the experiment.
Differentiated Instruction:
Differentiating product by readiness: For some students that struggle with penmanship, some of the
worksheet will be partially filled in before it is given to them.

Formative/Summative Assessment:
- Formative Assessment: Collect students lab reports at the end of the experiment. Evaluate them
based upon completion, correct information, and quality.

- Summative Assessment: N/A

Challenging Questions for Higher Ordered Thinking:


- How can I use the scientific method other than with a science experiment?
- How is science all around me?

Closure: Discuss results of experiment; create a conclusion based upon the results of the experiment.
Collect students lab worksheets.

Additional Notes if any:

Reflection after lesson is taught:


Unit: Whats the Matter? Date: 4/18/16

Lesson: Writing Time Length: 30-40 minutes

Academic Standard(s):
-- CC.1.2.2.L: Read and comprehend literary nonfiction and informational text on grade level, reading
independently and proficiently.
- CC.1.4.2.A: Write informative/explanatory texts to examine a topic and convey ideas and information
clearly.
- CC.1.4.2.B: Identify and introduce the topic.
- CC.1.4.2.C: Develop the topic with facts and/or definitions.
- CC.1.4.2.D: Group information and provide a concluding statement or section.
- CC.1.4.2.F Demonstrate a grade appropriate command of the conventions of standard English
grammar, usage, capitalization, punctuation, and spelling (Ex. Capitalize proper nouns, use commas and
apostrophes appropriately, spell words drawing on common spelling patterns, and consult reference
material as needed.)
-- CC.1.4.2.T: With guidance and support from adults and peers, focus on a topic and strengthen writing
as needed by revising and editing
- CC.1.4.2.V: Participate in individual or shared research and writing projects.
- CC.1.5.2.A: Participate in collaborative conversations with peers and adults in small and larger groups.
- CC.1.5.2.B: Recount or describe key ideas or details from a text read aloud or information presented
orally or through other media.
- CC.1.5.2.G: Demonstrate command of the conventions of standard English when speaking, based on
Grade 2 level and content.
- CC.1.5.2.A: Participate in collaborative conversations with peers and adults in small and larger groups.

Objectives/Essential Questions:
- Given a variety of research materials, students will be able to conduct research on a given state of
matter with a small group of their peers.
- Given a variety of research materials, students will be able to create an informational text book on a
given topic with classmates that meets a given set of criteria.
EQ: How can I use various texts to conduct research on a given topic?

Materials Needed: iPads, QR code sheets, matter books, pencils, erasers, research books, informational
writing checklists, mission impossible procedure sheet, manila envelopes, name puzzle pieces

Motivational Device/Bell Ringer: Introduce students to the idea of research. Explain that we do
research to learn more information about a topic. Tell them we are going to become experts on states of
matter and that they need to complete research in order to become an expert.

Lesson Outline:
- Show students how they will be conducting research. Show students QR codes, Qrafter app (and how
to use it), and how to follow the link to view content linked to QR code.
- Show students research journals, questions they need to answer, and how to use the research journal to
take notes.
- Tell students that after they finish watching a video/reading an article that they need to stop, discuss
what they learned, and write it in their journals.
- Review procedure sheet with students, assign team leader to keep track of progress, materials, and
information gathered (Solids-Isabella, Liquids- Jaylin, Gases-Emily)
- Give students time to watch videos, read articles, and document research.
- Support students as needed with researching, writing, and pulling information together.
- When its time to clean up, have team leader collect resources.

Differentiated Instruction:
Differentiating Learning Environment by Readiness: Students will be broken into groups of the same
readiness level. Lower level students will be researching solids, mid-level students will be researching
liquids, and advanced students will be researching gases.

Differentiating Product by Readiness: Each group of students will be given criteria for their project
based upon their readiness level. As the level advances the students will be given more in-depth criteria
to meet.
Formative/Summative Assessment:
Formative Assessment: Check students research journals at the end of the research period to see what
theyre learning. Have each student share one thing theyre learning with the whole class.

Summative Assessment: N/A

Challenging Questions for Higher Ordered Thinking:


- How can I use research to become an expert on a topic?
- How can I do research?

