Lesson Plan Dr. Cady’s Course
Name: Tammy Scheidt
Date: 02/23/2012
Elementary Science Lesson Plan
Main Subject: Physical Science
Integrated Subject(s): Literacy
Grade Level: 3
Common Core Standards/Benchmarks/Objectives: SL.3.1c.d.
Common Core Strand: Speaking and Listening Standards
Standard: 1. Engage effectively in a range of collaborative discussions in groups with diverse partners,
on grade 3 topics and texts, building on others ideas and expressing their own clearly
Benchmark: c. Ask questions to check understanding of information presented, stay on topic and link
their comments to the remarks of others
Benchmark d. Explain their own ideas and understanding in light of the discussion
Objectives:
Students will plan and conduct simple investigations
Students will ask and answer questions by investigating
Students will observe and record how one object interacts with another object
Lesson Plan Dr. Cady’s Course
Reading Strategies: (place an x by each one
used)
Before, During, After
_X_ Graphic Organizer
_X_ Anticipation/Prediction
_X_ Summarize
__ KWL
__ Paired Reading
_X_ Note-taking
_X_ SQ3R
__ QAR
__ Skimming
__ Scanning Headings/Subheadings/Captions
_X_ Inference
__ Preview
_X_ Teacher Modeling
__ Repetition
__ Critical Reading
_X_ Vocabulary Review
__ Other
______________________________
Technology Integration: (place an x by each one used)
__ Projector
__ Overhead
__ Interactive Whiteboard
__ iPad
_X_ Laptop
__ Computer Lab
__ E-reader
__ iPod Touch
__ Clickers
__ CD
__ Cellphone
__ Calculator
__ Television
__ DVD
__ Radio
__ PC - Educational Game(s)
_X_ Digital Camera
__ Scanner
__ Copier
__ Tape Recorder
__ Microscope
__ Watches
__ Other _______________________________
Websites:
http://www.sciencekids.co.nz/videos/nature/oilspill.html
Community Resource(s): (place an x by each one used)
_X_ Public Library
__ Local College
__ Guest Speaker
__ Field Trip
__ Outside Organization
__ Local Business
__ Other _______________________________________
Lesson Plan Dr. Cady’s Course
Pre-Assessment:
(used to determine prior
knowledge/baseline data)
Formative Assessment:
(part of instructional
process/used to adjust teaching
and learning)
Summative Assessment:
(given periodically/used to
determine what students know
and don’t know/gauges learning
relative to content standards)
__ KWL
__ Turn & Talk
__ Yes/No Cards
__ SA/A/D/SD
__ Squaring Off
__ Graffiti Wall
_X_ Other Student Work Mat
__ Peer Assessment
_X_ Self-Assessment
__ Goal Setting
_X_ Observations
_X_ Questioning Strategies
_X_ Student Record Keeping
__ Flashcards
__ Pop Quizzes
__ Oral Q & A
__ Other _________________
__ State Assessments
__ District Benchmarks
__ End of Unit Test
__ Chapter Test
__ End of Semester Exam
_X_ Other _Worksheet_
Science Inquiry Guiding Questions:
List at least five guiding questions that you will use for this lesson.
Engage: How difficult do you think it is to clean up an oil spill?
Explore: What can we do to find this out? What method of removing oil worked best?
Explain: What evidence have you found that shows how difficult it is? Can you describe
what your noticed? What problems might happen when using products to remove oil
from plants or animals?
Elaborate: Why does the oil rise to the top? What determines whether or not
Evaluate: Is there anything that you are confused about?
Lesson Plan Dr. Cady’s Course
Multiple Intelligences:
(place an x by each area included in your lesson
plan)
Bloom’s Taxonomy:
(place an x by each level included in your lesson
plan)
_X_ Spatial (ability to visualize)
_X_ Linguistic (words – spoken/written)
__ Logical-Mathematical
_X_ Kinesthetic (movement)
_X_ Interpersonal (interaction w/ others)
_X_ Intrapersonal (self-reflective ability)
_X_ Naturalist (having to do with nature)
_X_ Knowledge (tell, list, define, label, recite,
memorize, repeat, find, name, record, fill in, recall)
_X_ Comprehension (locate, explain, summarize,
identify, describe, report, discuss, review, show)
_X_ Application (demonstrate, construct, record,
illustrate, research, order, display, practice)
_X_ Analysis (compare, contrast, classify, critique,
solve, experiment, examine, infer, categorize)
_X_ Evaluation (judge, predict, verify, rate,
determine, decide, choose, forecast, estimate,
prioritize)
_X_ Synthesis (compose, hypothesize, design,
formulate, create, invent, develop, refine, produce)
Benjamin Bloom
Howard Gardner
Safety Precautions
Wear gloves to keep the oil/chemicals from touching the skin and goggles when pouring the oil
into the water.
5-E Model
Provide specific plans for each of the areas below. Ensure that you include all of the marked items above
into this portion of the lesson plan.
