Name/Grade Level/Content: / 5th Grade / Science

1. What is the objective (content, language function, task/product)?

- I can identify materials (powders, metals, minerals, and liquids) based on their properties (color,
hardness, reflectivity, response to magnetic forces, and solubility) by making observations and
measurements in writing.

2. Which content standards are being assessed? Please add the language of the standard. We
won’t know if you just put a number.

Science:
- 5-PS1-3 Make observations and measurements to identify materials based on their properties.
*Statement: Examples of materials to be identified could include baking soda and other powders,
metals, minerals, and liquids. Examples of properties could include color, hardness, reflectivity,
electrical conductivity, thermal conductivity, response to magnetic forces, and solubility; density is
not intended as an identifiable property.] [Assessment Boundary: Assessment does not include
density or distinguishing mass from weight.]*

Literacy:
- CCSS.ELA-LITERACY.W.5.8 - Recall relevant information from experiences or gather relevant
information from print and digital sources; summarize or paraphrase information in notes and
finished work, and provide a list of sources.

ELP Standards:
- 4-5.5: Students will conduct research and evaluate and communicate findings to answer
questions or solve problems.
- 4-5.9: Students will create clear and coherent grade-appropriate speech and text.
- 4-5.10: Students will make accurate use of standard English to communicate in grade
appropriate speech and writing.

3.
The ELP Standards can further attune our understanding of how language is used on
particular academic tasks. Below, highlight the related ELP Standards.

Modality Content Area Practices Standards for Language Features

Receptive ELP 1 - Negotiate input for meaning ELP 8 - Vocabulary in context

ELP 3 - Output

ELP 4 - Argumentation
Productive
ELP 7 - Audience, task, and
ELP 9 ELP 10
purpose
Clear and coherent Accurate language
speech and text use
ELP 2 - Discourse

Interactive ELP 5 - Research

ELP 6 - Counterclaims

4. Explain how the task relates to the selected ELP standards.

ELP 4-5.5: The students will be gathering, synthesizing, and reporting on their research.

ELP 4-5.9: The students will create clear and coherent grade-appropriate speech and text.

ELP 4-5.10: The students will make accurate use of standard English to communicate in grade
appropriate speech and writing.

5. Do the task at grade level. Script out an ideal student response.

Each student will be given a :

- Box of 4 objects; one paper clip, a piece of chalk, a small rock, and a juice box
- Selection of research tools: a small cup of water, scraping tool, magnet, flashlight, and a pocket
mirror
- “Materials and their Properties” anchor chart that includes powders, metals, minerals, and liquids

-
- Graphic organizer worksheet to help classify the objects by their properties and then identify the
type of material
 -
- Worksheet with the following questions:
- What type of material is the paperclip and what are the properties that led you to
identifying its material?
- What type of material is the piece of chalk and what are the properties that led you to
identifying its material?
- What type of material is the small rock and what are the properties that led you to
identifying its material?
- What type of material is the juice inside of the juice box and what are the properties
that led you to identifying its material?

Ideal student response at grade level:

6. What is the primary language function students need for the task? Choose one.
❏ Communicate needs, preferences, and emotions
❏ Draw conclusions and make inferences
❏ Classify
❏ Compare/contrast
❏ Describe, explain and elaborate
❏ Proposition Support
❏ Sequence of events or processes
❏ Express cause/effect
❏ Question Conjecture

7. Bricks: Refer to the grade-level task you 8. Mortar: Refer to the selected language function
scripted in #5. What are the content words that in #6. What are the academic language patterns
students will need for the task? that students will need for the task?

- Materials Sentence Frames

- Powders
- Metal Intermediate:
- Minerals - The paper clip is a _______ (material)
- Liquids because it is
- Properties _________________________________
- Color (properties).
 - Hard - The piece of chalk is a _______ (material)
- Soft because it is
- Reflective _______________________________
- Non-reflective (properties).
- Magnetic - The small rock is a _______ (material)
- Non-magnetic because it is
- Solubility __________________________________
- Soluble (properties).
- Non-solubile - The juice inside of the juice box is a
_______ (material) because it is
____________________________
(properties).