Closure: Have students share one thing they learned from their research with the whole class.

Additional Notes if any:

Reflection after lesson is taught:


Unit: Whats the Matter? Date: 4/19/16

Lesson: Science- Liquids vs. Solids Time Length: 10-15 minutes

Academic Standard(s):
-2-PS1-1: Plan and conduct an investigation to describe and classify different kinds of materials by their
observable properties.

Objectives/Essential Questions:
- Given the necessary materials, students will be able to use the scientific method to conduct and
document an experiment.
EQ: How can I use the scientific method to conduct an experiment?

Materials Needed: Scientific Method Sheet, pencils, erasers, water, food dye, various clear containers,
various solids

Motivational Device/Bell Ringer: Remind students about the scientific method. Ask them to share one
way we can use the scientific method with a partner.

Lesson Outline:
- Place Scientific Method Posters on the board
- Introduce students to the question we are posing that day: Do solids and liquids keep their shapes
when placed in different containers?
- Walk through the steps of the scientific method with the students, show them how to complete their lab
worksheet.
- Complete the experiment by showing students a given amount of water. Place food dye in the water to
make it easier to see. Pour the liquids into various containers. Ask students if theres still the same
amount of water even though its in a different container. Pour back into original container to show
that its still the same amount. Repeat with other containers. Demonstrate with solids by placing
solids in various containers.
- Ask students to describe what happened, create a conclusion, and discuss the experiment. Did the
solids keep their shape? How about the liquids? What properties of matter can we determine from this
experiment?

Differentiated Instruction:
Differentiating product by readiness: For some students that struggle with penmanship, some of the
worksheet will be partially filled in before it is given to them.

Formative/Summative Assessment:
- Formative Assessment: Collect students lab reports at the end of the experiment. Evaluate them
based upon completion, correct information, and quality.

- Summative Assessment: N/A

Challenging Questions for Higher Ordered Thinking:


- How can I use the scientific method other than with a science experiment?
- How is science all around me?

Closure: Discuss results of experiment; create a conclusion based upon the results of the experiment.
Collect students lab worksheets.

Additional Notes if any:

Reflection after lesson is taught:


Unit: Whats the Matter? Date: 4/19/16

Lesson: Writing Time Length: 30-40 minutes

Academic Standard(s):
-- CC.1.2.2.L: Read and comprehend literary nonfiction and informational text on grade level, reading
independently and proficiently.
- CC.1.4.2.A: Write informative/explanatory texts to examine a topic and convey ideas and information
clearly.
- CC.1.4.2.B: Identify and introduce the topic.
- CC.1.4.2.C: Develop the topic with facts and/or definitions.
- CC.1.4.2.D: Group information and provide a concluding statement or section.
- CC.1.4.2.F Demonstrate a grade appropriate command of the conventions of standard English
grammar, usage, capitalization, punctuation, and spelling (Ex. Capitalize proper nouns, use commas and
apostrophes appropriately, spell words drawing on common spelling patterns, and consult reference
material as needed.)
-- CC.1.4.2.T: With guidance and support from adults and peers, focus on a topic and strengthen writing
as needed by revising and editing
- CC.1.4.2.V: Participate in individual or shared research and writing projects.
- CC.1.5.2.A: Participate in collaborative conversations with peers and adults in small and larger groups.
- CC.1.5.2.B: Recount or describe key ideas or details from a text read aloud or information presented
orally or through other media.
- CC.1.5.2.G: Demonstrate command of the conventions of standard English when speaking, based on
Grade 2 level and content.
- CC.1.5.2.A: Participate in collaborative conversations with peers and adults in small and larger groups.

Objectives/Essential Questions:
- Given a variety of research materials, students will be able to conduct research on a given state of
matter with a small group of their peers.
- Given a variety of research materials, students will be able to create an informational text book on a
given topic with classmates that meets a given set of criteria.
EQ: How can I use various texts to conduct research on a given topic?