Engage:
How will you probe
prior (s) knowledge
and help (s) generate
questions for
investigation?
Explore:
How will you provide
the opportunity for
(s) to gather,
organize, interpret,
analyze, and evaluate
data?
Start by asking students questions that tap into prior knowledge. What is
an oil spill? Do you think that oil could be harmful if it comes into
contact with animals or objects? How? What do you think would happen
to fish if their water is contaminated with oil? Do you think oil would
float or sink on water?
Demonstrate the experiment to show the students how to pour the oil into
the water. Place students in groups of four and provide them with the
materials for the experiment and assignment cards. Give students a set of
rubber gloves (check for latex allergies) an aluminum pan or jar, motor
oil, feathers, flower, paper, cotton balls, paper towels, dishwashing liquid,
large rubber band, turkey baster or spoon.
Have the group make predictions by completing their Science Inquiry
Student Mat
Encourage them to take their time and explore. Remind them that
Lesson Plan Dr. Cady’s Course
scientists don't rush through experiments. Instruct students to wear their
rubber gloves and goggles and have them fill an aluminum pan or jar half
full of water. Next they need to just cover the surface of the water with
oil. Next have the place the feathers in the in the oil. They need to
remove the feathers and place them on a paper towel. Ask students how
they will remove the oil? Have them wipe them with a paper towel. Ask
for other suggestions and then have them use the dishwashing soap.
Which worked better? Why do you think so? Have the recorder write a
description of each object after being submerged in the oil on the Easy on
the Oil worksheet. As they’re observing, have them also complete the
section on senses on their Science Inquiry Student Mat.
Have them place the feathers in the oil and submerge them. Continue
through the items, being sure to record what they see before and after
cleaning each item.
As the students are conducting their experiment, the teacher will place
four hard boiled eggs in the oil and remove them one at a time at 15
minutes, 30 minutes, 60 minutes and 120 minutes. Line up the eggs and
ask students if the noticed any differences in the eggs. Next wipe them
with a paper towel. Did that remove the oil? What other method could
we use? Once they have been cleaned with the dishwashing soap, crack
and remove the shells. Did the oil get in any of the four eggs?
Explain:
How will you set the
stage so that (s) can
clarify their
understanding, reach
conclusions, and
communicate their
knowledge?
When we hear the word floating, we usually think of solid things, such as
wood. However, liquids can float too. Did you know that water can float
on some liquids, but sink in others? Water will float on syrup. Explain to
students that oil is lighter than water or less dense and will float on the top
of water and will not mix with it. Show them a glass with syrup, water
and oil to give them a visual of how liquids can float or sink based on
their density.
Water molecules have a strong attraction or bond to each other and this is
the same for oil molecules. Because of this they just don't mix together.
The oil rises to the top because it has a lower density. Soap is attracted to
water and oil and helps them join together and this forms an emulsion
Lesson Plan Dr. Cady’s Course
Elaborate:
How will you afford
(s) the opportunity to
identify additional
questions to
investigate, collect
evidence, and
connect new
knowledge?
Large ships carry oil and sometimes crash into rocks or collide with each
other. This causes the oil to escape the ship and spill onto the water.
Since oil floats on water, it can harm the birds, fish and other animals.
How might the oil spill affect them? What can be used to clean up the oil
in large bodies of water?
http://www.teachervision.fen.com/animal-habitats/printable/45004.html
Use the worksheet to record the results of oil damage.
show the Science Kids nature video on how to clean an oil spill using
alpaca fleece:
http://www.sciencekids.co.nz/videos/nature/oilspill.html
Read the book Oil Spill by Melvin Berger
Ask students if they have any other questions that they would like
answered once the investigation is over. Is there anything they are
wondering about?
Evaluate:
How will you assess
and use the
assessment data to
determine what (s)
know and do not
know? How will you
provide feedback and
modify lessons?
Students answer questions through observations, evidence and
explanations. They also demonstrate an understanding of concepts
through recording information on their student work mats. Assessing will
take place to ensure understanding through questioning and asking
questions to encourage future investigations.
Students w/ Exceptionalities
Describe one specific way that you will adapt your lesson to meet the needs of the following:
Emotional/Behavior Disorder
ADD/ADHD
Group students with
emotional/behavioral
disorders with buddies that is
mature enough to interact in a
positive manner. If need be,
this student can work alone,
but will need to be redirected
or watched for triggers.
Autistic students many have
sensory issues and may need
to use gloves or tongs. *Keep
allergies in mind when using
latex gloves
Have the student act as a
helper or give them a specific
job to do. This is where the
job cards can be utilized in
order to help them focus on
what is going on. This is a
hands-on activity that allows
for them to work with a buddy
and work needs to be
distributed evenly.
Otherwise, a possible
computer simulation might
better hold their attention
ESL/ELL
Demonstrate the activity for
them first. Allow them to
draw pictures rather than
writing sentences. Another
option would be to have a
native language speaker
interpret. This could be
another child at their grade
level or an older child/adult.
