5300 Summative 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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5300 Module 8 Summative Lesson Plan plus Commentary and Reflection 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 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: Constructivism and Cognitive Learning Theory 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. A timer will be on the projector, and each group will have 7 minutes at each station. 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)  Computer  Projector  Timer (digital) Lesson Closure: Today I Learned To… (Anchor chart) At the end of the lesson, the teacher will create an anchor chart with the title “Today I learned..”. The teacher will ask students to reflect on the lesson and what they learned today. Th teacher will ask students to raise their hand and share one thing they learned today. As the teacher calls on students, the teacher will write down what the students have said. After the anchor chart is filled out, the teacher will read over all of the

things the students have learned and reflect with the students on how what they learned can be seen in their every day life. 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). Formative Assessment: The teacher will explain to the students that learning is a process and everyone learns at different paces. On the board, the teacher will write a list of numbers 1-4 with the meaning of each number as follows: 1- I need a lot of help 2- I understand some of the topic, but still have questions 3- I mostly understand this topic 4- I am a pro about this topic! The teacher will then explain that they want to know how everyone felt about this lesson and see how everyone feels about their knowledge of the topic. Reading the numbers and their meaning off the board, the teacher will explain the meaning of each number. Then the teacher will ask the students to use their fingers to show what number they feel like they align most with and have everyone hold up a number. The teacher will note which students held up a 1 or 2. Summative Assessment: On a provided worksheet, the students will determine how examples of matter were changed. The worksheet will have 4 picture examples of materials that includes a dollar bill folded, an ice cream cone melting, multiple mathlink cubes taken apart, and a dollar bill completely split in half. The students are expecting to write how the materials were altered in a box next to each picture. The teacher will pass out the worksheets and the students are expected to work quietly and independently. Answers: Dollar bill folded- Folded Ice cream cone melting- Melted Mathlink cubes spread out- Taken apart Dollar bill split in half- Cut Commentary: Write a commentary that addresses your rationale for the decisions you made for the components included in the lesson plan. Think about this as the thinking that supports your choice of lesson plan components. This lesson plan integrates Constructivism and Cognitive Learning Theory, and has an emphasis on hands-on group learning. The initiation of a class discussion about physical properties serves as a foundation for the lesson. By tapping into the students’ prior knowledge and encouraging them to articulate their understanding, this helps form connections with what they already know. “Learning is directly associated to our connection with other people,” which is why this lesson is student driven versus teacher driven (Western Governors University, 2020). Having the students work in small groups at rotating stations fosters a social constructivist environment. This also emphasizes the importance of experimental learning. The objectives for this lesson focus on measurability while incorporating Bloom’s Taxonomy. This lesson as a

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whole encourages active engagement and promotes the application of knowledge in real-world contexts. Reflection: Summarize what you have learned in this course. This course helped integrate what I learned in the last course into writing a lesson plan. From start to finish this course encompassed how to write a lesson plan from the beginning. The learning objectives need to be clear and direct for the students while incorporating Bloom’s Taxonomy. Lesson plans are based on lesson cycles, creating a structure for the lesson plan. Developing the learning objectives then helps with the instructional strategies and guides how to get students from point A to point B. Assessments play an important role for not only the students, but for the teacher. Formative assessments help gather information during the learning process to help monitor and guide instruction. Summative assessments are given at the end of a learning period to evaluate and measure the extent of students’ understanding of the topic. The results of assessments can help the teacher by showing the trends as a class or individually. From there the teacher can use this data to help determine what might be needing more attention in a unit. Quantitative evaluations are the most common evaluations used in schools. Overall, this course prepared me for not only how to create a lesson plan but how to implement it and help my students along the way.

References Western Governors University. (2020, May 27). What Is Constructivism? . Western Governors University. https://www.wgu.edu/blog/what- constructivism2005.html#close