Materials Needed: iPads, QR code sheets, matter books, pencils, erasers, research books, informational
writing checklists, mission impossible procedure sheet, manila envelopes, name puzzle pieces

Motivational Device/Bell Ringer: Introduce students to the idea of research. Explain that we do
research to learn more information about a topic. Tell them we are going to become experts on states of
matter and that they need to complete research in order to become an expert.

Lesson Outline:
- Show students how they will be conducting research. Show students QR codes, Qrafter app (and how
to use it), and how to follow the link to view content linked to QR code.
- Show students research journals, questions they need to answer, and how to use the research journal to
take notes.
- Tell students that after they finish watching a video/reading an article that they need to stop, discuss
what they learned, and write it in their journals.
- Review procedure sheet with students, assign team leader to keep track of progress, materials, and
information gathered (Solids-Isabella, Liquids- Jaylin, Gases-Emily)
- Give students time to watch videos, read articles, and document research.
- Support students as needed with researching, writing, and pulling information together.
- When its time to clean up, have team leader collect resources.

Differentiated Instruction:
Differentiating Learning Environment by Readiness: Students will be broken into groups of the same
readiness level. Lower level students will be researching solids, mid-level students will be researching
liquids, and advanced students will be researching gases.

Differentiating Product by Readiness: Each group of students will be given criteria for their project
based upon their readiness level. As the level advances the students will be given more in-depth criteria
to meet.
Formative/Summative Assessment:
Formative Assessment: Check students research journals at the end of the research period to see what
theyre learning. Have each student share one thing theyre learning with the whole class.

Summative Assessment: N/A

Challenging Questions for Higher Ordered Thinking:


- How can I use research to become an expert on a topic?
- How can I do research?

Closure: Have students share one thing they learned from their research with the whole class.

Additional Notes if any:

Reflection after lesson is taught:


Unit: Whats the Matter? Date: 4/20/16

Lesson: Science- Solid to Liquid: Crystal shapes Time Length: 10-15 minutes; elasped time

Academic Standard(s):
-2-PS1-1: Plan and conduct an investigation to describe and classify different kinds of materials by their
observable properties.

Objectives/Essential Questions:
- Given the necessary materials, students will be able to use the scientific method to conduct and
document an experiment.
EQ: How can I use the scientific method to conduct an experiment?

Materials Needed: Cups/jars, string, popsicle sticks, pipe cleaners, food coloring, borax, water, tea
kettle

Motivational Device/Bell Ringer: Remind students about the scientific method. Ask them to share one
way we can use the scientific method with a partner.

Lesson Outline:
- Place Scientific Method Posters on the board
- Introduce students to the question we are posing that day: Can I make a solid from a liquid?
- Walk through the steps of the scientific method with the students, show them how to complete their lab
worksheet.
- Complete the experiment by giving each student a pipe cleaner. Have them bend the pipe cleaner into
whatever shape they desire. Attach a string to the pipe cleaner, and then tie it to a popsicle stick. Boil
water in the tea kettle, add borax and food coloring. Place students names on a small jar and place
their pipe cleaner in the jar. Ask students to predict what will happen. Allow to sit until next day.
- The next day have students look at their jars and see what happened to the pipe cleaners.
- Ask students to describe what happened, create a conclusion, and discuss the experiment. Did the
solids keep their shape? How about the liquids? What properties of matter can we determine from this
experiment?

Differentiated Instruction:
Differentiating product by readiness: For some students that struggle with penmanship, some of the
worksheet will be partially filled in before it is given to them.

Formative/Summative Assessment:
- Formative Assessment: Collect students lab reports at the end of the experiment. Evaluate them
based upon completion, correct information, and quality.

- Summative Assessment: N/A

Challenging Questions for Higher Ordered Thinking:


- How can I use the scientific method other than with a science experiment?
- How is science all around me?

Closure: Discuss results of experiment; create a conclusion based upon the results of the experiment.
Collect students lab worksheets.