A one-on-one peer buddy
would also help ESL/ELL
learners.
Lesson Plan Dr. Cady’s Course
Student Work Mat
Adapted from S&K Associates (1999)
Science Question
What impact will the oil spill have on the things it comes into contact with?
Prediction
I predict the oil will coat whatever it comes into contact with.
__________________________________________________________________.
Materials:
Investigation Plan
I need aluminum pans or jars for each
group, motor oil, feathers, flower,
paper, cotton balls paper towels,
dishwashing liquid, four hard boiled eggs,
paper plate, large rubber band, turkey baster
I plan to see if the effects of an oil
spill can be reversed
Observation Data
I heard the sloshing of liquids, the slurping sound of the turkey
baster as it separated the oil from the water
Hear
I saw the oil float on the water and the liquids emulsify as soap
was added to the two liquids
See
I smelled the petroleum base in the oil
Smell
I tasted nothing
Taste
Lesson Plan Dr. Cady’s Course
I felt the slick, sticky oil, and confined by the gloves on my hands
Touch
Investigation Results
I learned that oil floats on water, they are separate and that soap disperses them
My results were like my prediction because I knew that oil damages the environment
My results were different from my predication because I thought that the eggs would be noticeably
different colors based on how long they soaked in oil. The differences weren’t really visible.
Answer to My Question
The answer to my question is that oil spills are devastating to the environment and require a
great deal of work to clean up
New Question
My new question is: What are the long term affects of a single oil spill in a large body of
water?
Resources retrieved from:
http://www.sciencekids.co.nz/videos/nature/oilspill.html
http://wwwteachervision.com
Book: Oil Spills by Melvin Berger
Science Inquiry Student Mats
Lesson plan based on the textbook Section IV Earth and Space Science Activities p. 247
Bass, J., Contant, T., & Carin, A. (2009).Teaching Science as Inquiry (11th ed.). Upper Saddle
River, NJ: Prentice Hall
KEY SCIENCE VOCABULARY: contaminated, observation, environment, inquiry, dense, emulsion
Lesson Plan Dr. Cady’s Course
Lesson Plan Dr. Cady’s Course
Lesson Plan Dr. Cady’s Course
Lesson Plan Dr. Cady’s Course
Name: Tammy Scheidt
Date: 03/03/2012
Elementary Science Lesson Plan
Main Subject: Life Science
Integrated Subject(s): Literacy
Grade Level: 4
Common Core Standards/Benchmarks/Objectives: SL.4.1a., b., c., d.
Common Core Strand: Speaking and Listening Standards
Standard: 1. Engage effectively in a range of collaborative discussions in groups with diverse partners,
on grade 4 topics and texts, building on others ideas and expressing their own clearly
Benchmark: a. Come to discussions prepared; explicitly draw on other information known about the
topic to explore ideas under discussion
Benchmark: b. Follow agreed-upon rules for discussions and carry out assigned roles
Benchmark: c. Pose and respond to specific questions to clarify or follow up on information and
make comments that contribute to the discussion and link to the remarks of others
Benchmark: d. Review the key ideas expressed and explain their own ideas and understanding in
light of the discussion
Objectives:
Students will plan and conduct simple investigations
Students will ask and answer questions by investigating
Students will learn about their environment and define pollution
Students will build a lung model to learn how their lungs and diaphragm work
Lesson Plan Dr. Cady’s Course
Reading Strategies: (place an x by each
one used)
Before, During, After
_X_ Graphic Organizer
_X_ Anticipation/Prediction
_X_ Summarize
_X_ KWL
__ Paired Reading
_X_ Note-taking
__ SQ3R
__ QAR
__ Skimming
__ Scanning
Headings/Subheadings/Captions
_X_ Inference
__ Preview
_X_ Teacher Modeling
__ Repetition
__ Critical Reading
_X_ Vocabulary Review
__ Other
______________________________
Technology Integration: (place an x by each one used)
_X_ Projector
__ Overhead
__ Interactive Whiteboard
__ iPad
_X_ Laptop
__ Computer Lab
__ E-reader
__ iPod Touch
__ Clickers
__ CD
__ Cellphone
__ Calculator
__ Television
__ DVD
__ Radio
__ PC - Educational Game(s)
_X_ Digital Camera
__ Scanner
__ Copier
__ Tape Recorder
__ Microscope
__ Watches
__ Other _______________________________
Websites:
http://www.sciencekids.co.nz/sciencefacts/humanbody/lungs.html
http://www.lung.org/your-lungs/how-lungs-work/
http://teachers.egfi-k12.org/pollution-and-lung-health/
Community Resource(s): (place an x by each one used)
_X_ Public Library
__ Local College
__ Guest Speaker
__ Field Trip
__ Outside Organization
__ Local Business
__ Other _______________________________________
Lesson Plan Dr. Cady’s Course
Pre-Assessment:
(used to determine prior
knowledge/baseline data)
Formative Assessment:
(part of instructional
process/used to adjust teaching
and learning)
Summative Assessment:
(given periodically/used to
determine what students know
and don’t know/gauges learning
relative to content standards)
_X_ KWL
__ Turn & Talk
__ Yes/No Cards
__ SA/A/D/SD
__ Squaring Off
__ Graffiti Wall
_X_ Other Student Work Mat
__ Peer Assessment
_X_ Self-Assessment
__ Goal Setting
_X_ Observations
_X_ Questioning Strategies
_X_ Student Record Keeping
__ Flashcards
__ Pop Quizzes
__ Oral Q & A
__ Other _________________
__ State Assessments
__ District Benchmarks
__ End of Unit Test
__ Chapter Test
__ End of Semester Exam
_X_ Other _Worksheet_
Science Inquiry Guiding Questions:
List at least five guiding questions that you will use for this lesson.
