Desiree Ellison C108 Task 1 Template

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Western Governors University *

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D091

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Chemistry

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Feb 20, 2024

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5E Lesson Plan Template General Information Lesson Title: Solids, Liquid and Gas Subject(s): Science Grade/Level/Setting: 3 rd Grade/ Classroom setting/ Whole class discussion and small group activities Prerequisite Skills/Prior Knowledge: Students have previously demonstrated experiments using scientific tools and practicing safety measures. Students have previously studied the meaning of matter and understand that an objects physical shape can change. Standards and Objectives State/National Academic Standard(s): TEKS 112.14 Science, Grade 3 (B) describe and classify samples of matter as solids, liquids, and gases and demonstrate that solids have a definite shape, and that liquids and gases take the shape of their container. https://texreg.sos.state.tx.us/public/readtac$ext.TacPage? sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=19&pt=2&ch=112&rl=14 Learning Objective(s): Hands-on: Coke-float experiment Students will need to perform the experiment and observe the reaction after the soda is poured. They will discuss with their group their observation and identify the three states of matter (solid, liquid, and gas) in their experiment. The student will then complete the coke-float handout, with 100% accuracy on an observational checklist. Students will be given a worksheet, and they will need to identify if the example of an object on the worksheet is a solid, liquid, or gas, accurately answering 10 out of 12. Materials Technology Teacher: Projector Teacher will utilize the projector to display an example of each of the handouts so that students have a visual while the directions are being
Coffee mug with steaming coffee 20- “solid, liquid, and gas” graphic organizer 20- vocabulary and definitions handout 4-cups with a scoop of ice cream 4- bottles of soda 20- coke-float handouts Beachball Poster size graph Student: Vocabulary and definition handout Copy of “solid, liquid, and gas” graphic organizer Cup with ice cream scoop Bottle of soda Coke-float handout Pencil explained to them. The teacher will provide the student with dyslexia a C-pen to help complete the assignments. Language Demands Specific ways that academic language (vocabulary, functions, discourse, syntax) is used by students to participate in learning tasks through reading, writing, listening, and/or speaking to demonstrate their understanding. Language Function: Discuss and explain the three states of matter during the experiment. Verbally give an example of a solid, liquid, and gas found in the classroom or at their home. The student will also write their answer on the poster. Vocabulary:
Solid, Liquid, Gas, Experiment, Observe Discourse and/or Syntax: Discourse: Students must verbally discuss their observations, explain the three states of matter, and write their answers on the handout. Planned Language Supports: The teacher will provide a handout with definitions of “Solid, Liquid, Gas, Experiment, Observe.” The teacher and students will discuss and read aloud the vocabulary words and their definitions as a group. The teacher will display an example of “solid, liquid, and gas” graphic organizer and complete it by using her morning coffee as an example. The teacher and students will discuss the information and how they can apply it to complete the worksheet. Instructional Strategies and Learning Tasks Activity Description/Teacher Student Actions Engage: The teacher will give each student a “Solid, liquid, and gas” graphic organizer. The teacher will hold up her coffee mug filled with her hot steaming morning coffee. She will ask the students if they can identify which part is a solid, a liquid, and a gas and to write their answers on the graphic organizer. Students will listen and observe as the teacher presents her drink and ask them to identify which part is a solid, liquid and gas. The student will complete the graphic organizer. The student will engage in a discussion with their shoulder partner about the drink and the information they wrote on their graphic organizer.
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Next, she will ask the students to discuss the solid, liquid, and gas of the drink with their shoulder partners. The teacher will choose three different students to give her an answer. The teacher will display a copy of the “solid, liquid, and gas” graphic organizer on the projector. Then, she will discuss with the students the information they wrote on their handout and model how to complete the worksheet. The student will give an answer if called on by the teacher. Explore: The teacher will display the handout that contains definitions and vocabulary words on the projector. Then, she will read them aloud and discuss them with the class. Next, the teacher will divide the students into groups of 4. Each station will have a cup with a scoop of ice cream, a small bottle of soda, and a “coke float” handout. The instructor will explain that each group member is to observe what happens when the soda is poured into the cup. (Choose one person in each group to pour the soda) They will then, as a group, discuss their observation and identify which part is the solid, liquid, and gas. Students will follow along on their handout as the teacher reads aloud the vocabulary words and discuss their definitions. Students will explore what happens when soda is poured into the cup with ice cream and identify the solid, liquid, and gas. The students will continue to work together to complete the handout.