Additional Notes if any:

Reflection after lesson is taught:


Unit: Whats the Matter? Date: 4/20/16

Lesson: Writing Time Length: 30-40 minutes

Academic Standard(s):
-- CC.1.2.2.L: Read and comprehend literary nonfiction and informational text on grade level, reading
independently and proficiently.
- CC.1.4.2.A: Write informative/explanatory texts to examine a topic and convey ideas and information
clearly.
- CC.1.4.2.B: Identify and introduce the topic.
- CC.1.4.2.C: Develop the topic with facts and/or definitions.
- CC.1.4.2.D: Group information and provide a concluding statement or section.
- CC.1.4.2.F Demonstrate a grade appropriate command of the conventions of standard English
grammar, usage, capitalization, punctuation, and spelling (Ex. Capitalize proper nouns, use commas and
apostrophes appropriately, spell words drawing on common spelling patterns, and consult reference
material as needed.)
-- CC.1.4.2.T: With guidance and support from adults and peers, focus on a topic and strengthen writing
as needed by revising and editing
- CC.1.4.2.V: Participate in individual or shared research and writing projects.
- CC.1.5.2.A: Participate in collaborative conversations with peers and adults in small and larger groups.
- CC.1.5.2.B: Recount or describe key ideas or details from a text read aloud or information presented
orally or through other media.
- CC.1.5.2.G: Demonstrate command of the conventions of standard English when speaking, based on
Grade 2 level and content.
- CC.1.5.2.A: Participate in collaborative conversations with peers and adults in small and larger groups.

Objectives/Essential Questions:
- Given a variety of research materials, students will be able to conduct research on a given state of
matter with a small group of their peers.
- Given a variety of research materials, students will be able to create an informational text book on a
given topic with classmates that meets a given set of criteria.
EQ: How can I use various texts to conduct research on a given topic?

Materials Needed: iPads, QR code sheets, matter books, pencils, erasers, research books, informational
writing checklists, mission impossible procedure sheet, manila envelopes, name puzzle pieces

Motivational Device/Bell Ringer: Introduce students to the idea of research. Explain that we do
research to learn more information about a topic. Tell them we are going to become experts on states of
matter and that they need to complete research in order to become an expert.

Lesson Outline:
- Show students how they will be conducting research. Show students QR codes, Qrafter app (and how
to use it), and how to follow the link to view content linked to QR code.
- Show students research journals, questions they need to answer, and how to use the research journal to
take notes.
- Tell students that after they finish watching a video/reading an article that they need to stop, discuss
what they learned, and write it in their journals.
- Review procedure sheet with students, assign team leader to keep track of progress, materials, and
information gathered (Solids-Isabella, Liquids- Jaylin, Gases-Emily)
- Give students time to watch videos, read articles, and document research.
- Support students as needed with researching, writing, and pulling information together.
- When its time to clean up, have team leader collect resources.

Differentiated Instruction:
Differentiating Learning Environment by Readiness: Students will be broken into groups of the same
readiness level. Lower level students will be researching solids, mid-level students will be researching
liquids, and advanced students will be researching gases.

Differentiating Product by Readiness: Each group of students will be given criteria for their project
based upon their readiness level. As the level advances the students will be given more in-depth criteria
to meet.
Formative/Summative Assessment:
Formative Assessment: Check students research journals at the end of the research period to see what
theyre learning. Have each student share one thing theyre learning with the whole class.

Summative Assessment: N/A

Challenging Questions for Higher Ordered Thinking:


- How can I use research to become an expert on a topic?
- How can I do research?

Closure: Have students share one thing they learned from their research with the whole class.

Additional Notes if any:

Reflection after lesson is taught:


Unit: Whats the Matter? Date: 4/21/16

Lesson: Science- Oobleck Time Length: 10-15 minutes

Academic Standard(s):
-2-PS1-1: Plan and conduct an investigation to describe and classify different kinds of materials by their
observable properties.

Objectives/Essential Questions:
- Given the necessary materials, students will be able to use the scientific method to conduct and
document an experiment.
EQ: How can I use the scientific method to conduct an experiment?

Materials Needed: Cornstarch, water, bowls, popsicle sticks, recipe cards, Bartholomew and the
Oobleck, experiment worksheets

Motivational Device/Bell Ringer: Read Bartholomew and the Oobleck with students. Ask them how
theyd feel if they were stuck in Oobleck. Inform them that today we will be making our very own
oobleck!