Engage: How do your lungs work to inhale and exhale gasses?
Explore: What can we do to find this out? What do you think might happen when you pull down on
the plastic at the bottom of the cup?
Explain: What changes occurred? Describe what your noticed.
Elaborate: Why is it important to breathe clean air?
Evaluate: Is there anything that you are confused about?
Lesson Plan Dr. Cady’s Course
Multiple Intelligences:
(place an x by each area included in your lesson
plan)
Bloom’s Taxonomy:
(place an x by each level included in your lesson
plan)
_X_ Spatial (ability to visualize)
_X_ Linguistic (words – spoken/written)
__ Logical-Mathematical
_X_ Kinesthetic (movement)
_X_ Interpersonal (interaction w/ others)
_X_ Intrapersonal (self-reflective ability)
_X_ Naturalist (having to do with nature)
_X_ Knowledge (tell, list, define, label, recite,
memorize, repeat, find, name, record, fill in, recall)
_X_ Comprehension (locate, explain, summarize,
identify, describe, report, discuss, review, show)
_X_ Application (demonstrate, construct, record,
illustrate, research, order, display, practice)
_X_ Analysis (compare, contrast, classify, critique,
solve, experiment, examine, infer, categorize)
_X_ Evaluation (judge, predict, verify, rate,
determine, decide, choose, forecast, estimate,
prioritize)
_X_ Synthesis (compose, hypothesize, design,
formulate, create, invent, develop, refine, produce)
Benjamin Bloom
Howard Gardner
Safety Precautions
Remind students to be carefully winding the rubber band around the straw so that it doesn't crush it,
but tight enough that when they blow into the balloon it doesn't come off.
5-E Model
Provide specific plans for each of the areas below. Ensure that you include all of the marked items above
into this portion of the lesson plan.
Engage:
How will you probe
prior (s) knowledge
and help (s) generate
questions for
investigation?
Start by asking students questions that tap into prior knowledge. Ask students
what are some of the basic things we need to survive? Write this under the
What I know column. What are some things that you want to know? Answers
can be recorded under the What I want to Know column. Read the book
Farewell to Shady Glade by Bill Peet. After reading our book, ask students why
is it important to protect and keep our environment clean?
Show the diagram of the lungs:
http://www.sciencekids.co.nz/pictures/biology/lung.html
Explain that the respiratory system consists of the nose, throat, trachea or
windpipe, lungs and diaphragm. They all work together to send the oxygen to
all the tissues and get rid of waste called carbon dioxide.
Review students’ answers and address any misconceptions that students may
have by recording them on a KWL chart. Discuss what was learned in the
diagram and record this in the What I Learned column:
Lesson Plan Dr. Cady’s Course
Explore:
How will you provide
the opportunity for
(s) to gather,
organize, interpret,
analyze, and evaluate
data?
Have students work together in pairs. Demonstrate the experiment to show the
students how to assemble their system. Explain that the materials manager in
their group will collect their items from the front table for their experiment.
The teacher provides each group with their mineral profile sheets. The recorder
will record data on their sheets.
Have the groups make predictions by completing their Science Inquiry Student
Mat.
Next, have the students stretch and blow up their balloon a few times.
Demonstrate how they are to attach the balloon to their straw with a rubber
band. It needs to be secure, but not crushing the straw. Have them push the
free end of the straw through the pre-cut hole in the bottom of their cup. They
will need to pull it until the balloon is in the middle of the cup. Students will
take a small about of modeling clay and seal around the straw. Finally students
will place the plastic bag around the open end of the cup and secure tightly with
a rubber band. Remind students that the bag should be loose. As they’re
observing, have the recorder complete the section on senses on the
Observational Data sheet. Tell students to be sure to fill in each part of their
chart. Ask students what they think will happen if the pull down on the bag at
the bottom of their cup? Have them record that the balloon inflates. What do
you think might happen when you push up on the bag? Have them record the
balloon deflates.
