Cami Saenz Ruiz

Science Property Lesson Plan

Objectives
· The students will understand the importance of properties in objects

Anticipatory Set
Hello boys and girls! Let’s seat in the carpet to start a very interesting lesson. What do I
have in my hand? (A ball) Who would like to describe the ball? (Color, size, shape, the way it
feels, way it rolls, bounces, and so forth) Do you remember describing leaves by their properties?
(YES!) In a piece of paper you are going to draw a leaf, just as I describe it.
Lets remember some Properties from Leafs

Procedures

Raising the issue

Okay! We are going to go back to our seats where you will find a paper. “We are going to draw a
leaf and you were going to listen very carefully how I describe it. Imagine a round with wavy
edges. It is about the size of your hand. It is green with a short stem. It has veins. It has a yellow
stripe from top to bottom”

I am going to vary the number of properties based upon the student’s level of understanding.
After students finish their drawings I will have them compare their picture with their classmate’s
pictures.
“Now, I am going to describe another live in a different way.” I will challenge students to draw a
leaf from my new description. “Imagine a leaf. The leaf is very pretty. It is the nicest leaf I have
ever seen. It is my favorite leaf”

I will write the words ‘pretty’, ‘nicest’, and ‘favorite’, on the board.

Students probably will be frustrated that I am not giving them descriptors that are specific. (How
can I draw it if I do not know the size or shape? How do I know what color is it? Can I draw to
leave I imagined in my brain?

I will keep pointing out the recorder descriptors on the board.

After students finish their drawings I will have them compare pictures with their classmate’s
pictures.

Comparing

1. Was the first or the second picture more like the pictures of your classmates ( 1st picture)
2. Why do you think that the first picture was more alike (you described the first picture
more specifically)
3. How are the two descriptions different ( the first description described the observable
properties of the leaf. The second described how you felt about the leaf.)
4. Which description was more helpful? Why? (The first description was more helpful
because the property words communicated more precisely your observations of the leaf.
From your description, others were able to visualize what the leaf was like)
5. Which description told about the properties of the leaf? (1st picture)
6. How are the property words hopeful? (One could imagine a similar leave. One could
understand what the leaf was like.)
7. How did the property words help everyone understand what the leave look like? (The
property words created a common picture in one’s mind)

Reflecting

In the board, we can find the words pretty nicest and favorite. Those descriptors don’t answer our
questions right?
Those descriptors are not properties because they do not give a specific information about size,
shape, color, and how the object feels to someone.
It is true that these words can be helpful in describing objects; however, they are not helpful for
comparing observations or for communicating ideas in science.

Closure

Do you think it is helpful for people to know about properties? If so, why? (Turn to a partner and
discuss) Who would like to share what their partner said?
Why is it helpful for people to describe things by their properties?

Nice job first graders!!!!

Assessment
I will observe student’s participation throughout the lesson. They will all have their leaf
drawings and I will make sure they are participating actively, sharing their work and making
connections.

Reflection

This lesson went really well. I felt prepared and confident to teacher the first graders
about properties. Even though I started a little nervous, I think I grabbed the students’ attention
with the anticipatory set and got them engaged to keep going with the lesson.
I achieved the goal with the first graders. They understood the importance of properties
and showed successful work during the lesson. They payed attention to the instructions, however
I think I should be more specific for the future. When I asked the kids to draw the second leaf on
the back of their paper, some had already used the back of it. Having said that, I think I should be
more specific when giving the instructions.
Time was just enough. I think the students had enough time to accomplish the tasks and
finish their work. Besides this, they had time to share their work and to discuss the main ideas of
the lesson. Since kids were participating actively, time was as I planned it and there were only
few mishaps.
I think more students could have participated; however, most of them where engaged in
the conversation and the strategy to “turn to a partner” was effective. The lesson flowed
satisfactorily and I felt it was a nice experience to grow as a teacher.

VIDEO: https://www.youtube.com/watch?v=tGap2UwB7D4&t=2s