Lesson Outline:
- Place Scientific Method Posters on the board
- Introduce students to the question we are posing that day: Can I make a substance that it both a solid
and a liquid?
- Walk through the steps of the scientific method with the students, show them how to complete their lab
worksheet.
- Complete the experiment by giving each pair of students a bowl, cornstarch, water, and a popsicle
stick. Ask students to predict what they think will happen when they mix the cornstarch and the water.
Have students mix the ingredients and see what happens. Have them document their findings on their
experiment worksheet. Did we create both a solid and a liquid?
Differentiated Instruction:
Differentiating product by readiness: For some students that struggle with penmanship, some of the
worksheet will be partially filled in before it is given to them.

Formative/Summative Assessment:
- Formative Assessment: Collect students lab reports at the end of the experiment. Evaluate them
based upon completion, correct information, and quality.

- Summative Assessment: N/A

Challenging Questions for Higher Ordered Thinking:


- How can I use the scientific method other than with a science experiment?
- How is science all around me?

Closure: Discuss results of experiment; create a conclusion based upon the results of the experiment.
Collect students lab worksheets.

Additional Notes if any:

Reflection after lesson is taught:


Unit: Whats the Matter? Date: 4/21/16

Lesson: Writing Time Length: 30-40 minutes

Academic Standard(s):
-- CC.1.2.2.L: Read and comprehend literary nonfiction and informational text on grade level, reading
independently and proficiently.
- CC.1.4.2.A: Write informative/explanatory texts to examine a topic and convey ideas and information
clearly.
- CC.1.4.2.B: Identify and introduce the topic.
- CC.1.4.2.C: Develop the topic with facts and/or definitions.
- CC.1.4.2.D: Group information and provide a concluding statement or section.
- CC.1.4.2.F Demonstrate a grade appropriate command of the conventions of standard English
grammar, usage, capitalization, punctuation, and spelling (Ex. Capitalize proper nouns, use commas and
apostrophes appropriately, spell words drawing on common spelling patterns, and consult reference
material as needed.)
-- CC.1.4.2.T: With guidance and support from adults and peers, focus on a topic and strengthen writing
as needed by revising and editing
- CC.1.4.2.V: Participate in individual or shared research and writing projects.
- CC.1.5.2.A: Participate in collaborative conversations with peers and adults in small and larger groups.
- CC.1.5.2.B: Recount or describe key ideas or details from a text read aloud or information presented
orally or through other media.
- CC.1.5.2.G: Demonstrate command of the conventions of standard English when speaking, based on
Grade 2 level and content.
- CC.1.5.2.A: Participate in collaborative conversations with peers and adults in small and larger groups.

Objectives/Essential Questions:
- Given a variety of research materials, students will be able to conduct research on a given state of
matter with a small group of their peers.
- Given a variety of research materials, students will be able to create an informational text book on a
given topic with classmates that meets a given set of criteria.
EQ: How can I use various texts to conduct research on a given topic?

Materials Needed: iPads, QR code sheets, matter books, pencils, erasers, research books, informational
writing checklists, mission impossible procedure sheet, manila envelopes, name puzzle pieces

Motivational Device/Bell Ringer: Introduce students to the idea of research. Explain that we do
research to learn more information about a topic. Tell them we are going to become experts on states of
matter and that they need to complete research in order to become an expert.

Lesson Outline:
- Show students how they will be conducting research. Show students QR codes, Qrafter app (and how
to use it), and how to follow the link to view content linked to QR code.
- Show students research journals, questions they need to answer, and how to use the research journal to
take notes.
- Tell students that after they finish watching a video/reading an article that they need to stop, discuss
what they learned, and write it in their journals.
- Review procedure sheet with students, assign team leader to keep track of progress, materials, and
information gathered (Solids-Isabella, Liquids- Jaylin, Gases-Emily)
- Give students time to watch videos, read articles, and document research.
- Support students as needed with researching, writing, and pulling information together.
- When its time to clean up, have team leader collect resources.