Continue through the items, being sure to observe and record what they see
before and after observing their system.
Explain:
How will you set the
stage so that (s) can
clarify their
understanding, reach
conclusions, and
communicate their
knowledge?
Elaborate:
How will you afford
(s) the opportunity to
identify additional
questions to
investigate, collect
evidence, and
connect new
knowledge?
What changes did you observe in the system? Why do these changes happen?
Where in your body do you have something that works like this? Explain the
primary function of the lungs is to transport oxygen from the air you breathe
into your bloodstream and to release the carbon dioxide when you breathe out.
http://www.sciencekids.co.nz/sciencefacts/humanbody/lungs.html
Go over the Lung Facts worksheet.
The lung facts sheet addresses how asthma affects the lungs. Asthma occurs
when the airways narrow and are irritated. This makes it hard to breath. Why
is it important to breath? Show the PowerPoint on the respiratory system by
the American Red Cross.
http://www.lung.org/your-lungs/how-lungs-work/
Air enters the body through the mouth or nose, passes through the trachea and
enters the lungs through one of two bronchi, which is the largest tube in each
lung. Read the book Let's Talk About Having Asthma by Elizabeth Weitzman.
Ask students if they have any other questions that they would like answered
once the investigation is over. Is there anything they are wondering about?
Finish by reading Oh The Things You Can Do That Are Good For You by Tish Rabe
and The Lorax by Dr. Seuss.
Lesson Plan Dr. Cady’s Course
Evaluate:
How will you assess
and use the
assessment data to
determine what (s)
know and do not
know? How will you
provide feedback and
modify lessons?
Students answer questions through observations, evidence and explanations.
They also demonstrate an understanding of concepts through recording
information on their student work mats. Assessing will take place to ensure
understanding through questioning and asking questions to encourage future
investigations.
Students w/ Exceptionalities
Describe one specific way that you will adapt your lesson to meet the needs of the following:
Emotional/Behavior Disorder
ADD/ADHD
ESL/ELL
Group students with
emotional/behavioral disorders
should be paired with buddies
that are mature enough to
interact in a positive manner. If
need be, this student can work
alone, but will need to be
redirected or watched for
triggers. Autistic students many
have sensory issues and may
need to use gloves or tongs.
*Keep allergies in mind when
using latex balloons.
Have the student act as a helper
or give them a specific job to do.
This is where the job cards can
be utilized in order to help them
focus on what is going on. This is
a hands-on activity that allows
for them to work with a buddy
and work needs to be distributed
evenly. Otherwise, a possible
computer simulation might
better hold their attention.
Demonstrate the activity for
them first.
Allow them to use non-verbal
communication to express
scientific ideas such as drawing
pictures and labels rather than
writing sentences. They can give
simple oral responses to
questions and topics in class.
Another option would be to have
a native language speaker
interpret. This could be another
child at their grade level or an
older child/adult for think-pairshare. A one-on-one peer buddy
would also help ESL/ELL learners.
Lesson Plan Dr. Cady’s Course
Student Work Mat
Adapted from S&K Associates (1999)
Science Question
What makes is the process that makes your lungs inhale and exhale?
Prediction
I predict the air in the balloon will remain constant.
__________________________________________________________________.
Materials:
Investigation Plan
Plastic cup, modeling clay, drinking
straw, small plastic bag, small balloon,
two rubber bands, scissors, student
inquiry sheets and mats
I plan to see if the experiment imitates
the actions of the lungs.
Observation Data
I heard the sound of the balloon inflating and the crinkle of the
plastic bag.
Hear
I saw the balloon inflate and deflate.
See
I smelled the latex of the balloon.
Smell
I tasted nothing.
Taste
Lesson Plan Dr. Cady’s Course
I felt the different textures of the soft balloon and hard plastic
cup.
Touch
Investigation Results
I learned that a simple experiment using a cup, straw, bag and balloon really does
imitate the function of the lungs.
My results were like my prediction because I knew the balloon would inflate.
My results were different from my predication because I didn't expect the balloon to deflate when the
bag was pushed.
Answer to My Question
The answer to my question is that the diaphragm is a strong wall of muscle and when it moves
down it allows air to enter the lungs moving upward pushes the air out of the lungs.
New Question
My new question is: What are the long term affects of pollution on our lungs?