The students will also need to complete all the questions on the handout. The teacher will walk around and observe each group and provide feedback if needed. Explain: The teacher will call on an individual from each group to describe their observation of what happened when they poured the soda into the cup of ice cream. She will then ask the student to read aloud their answers on the coke-float worksheet. Example questions/answers on the worksheet Is the scoop of ice cream a solid, liquid, or gas? A: Solid Is soda a liquid or a gas? A: liquid How was gas represented in this experiment? A: the carbonated bubbles The student will explain their observation of what happened after the soda was poured into the cup. They will also read aloud and explain their answers to the handout. Students will listen as their classmates discuss their results. Students can quietly discuss any information that needs to be added or corrected on their handout with their group members. Elaborate: Whip around game: The teacher will have students sit in a circle in the middle of the room. (Push all the desks to the sides of the room) She will then explain that they will toss a beachball to one of their classmates, and whoever is holding the ball will verbally give one example of a solid, Students will participate, gently tossing and catching the ball, and listen to their classmates as they verbally give a solid, liquid, or gas example. They will also write their example on the poster. After the game, the students will participate in a discussion about the answers written on the
liquid, or gas found in the classroom or their home. They will then write their example on the graph stationed in the middle of the circle. Ex. Student “A” catches the ball, and he will say that the water in his water bottle is a liquid. The student will then write “water” in the “liquid” section of the graph. At the end of the game, the teacher and students will discuss the answers and which section, “solid, liquid, or gas,” had the most examples. poster. Evaluate: The teacher will check for student understanding by evaluating “solid, liquid, and gas” worksheet. The teacher will ask questions, observe students during their discussions and activities. Example questions: What item did we use today that is a “solid”? Did we use an item that started as a solid and changed to a liquid? Students will listen and respond to the teacher’s questions and participate in discussions and activities. Students will complete the handout independently, demonstrating their understanding of the content. Differentiated Instruction Consider how to accommodate for the needs of each type of student. Be sure that you provide content specific accommodations that help to meet a variety of learning needs. Gifted and Talented: The student will be asked to extent their thinking and provide an example that contains all three states of matter Ex. A coffee mug with steaming coffee
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ELL: Students will be provided a dictionary in English and their native language to help them write out the information on the handout. Students with Other Special Needs: The teacher will provide a handout with bigger font and modify the time for a student with dyslexia . The teacher will also provide dyslexia tools such as guided reading strips or C-Pen to help them read the worksheets sentences. Assessment Formative The teacher will listen and observe the students as they discuss and complete the handout during the explore section. She will also offer feedback and adjust the lesson or repeat information if needed. Summative Students will be given a worksheet, and they will need to identify if the example of an object on the worksheet is a solid, liquid, or gas, accurately answering 10 out of 12. B. During the exploration section of the lesson, students performed a “coke-float” experiment. This experiment connected to the hands-on objective by having students perform, collaborate, and gain an
understanding of the three states of matter. Students were given a cup with a scoop of ice cream and a small soda bottle. They then poured the soda into the cup and observed its reaction. They also identified the three states of matter within the experiment (ice cream= solid, soda= liquid, carbonation bubbles=gas). I believe that being able to perform the experiment in small groups and watching the reaction that happened after the soda was poured helped increase student engagement in the lesson. In addition, having items that students were familiar with, such as ice cream and soda, to identify the three states of matter also helped support student retention of the content. C. During the exploration section of the lesson, as the students worked on their experiment, they also completed a “coke-float” handout. The student answered a series of questions such as “Is the soda a liquid or gas?”. They also labeled (solid, liquid, and gas) the items used in the experiment. The teacher will use the assessment outcomes to adjust the lesson by repeating information or finding more material to help deliver the lesson in a way that the student can understand, such as incorporating videos. D. During the evaluation of the lesson, the teacher used a worksheet and had students work independently to classify each object as a solid, liquid, or gas. The teacher will know that students understood the content because they will complete the given handout by answering if each example classifies as a solid, liquid, or gas, accurately answering 10 out of the 12 questions. The teacher will grade and use the outcome to determine future lessons for the student. For example, if the student did not correctly answer 10 out of the 12 questions, the teacher could then provide additional teachings over the content.
Reference TEA. (n.d). Texas Essential Knowledge and Skills for Science. Texas Education Agency. https://texreg.sos.state.tx.us/public/readtac$ext.TacPage? sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=19&pt=2&ch=112&rl=14
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