Differentiated Instruction:
Differentiating Learning Environment by Readiness: Students will be broken into groups of the same
readiness level. Lower level students will be researching solids, mid-level students will be researching
liquids, and advanced students will be researching gases.

Differentiating Product by Readiness: Each group of students will be given criteria for their project
based upon their readiness level. As the level advances the students will be given more in-depth criteria
to meet.
Formative/Summative Assessment:
Formative Assessment: Check students research journals at the end of the research period to see what
theyre learning. Have each student share one thing theyre learning with the whole class.

Summative Assessment: N/A

Challenging Questions for Higher Ordered Thinking:


- How can I use research to become an expert on a topic?
- How can I do research?

Closure: Have students share one thing they learned from their research with the whole class.

Additional Notes if any:

Reflection after lesson is taught:


Unit: Whats the Matter? Date: 4/28/16

Lesson: Science- Root Beer Floats with Mom & Dad Time Length: 10-15 minutes

Academic Standard(s):
-2-PS1-1: Plan and conduct an investigation to describe and classify different kinds of materials by their
observable properties.

Objectives/Essential Questions:
- Given the necessary materials, students will be able to use the scientific method to conduct and
document an experiment.
EQ: How can I use the scientific method to conduct an experiment?

Materials Needed: Root beer, ice cream, bowls, spoons, root beer float experiment papers

Motivational Device/Bell Ringer: Have students describe the scientific method to their moms and dads.
Have them share ways we can use the scientific method other than in science.

Lesson Outline:
- Place Scientific Method Posters on the board
- Introduce students to the question we are posing that day: Can I make something that is a solid, a
liquid, and a gas?
- Have students walk through the steps of the scientific method with their parents, show their parents
how to complete their lab worksheet.
- Complete the experiment by giving everyone a bowl of ice cream. Ask students to predict what will
happen when we pour root beer on the ice cream. Give students a cup of root beer to pour on their ice
cream and have them take note of what happens. Have students fill out their worksheet with their
parents.
- Allow students to eat their root beer floats and make some for their parents.
Differentiated Instruction:
Differentiating product by readiness: For some students that struggle with penmanship, some of the
worksheet will be partially filled in before it is given to them.

Formative/Summative Assessment:
- Formative Assessment: Collect students lab reports at the end of the experiment. Evaluate them
based upon completion, correct information, and quality.

- Summative Assessment: N/A

Challenging Questions for Higher Ordered Thinking:


- How can I use the scientific method other than with a science experiment?
- How is science all around me?

Closure: Discuss results of experiment; create a conclusion based upon the results of the experiment.
Collect students lab worksheets.

Additional Notes if any:

Reflection after lesson is taught:


Unit: Whats the Matter? Date: 4/22/16

Lesson: Writing Time Length: 30-40 minutes

Academic Standard(s):
-- CC.1.2.2.L: Read and comprehend literary nonfiction and informational text on grade level, reading
independently and proficiently.
- CC.1.4.2.A: Write informative/explanatory texts to examine a topic and convey ideas and information
clearly.
- CC.1.4.2.B: Identify and introduce the topic.
- CC.1.4.2.C: Develop the topic with facts and/or definitions.
- CC.1.4.2.D: Group information and provide a concluding statement or section.
- CC.1.4.2.F Demonstrate a grade appropriate command of the conventions of standard English
grammar, usage, capitalization, punctuation, and spelling (Ex. Capitalize proper nouns, use commas and
apostrophes appropriately, spell words drawing on common spelling patterns, and consult reference
material as needed.)
-- CC.1.4.2.T: With guidance and support from adults and peers, focus on a topic and strengthen writing
as needed by revising and editing
- CC.1.4.2.V: Participate in individual or shared research and writing projects.
- CC.1.5.2.A: Participate in collaborative conversations with peers and adults in small and larger groups.
- CC.1.5.2.B: Recount or describe key ideas or details from a text read aloud or information presented
orally or through other media.
- CC.1.5.2.G: Demonstrate command of the conventions of standard English when speaking, based on
Grade 2 level and content.
- CC.1.5.2.A: Participate in collaborative conversations with peers and adults in small and larger groups.