Resources retrieved from:
http://www.sciencekids.co.nz/sciencefacts/humanbody/lungs.html
http://www.lung.org/your-lungs/how-lungs-work/
http://teachers.egfi-k12.org/pollution-and-lung-health/
Books: Farewell to Shady glade by Bill Peet, Oh the Things You Can Do that are Good for You by Tish
Rabe, Let's Talk about Asthma by Elizabeth Weizman, The Lorax by Dr. Seuss
Science Inquiry Student Mats
Lesson plan based on the textbook Section IV Earth and Space Science Activities pp. 173-174
Lesson Plan Dr. Cady’s Course
Bass, J., Contant, T., & Carin, A. (2009).Teaching Science as Inquiry (11th ed.). Upper Saddle River,
NJ: Prentice Hall
KEY SCIENCE VOCABULARY: lung, diaphragm, bronchi, pollution, trachea, alveoli, inflate, deflate
Lesson Plan Dr. Cady’s Course
Lesson Plan Dr. Cady’s Course
Lesson Plan Dr. Cady’s Course
Name: Tammy Scheidt
Date: 03/03/2012
Elementary Science Lesson Plan
Main Subject: Earth and Space Science
Integrated Subject(s): Reading
Grade Level: 3
Common Core Standards/Benchmarks/Objectives: SL.3.1c.d.
Common Core Strand: Speaking and Listening Standards
Standard: 1. Engage effectively in a range of collaborative discussions in groups with
diverse partners, on grade 3 topics and texts, building on others ideas and expressing their
own clearly
Benchmark: c. Ask questions to check understanding of information presented, stay on
topic and link their comments to the remarks of others
Benchmark d. Explain their own ideas and understanding in light of the discussion
Objectives:
Students will plan and conduct simple investigations
Students will ask and answer questions by investigating
Students will observe and record the properties of minerals and discuss what minerals are
Lesson Plan Dr. Cady’s Course
Reading Strategies: (place an x by
each one used)
Technology Integration: (place an x by each one used)
Before, During, After
_X_ Projector
__ Overhead
__ Graphic Organizer
__ Interactive Whiteboard
_X_ Anticipation/Prediction
__ iPad
_X_ Summarize
_X_ Laptop
_X_ KWL
_X_ Computer Lab
__ Paired Reading
__ E-reader
_X_ Note-taking
__ iPod Touch
__ SQ3R
__ Clickers
__ QAR
__ CD
__ Skimming
__ Cellphone
__ Scanning
__ Calculator
Headings/Subheadings/Captions
__ Television
_X_ Inference
__ DVD
__ Preview
__ Radio
_X_ Teacher Modeling
__ PC - Educational Game(s)
__ Repetition
_X_ Digital Camera
__ Critical Reading
__ Scanner
_X_ Vocabulary Review
__ Copier
__ Other
__ Tape Recorder
______________________________ __ Microscope
__ Watches
__ Other _______________________________
Websites:
http://www.sciencekids.co.nz/videos/chemistry/mineralchemistry.html
Community Resource(s): (place an x by each one used)
_X_ Public Library
__ Local College
__ Guest Speaker
__ Field Trip
__ Outside Organization
__ Local Business
__ Other _______________________________________
Pre-Assessment:
Formative Assessment:
Summative Assessment:
Lesson Plan Dr. Cady’s Course
(used to determine prior
knowledge/baseline data)
(part of instructional
process/used to adjust teaching
and learning)
(given periodically/used to
determine what students know
and don’t know/gauges learning
relative to content standards)
_X_ KWL
__ Turn & Talk
__ Yes/No Cards
__ SA/A/D/SD
__ Squaring Off
__ Graffiti Wall
_X_ Other Student Work Mat
_X_ Peer Assessment
__ Self-Assessment
__ Goal Setting
_X_ Observations
_X_ Questioning Strategies
_X_ Student Record Keeping
__ Flashcards
__ Pop Quizzes
__ Oral Q & A
__ Other _________________
__ State Assessments
__ District Benchmarks
__ End of Unit Test
__ Chapter Test
__ End of Semester Exam
_X_ Other _Mineral Profile
Sheets_
Science Inquiry Guiding Questions:
List at least five guiding questions that you will use for this lesson.
Engage: Are minerals the same color on the outside as on the inside? What other things
are different colors on the outside than the inside?
Explore: What can we do to find this out? What method could we use to see what the
inside color of a mineral is?
Explain: What evidence have you found that shows how the streaks help tell the samples
apart? Can you describe what your noticed?
Elaborate: Why is it important to record descriptions of rocks and minerals in a chart?
Evaluate: Is there anything that you are confused about?
Lesson Plan Dr. Cady’s Course
Multiple Intelligences:
(place an x by each area included in your lesson
plan)
Bloom’s Taxonomy:
(place an x by each level included in your lesson
plan)
_X_ Spatial (ability to visualize)
_X_ Linguistic (words – spoken/written)
__ Logical-Mathematical
_X_ Kinesthetic (movement)
_X_ Interpersonal (interaction w/ others)
_X_ Intrapersonal (self-reflective ability)
_X_ Naturalist (having to do with nature)
_X_ Knowledge (tell, list, define, label, recite,
memorize, repeat, find, name, record, fill in, recall)
_X_ Comprehension (locate, explain, summarize,
identify, describe, report, discuss, review, show)
_X_ Application (demonstrate, construct, record,
illustrate, research, order, display, practice)
_X_ Analysis (compare, contrast, classify, critique,
solve, experiment, examine, infer, categorize)
_X_ Evaluation (judge, predict, verify, rate,
determine, decide, choose, forecast, estimate,
prioritize)
_X_ Synthesis (compose, hypothesize, design,
formulate, create, invent, develop, refine, produce)
Benjamin Bloom
Howard Gardner
Safety Precautions
Remind students to be gentle and not rub the minerals too hard. Some minerals are brittle and
may break when applying too much pressure.
