Module 3 Lesson Plan

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Southern New Hampshire University *

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5300

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Mechanical Engineering

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Apr 3, 2024

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docx

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Uploaded by ProfessorIce8141

5300 Module 3 Lesson Plan Grade Level and Subject: Grade 2 Science State standards: Include both the reference number of the standard(s) and the full text of the standard: Texas Essential Knowledge and Skills for Science Chapter 112.4, Sub-chapter A, Elementary School, Grade 2 (6) Matter and its properties. The student knows that matter has physical properties that determine how it is described, classified, and used. The student is expected to: (B) conduct a descriptive investigation to explain how physical properties can be changed through processes such as cutting, folding, sanding, melting, or freezing; and 3-5 Objectives (Bold verbs and note Bloom’s level. Each objective should have one verb as its focus. At least two of the objectives are related to the two highest levels of Bloom’s higher-order thinking: Evaluating or Creating.) 1. With the provided materials, students will correctly recall at least 80% of the physical properties, including texture, flexibility, temperature, and state (solid or liquid). (Remember) 2. Provided with materials and tools, students will demonstrate the physical alteration techniques on the materials (cutting, folding, sanding, melting), achieving at least 90% accuracy in executing each technique. (Applying) 3. After altering materials, students will compare the changes in physical properties, accurately identifying and describing at least 80% of the alterations through written explanations. (Analyzing) 4. Students will evaluate and justify the effectiveness of each alteration method on the materials, providing reasoned judgements with 80% accuracy in alignment with expected outcomes. (Evaluate) 5. Students will explain how each tool changed the materials and their physical properties, accurately identifying 90% of the tools and what each tool accomplishes. (Create) Learning Theory: Constructivist Theory (cognitive and social) Lesson Warm-Up: The teacher will initiate a class discussion about physical properties. The teacher will ask students to share what they already know by asking them to state what an observable physical property is and to name them (specifically texture, flexibility, and temperature). The teacher will show examples of materials and discuss their texture, flexibility, temperature, and state (solid or liquid). From there, the teacher will list different properties and ask the students to give examples (ex: rocks are rough) The teacher will then explain that physical properties can be changed through different processes such as cutting, folding, sanding, melting, or freezing. Instructional Strategies: (including at least two high-yield strategies from the module readings)  Working in groups of 3-4, students will rotate through stations with different materials and tools. Students will work together and perform actions on materials with the tools and record observations (Cooptative learning) . The teacher will monitor and guide while students work. The stations include: 1. Cutting: Set a piece of paper and a pair of scissors in the center of the table. The students will use the scissors to cut the paper in half. 2. Melting: Put an ice cube in a Ziploc bag to show melting.

3. Folding: Place a square piece of paper and have the students fold it in half multiple times. 4. Sanding: Place small squares of sand paper on desks. Have multiple plates with one sugar cube on each. The students will use the sand paper on the sugar cubes. 5. Freezing: Place an ice cube in a Ziploc bag (change ice cube when needed).  After completing the stations, students return to their seats. The students will receive a worksheet for comparing the before and after of each material. There will be a box labeled “before” and a box labeled “after”. Students will draw the materials in each box according to the label. Then students will write 1-2 sentences on the line with the question “How did you cause the material to change?” The teacher will walk around the classroom monitoring and providing guidance when needed. (Identifying similarities and differences) .  In their science journals, the students will write 2-3 sentences evaluating the effectiveness of each alteration method on the materials. The students must justify their reasoning of effectiveness. This is an independent activity. Materials:  Pencil  Journal  Sand paper  Scissors  Paper  Sugar cube  Ice  Ziploc bag (for ice) Homework or Reinforcement: Students will be given a worksheet with a chart to fill out at home. The chart will have four columns: texture, flexibility, ands state (liquid or solid). The students will find 5 items in their home and fill out the properties of each item (ex: a book would be smooth, not flexible, and a solid).

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