Objectives/Essential Questions:
- Given a variety of research materials, students will be able to conduct research on a given state of
matter with a small group of their peers.
- Given a variety of research materials, students will be able to create an informational text book on a
given topic with classmates that meets a given set of criteria.
EQ: How can I use various texts to conduct research on a given topic?

Materials Needed: iPads, QR code sheets, matter books, pencils, erasers, research books, informational
writing checklists, mission impossible procedure sheet, manila envelopes, name puzzle pieces

Motivational Device/Bell Ringer: Introduce students to the idea of research. Explain that we do
research to learn more information about a topic. Tell them we are going to become experts on states of
matter and that they need to complete research in order to become an expert.

Lesson Outline:
- Show students how they will be conducting research. Show students QR codes, Qrafter app (and how
to use it), and how to follow the link to view content linked to QR code.
- Show students research journals, questions they need to answer, and how to use the research journal to
take notes.
- Tell students that after they finish watching a video/reading an article that they need to stop, discuss
what they learned, and write it in their journals.
- Review procedure sheet with students, assign team leader to keep track of progress, materials, and
information gathered (Solids-Isabella, Liquids- Jaylin, Gases-Emily)
- Give students time to watch videos, read articles, and document research.
- Support students as needed with researching, writing, and pulling information together.
- When its time to clean up, have team leader collect resources.

Differentiated Instruction:
Differentiating Learning Environment by Readiness: Students will be broken into groups of the same
readiness level. Lower level students will be researching solids, mid-level students will be researching
liquids, and advanced students will be researching gases.

Differentiating Product by Readiness: Each group of students will be given criteria for their project
based upon their readiness level. As the level advances the students will be given more in-depth criteria
to meet.
Formative/Summative Assessment:
Formative Assessment: Check students research journals at the end of the research period to see what
theyre learning. Have each student share one thing theyre learning with the whole class.

Summative Assessment: N/A

Challenging Questions for Higher Ordered Thinking:


- How can I use research to become an expert on a topic?
- How can I do research?

Closure: Have students share one thing they learned from their research with the whole class.

Additional Notes if any:

Reflection after lesson is taught:


7. Differentiated Learning Activities:

Differentiating product by readiness: Based upon their readiness levels, students will be given different
criteria in order for their project to be complete. Students will all need to find the same information but
meet different quantity expectations:

Solids (Lower Level Students):

-Definition (What is a solid?)


-At least 4 sentences about solids
-3 vocabulary words
-3 fun facts
-2 examples of a solid

Liquids (Mid Level Students):

-Definition (What is a liquid?)


-At least 6 sentences about liquids
-4-6 vocabulary words
-4-6 fun facts
-4 examples of a solid

Gases (Higher Level Students):


-Definition (What is a gas?)
-At least 8-10 sentences about gases
-6 vocabulary words
-6 fun facts
-4-6 examples of a solid

Differentiating learning environment by readiness: Students will be grouped into the three states of
matter groups based upon their readiness level. Solids will be the lower level group, liquids the mid
level, gases the higher level group.

8. Instructional Resources/Technology:

- Apple TV
- iPad
- Projection screen
- Computer
- QR Codes linked to research articles
- YouTube videos
- Informational Texts
- Research papers
- Informational Booklet Papers
- Basic school supplies (crayons, markers, pencil, erasers, scissors, paper)

9. Summative Assessment/Post-Assessment:

Students will be given a sorting activity and be asked to sort objects into their respective categories;
solids, liquids, or gases. Students should have improved from their pre-unit sort.

10. Reflection:

1. How did you think the unit went?

2. What challenges did you face while planning for the unit?

3. What would you change (if anything) for the next time?

4. Did you accomplish the objectives of the unit? How do you know?

5. Did the all (each) of the students learn the objectives for the unit? How do you know?

6. How did (can) you create relevance for the content?


OVERALL RATING OF THE LESSON:
1. Superior Achievement
2. Excellent Achievement
3. Good
4. Proficient
5. Above Satisfactory
6. Satisfactory
7. Barely Satisfactory
8. Failing