5-E Model
Provide specific plans for each of the areas below. Ensure that you include all of the marked items above
into this portion of the lesson plan.
Engage:
How will you probe
prior (s) knowledge
and help (s) generate
questions for
investigation?
Start by asking students questions that tap into prior knowledge. Show
students a display of the various minerals. Ask students what are some
ways that these minerals are different from each other? Write this under
the What I know column. What are some things that you want to know?
Such as, do you think that they are hard or soft? Why? Where might
minerals be found? Answers can be recorded under the What I want to
Know column. Show the video on minerals.
http://www.sciencekids.co.nz/videos/chemistry/mineralchemistry.html
Review students’ answers and address any misconceptions that students
may have by recording them on a KWL chart. Discuss what was learned
in the video and record this in the What I Learned column: How many
different kinds of minerals did we learn that there are? (2000) Are
minerals soft or hard? (Both) What is soil composed of? (Mineral
Lesson Plan Dr. Cady’s Course
fragments that have been broken down) What man made items are made
of minerals? (Glass bottles, metals of cars, steel buildings and machinery.
Why are minerals important? ( We depend on them depend on them)
Explore:
How will you provide
the opportunity for
(s) to gather,
organize, interpret,
analyze, and evaluate
data?
Demonstrate the experiment to show the students how to scratch the
mineral on their streak plate. Explain that a streak in science is a line.
Place students in groups of two and provide them with job cards. The
materials manager will collect the minerals on a tray, streak plates and
Clorox wipes for the experiment. The teacher provides each group with
their mineral profile sheets. The recorder will record data on their sheets.
Have the groups make predictions by completing their Science Inquiry
Student Mat.
Encourage them to take their time and explore. Remind them again that
scientists don't rush through experiments. They need to observe each rock
to determine color and record their findings in the Observed Color
column. Next, students will take turns striking the minerals on the white
or black plates until all ten minerals colors have been used.
Ask students how they will record a mineral that shows no color? They
will write no color only after rubbing the mineral on the white and black
streak plate and no color is present. As they’re observing, have recorder
complete the section on senses on the Observational Data sheet. Tell
students to be sure to fill in each part of their chart.
Students need to use colored pencils on their Mineral Profile Sheets to
represent the color left on the streak plates. Continue through the items,
being sure to observe and record what they see before and after cleaning
the streak plates.
Explain:
How will you set the
stage so that (s) can
clarify their
understanding, reach
conclusions, and
communicate their
knowledge?
Explain that the earth is made of rocks and all rocks are made of minerals.
A mineral is an inorganic solid and inorganic means that it is neither
animal nor is it vegetable. It doesn’t come from life processes. Rocks are
made of minerals that have different physical properties that can be
observed and tested. Minerals have crystalline structures that bond and
interact and these structures determine a mineral’s shape, color and
hardness.
Lesson Plan Dr. Cady’s Course
Elaborate:
How will you afford
(s) the opportunity to
identify additional
questions to
investigate, collect
evidence, and
connect new
knowledge?
Read the book Magic School Bus Inside the Earth by Joanna Cole
Focus on the three types of rocks: sedimentary, metamorphic and
igneous. After the reading ask them what the three types of rocks were.
Write the definition on a whiteboard or poster board for students to refer
back to.
Ask students if they have any other questions that they would like
answered once the investigation is over. Is there anything they are
wondering about?
Watch the video Uses of Rocks and Minerals www.schoolvideos.com
Evaluate:
How will you assess
and use the
assessment data to
determine what (s)
know and do not
know? How will you
provide feedback and
modify lessons?
Students answer questions through observations, evidence and explanations.
They also demonstrate an understanding of concepts through recording
information on their student work mats. Assessing will take place to ensure
understanding through questioning and asking questions to encourage future
investigations.
Students w/ Exceptionalities
Describe one specific way that you will adapt your lesson to meet the needs of the following:
Emotional/Behavior Disorder
ADD/ADHD
ESL/ELL
Group students with
emotional/behavioral
disorders should be paired
with buddies that are mature
enough to interact in a positive
manner. If need be, this
student can work alone, but
will need to be redirected or
watched for triggers. Autistic
students many have sensory
issues and may need to use
gloves or tongs. *Keep
allergies in mind when using
latex gloves.
Have the student act as a
helper or give them a specific
job to do. This is where the
job cards can be utilized in
order to help them focus on
what is going on. This is a
hands-on activity that allows
for them to work with a buddy
and work needs to be
distributed evenly.
