Subject/Grade: Science - Matter Time: 1:15-2:00

Stage 1: Desired Results

Lesson Students will be introduced to the concept of absorbency first with a short
Overview: discussion of the concept and the scientific process of experiments. Then, the class
will participate in an experiment of dunking various materials in water to test their
absorbency. Next, the students will complete a watercolour snowflake activity with
coffee filters and markers, demonstrating how water absorbs into the filters and
disperses the coloured pigment.
GLEs: Matter: Understandings of the physical world are deepened through investigating
matter and energy.
SLEs: Properties of materials that can be compared include
● Absorption of water
Learning Students will:
Objectives ● Understand that various materials have different levels of absorbency
● Predict, test, and contrast the absorbencies of different materials
● Explore water absorbency through creating watercolour snowflakes

Stage 2: Assessment Evidence

Formative ● Student predictions during the discussion of absorbency/demonstration of the
Assessment absorbency of different materials
● Observation and assistance during the snowflake making process
● Snowflakes are collected and hung on the bulletin board outside the classroom

Stage 3: Learning Experience

Prior to ● Collect the supplies for Resources: ● Bin filled with water (preferably
Lesson: the demonstration clear)
● Make a couple example ● Test materials
snowflakes to show the ● Worksheet (pg. 4) used as
class reference for the
discussion/demonstration
● Coffee filters
● Scissors
● Markers
● Spray bottle with water
● Spray zone
Time: Content/Description Differentiations/
Assessments:
Introduction:
New Learning: Absorbency ● Discussion of
● what they think
● Bring students to the carpet it is will help
● Introduce students to the concept and have them share guide my
what they think it means understanding
● Show them the materials that you have and explain the of their
experiment background
Subject/Grade: Science - Matter Time: 1:15-2:00
○ Briefly touch on the scientific process knowledge and
■ Predict and then test be able to
● Go over expectations for the experiment adjust my
○ One student will be chosen at a time from the teaching
popsicle sticks to dip one of the materials in water accordingly
○ As a class, we will determine the absorbency of the ● Allowing
material students to set
○ Have students guide the discussion on their own
management/behaviour rules behaviour
● Mention the art activity following the demonstration so expectations
students know the plan holds them
more
accountable
Body:
Learning Activity 1: Absorbency experiment ● Students will
● As discussed, I will choose names from the popsicle stick predict and test
cup to come up and participate if they would like to materials as a class
○ Continue drawing names from the same pot as the ● Guide the
play dough activity so each student gets an discussion and ask
opportunity to participate in one of the lessons deeper questions
● After the student chooses a material, as a class, discuss about what they
whether they think it will absorb or not absorb observe if
● Student then dunks the material to test the absorbency and students appear to
we will discuss the results be grasping the
○ Were we wrong or right? content
● Transition into how coffee filters absorb water
Transition: Set materials to the side and prepare for the art
project. Students return to their seats, bring out their markers,
and hand out one coffee filter each to start
Learning Activity 2: Coffee filter snowflakes ● Observe student
● Smart Freeze students so they are listening and not work for as long
touching the supplies as possible before
● Show the example snowflakes and explain the process helping with water
○ Do one in front of the class as an example ● If possible, have
■ May be pre-cut and coloured, just wet it an EA or other
● Go over instructions teacher assist
○ Colour first with observing and
○ Cut out the snowflakes spraying
○ Bring to the teacher, who will help spray it in the
spray zone
○ Students may make up to 2 each
Consolidation: Clean up supplies from demonstration and art, lay
wet snowflakes on the drying rack
Stage 4: Reflection
1. How the students responded to the lesson as planned and taught:
Subject/Grade: Science - Matter Time: 1:15-2:00
● Students were very engaged in both parts of the lesson
● Transitioned well between activities
● Listened fairly well to instructions and acted accordingly
2. Specific strengths of the lesson plan and delivery:
● Students were very engaged in the experiment part of the lesson
○ Responded very well to the discussion and were able to make many connections to the
subject matter
○ Responsive to my management and instructions
● Felt I was very consistent with my management and set high expectations for my students
● I had many materials ready for the experiment but I was able to gauge when students had
grasped the material well enough and it was time to move on
● My plan originally called for having students dip the materials instead of me doing it
○ Made some adjustments that I believed would be better suited to the personalities of
my students and ensure that my classroom management was under control
■ I feel that I managed to keep them very engaged even though they were not
directly participating in the experiment
○ Decided to do the experiment as a carpet activity rather than in desks because I
thought it would create a more intimate learning environment
■ I feel that this was true. Students listened better than I believed they would
have if they were in their desks
● Used students to help one another so I wasn’t wasting time helping individuals
● Did a better job chunking down the explanation of the art portion of the lesson
3. Specific weaknesses in the lesson plan and delivery:
● Tried limiting students following me by having them put their names on the word but lines
ended up working better
● Coloured water ended up on the floors, should address a solution to this in the future
● I feel obligated to let every student that raises their hand speak
○ Participation is great in discussion, but grade 2 has a tendency to repeat one another or
tell long-winded stories
4. What must be addressed to improve this plan?
● Dripping snowflakes!
○ Might want to limit the number of sprays in the future so there isn’t so much water on
the floor
● Know when to move on from taking hands during the discussion so we continue to move forward
○ When things start to get repetitive, students begin to disengage
5. How I have grown from this teaching experience:
● This was one of my most successful lessons so far, in my opinion
● I am proud of how I adapted my lesson prior to beginning, as well as throughout the lesson as I
recognized some deficiencies or struggles that needed to be addressed
● My abilities to lead discussions and instruct steps has improved significantly since my first
week
○ Getting better at knowing the right questions to ask