Early Advanced:
- The paper clip is a _______ because it is
__________________________________.
- The piece of chalk is a _______ because it
is _______________________________.
- The small rock is a _______ because it is
__________________________________.
- The juice inside of the juice box is a
_______ because it is
____________________________.

Advanced:
- The paper clip is a
______________________________.
- The piece of chalk is a
_______________________________.
- The small rock is a
_______________________________.
- The juice inside of the juice box is a
_________________________________.

Thinking about Instruction

Bricks
How will I teach the topic specific vocabulary?

Vocabulary will be introduced and recorded in our vocabulary notebooks throughout the lesson leading
up to mastery.

For each vocabulary word, students will write the word, identify the subject it is related to, explain the
meaning in their own words, and draw a picture that represents the term.

Many of these bricks are building on what we have learned in the previous unit and lessons.

Mortar
How will I teach the functional language needed to complete the product?
Remember that mortar can be presented in language frames, sentence starters or writing templates.
Students will use sentence frames to assist them in answering their research questions.

Comprehensible Input
How will I make the content comprehensible? What scaffolds will I put in place?
Text I Equation I Video I Experiment I Slide Deck I Other

● Anchor Charts
● Cornell Notes
● Videos
● Vocabulary Notebooks

Lesson Sequence
Gradual Release of Responsibility: You can vary the instructional sequence of the phases of GRR throughout your lesson.

● Focus lesson (I do it)

● Guided instruction (We do it together)
● Collaborative work (You do it together)
● Independent (You do it alone)

1. Focus Lesson: This lesson is 2 days long to meet the needs of all students.
a. The first day begins with a science video covering different types of materials and their
properties. Next, I will lead my students in taking notes in their vocabulary notebooks
about different types of materials. The vocabulary words include: Materials, Powders,
Metal, Minerals, and Liquids. After taking notes, we will have a class-wide discussion of
materials that we can identify in the classroom. (I do it and WE do it together)
b. The second day starts by discussing the previous day's lesson, followed by taking notes
in our vocabulary notebooks covering the properties of materials. The vocabulary words
include: Properties, Color, Hard, Soft, Reflective, Non-reflective, Magnetic, Non-magnetic,
Solubility, Soluble, Non-solubile. (WE do it together)
2. Guided Instruction: I will give each student a box of 4 objects: one paper clip, a piece of chalk, a
small rock, and a juice box. They will also be given a selection of research tools: a small cup of
water, scraping tool, magnet, flashlight, and a pocket mirror as well as a “Materials and their
Properties” anchor chart that includes powders, metals, minerals, and liquids. I will begin by
explaining to them that their goal today was to identify the materials in their boxes, based on their
properties. They will be told that they can use their notes to help them with their research. (WE
do it together)
3. Collaborative Work: Before letting them begin, I will lead the class in identifying the first
materials properties, the paperclip, by splitting them into groups of 5. When identifying the
paperclip properties, I will lead my students in the investigation, but I will leave it to them to find
the answers as a group. Once each group has completed, I will select each group to share an
answer. Next, the students will be told to go back to their seats so that they can use the
properties they were just given to answer the first question on their exit ticket, which is “What
type of material is a paperclip and what type of properties led you to identifying it’s material?”
(YOU do it together)
4. Independent: After I have checked that each student has successfully identified the paperclip as
a metal, they will begin working on finishing the rest of the graphic organizer worksheet to help
classify the objects by their properties and then identify the type of material. I will navigate the
room to ensure that all students are understanding the assignment and help when it is needed
(YOU do it alone).
5. Independent: Students will complete an exit ticket on their own. The exit ticket will be a
worksheet with the following questions: (YOU do it alone)
a. What type of material is the paperclip and what are the properties that led you to
identifying its material?
b. What type of material is the piece of chalk and what are the properties that led you to
identifying its material?
c. What type of material is the small rock and what are the properties that led you to
identifying its material?
d. What type of material is the juice inside of the juice box and what are the properties
that led you to identifying its material?