Otherwise, a possible
computer simulation might
better hold their attention.
Demonstrate the activity for
them first.
Allow them to use non-verbal
communication to express
scientific ideas such as
drawing pictures rather than
writing sentences. They can
give simple oral responses to
questions and topics in class.
Another option would be to
have a native language
speaker interpret. This could
be another child at their grade
level or an older child/adult.
A one-on-one peer buddy
Lesson Plan Dr. Cady’s Course
would also help ESL/ELL
learners.
Student Work Mat
Adapted from S&K Associates (1999)
Science Question
Where do minerals come from?
Prediction
I predict that inerals are different colors on the inside and simply observing cannot
identify what it is.
__________________________________________________________________.
Materials:
Investigation Plan
Mineral samples of feldspar, calcite, fluorite,
gypsum, graphite, hematite, hornblende,
magnetite, mica and quartz. Mineral profile
sheet, streak plates (white and black), colored
pencils, trays, Clorox wipes
I plan to see to see if different
colored minerals leave color streaks
Observation Data
I heard the scraping of minerals across the streak plates
Hear
I saw the color streaks on paper and the streak plates
See
I smelled the clean smell of Clorox wipes when cleaning the
streak plates
Smell
Lesson Plan Dr. Cady’s Course
I tasted nothing.
Taste
I felt the different textures of the minerals, the smooth streak
plates and the cold, wet Clorox wipes
Touch
Investigation Results
I learned that there are 2000 different types of minerals and investigations
determine how the Earth’s minerals are used
My results were like my prediction because I had prior knowledge of minerals
My results were different from my predication because I thought minerals were basically hard.
They actually break into tiny grains for powders
Answer to My Question
The answer to my question is that observable color of a mineral is not enough
information to identify it.
New Question
My new question is: How many minerals are there?
Resources retrieved from:
http://www.sciencekids.co.nz/videos/chemistry/mineralchemistry.html
http://www..msha.gov/KIDS/MINING.HTML
Book: Magic School Bus Inside the Earth by Joanna Cole
Science Inquiry Student Mats
Lesson Plan Dr. Cady’s Course
Lesson plan based on the textbook Section IV Earth and Space Science Activities p. 200
Bass, J., Contant, T., & Carin, A. (2009).Teaching Science as Inquiry (11th ed.). Upper Saddle
River, NJ: Prentice Hall
Name(s):
Date:
Mineral Properties Chart
Number of
Mineral
Observed Color
Streak Color
Feel
Hardness
Luster
1.
2.
3.
4.
5.
6.
7.
8.
9.
.
SCIENCE CONCEPTS:
1. Earth is mainly made of rock. Rocks on the earth’s surface are constantly being broken down into smaller and
smaller pieces, from mountains to boulders, stones, pebbles and small particles that make up soil.
2. Rocks can be sorted based on properties, such as shape, size, color, weight or texture.
3. Properties of rocks can be used to identify the conditions under which they were formed.
4. Igneous rocks are formed when melted rock cools, hardens and forms crystals. Melted rock that cools
slowly inside a volcano forms large crystals as it cools. Melted rock that cools rapidly on the earth’s
Lesson Plan Dr. Cady’s Course
surface forms small crystals (or none at all).
5. Sedimentary rocks are formed underwater when small particles of sand, mud, silt or ancient
shells/skeletons settle to the bottom in layers that are buried and cemented together over a long period of
time. They often have visible layers or fossils.
6. Metamorphic rocks are formed when igneous or sedimentary rocks are reheated and cooled or pressed into new
forms. They often have bands, streaks or clumps of materials.
7. Rock properties make them useful for different purposes. Rocks that can be cut into regular shapes are
useful for buildings and statues; rocks that crumble easily are useful for making mixtures such as concrete and
sheetrock.
8. All rocks are made of materials called minerals that have properties that may be identified by testing.
Mineral properties include color, odor, streak, luster, hardness and magnetism.
9. Minerals are used in many ways, depending on their properties. For example, gold is a mineral that is
easily shaped to make jewelry; talc is a mineral that breaks into tiny grains useful for making powders.
KEY SCIENCE VOCABULARY: property, classify, texture, igneous, sedimentary, metamorphic,
fossil, crystal, mineral
Lesson Plan Dr. Cady’s Course
Lesson Plan Dr. Cady’s Course
Lesson Plan Dr. Cady’s Course
SCIENCE UNIT: LESSON FOUR
SPELLING
1. Students need to number their paper from 1 to 15
2. Take a practice spelling test
3. Exchange papers with their spelling partner
4. Correct tests
5. Write words missed five times each
Science
Spelling Test March 25, 2012
Lesson 1, 2, 3: Physical Science, Life Science, Earth Science
1. observe
2. environment
3. inquiry
4. dense
5. emulsion
6. lung
7. pollution
8. inflate
9. deflate
10. property
11. classify
12. texture
13. fossil
14. crystal
15. mineral