Copy of 5E Lesson Plan Template

5E Lesson Plan Template General Information Lesson Title: The Magic’s in the Mixing Subject(s): Science Grade/Level/Setting: 3rd Grade, group/collaborative Prerequisite Skills/Prior Knowledge: What do your students already know or what do they need to know about the selected topic to successfully participate in the lesson? Students must understand that different substances have different properties. Standards and Objectives State/National Academic Standard(s): CA Science Content Standards 3:1g: Students know that when two or more substances are combined, a new substance may be formed with properties that are different from those of the original materials. Learning Objective(s): Identify what students will accomplish by the end of the lesson; needs to align with the state or Common Core State Standards and needs to be measurable (condition, behavior, and criteria While watching the video, students will accurately describe and identify 10 changes/mixtures shown in the video by writing down their observations in journals with at least 80% accuracy. Materials Technology What materials will the teacher and the students need in order to complete the lesson? How will you use technology to enhance teaching and learning? (Optional: Use the SAMR model to explain the technology integration strategies you plan to use.) Journals water milk Fruit Loops vinegar baking soda peanuts MnMs KoolAid spoons cups bowls plates mixture or solutions worksheets, graphic organizers, vocabulary sheets 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: The content and language focus of the learning task represented by the active verbs within the learning outcomes. Common language functions may include predicting, summarizing, questioning, or interpreting. (Choose One) Students will describe the properties of substances using content specific language. Students will predict and interpret the observable changes that take place when two or more substances are combined. Vocabulary: Includes words and phrases that are used within disciplines including: (1) words and phrases with subject-specific meanings that differ from meanings used in everyday life (e.g., table); (2) general academic vocabulary used across disciplines (e.g., compare, analyze, evaluate); and (3) subject-specific words defined for use in the discipline. Chemical Physical Solid Energy Mixture Solution Matter Gas Reaction Liquid Discourse and/or Syntax: Discourse includes the structures of written and oral language, as well as how members of the discipline talk, write, and participate in knowledge construction. Syntax refers to the set of conventions for organizing symbols, words, and phrases together into structures (e.g., sentences, graphs, tables). After group experiments and individual journaling, students will watch videos about mixture and the physical and chemical reactions and changes that take place. Planned Language Supports: The scaffolds, representations, and pedagogical strategies teachers intentionally provide to help learners understand and use the concepts of language they need to learn within disciplines. Students will be shown a brief overview of various chemical and physical changes prior to individual and group work. Students will be given graphic organizers and content vocabulary on a separate sheet. Instructional Strategies and Learning Tasks Engage: Explore: Activity Description/Teacher Student Actions Teacher will lead a discussion about the properties of matter (solid gas liquid) and then show a video which shows various chemical and physical reactions. Teacher will lead a class discussion and create one mixture by showing two substances (baking soda and vinegar) discussing their properties before mixing and the changes that take place during and after mixing. Teacher will use content specific vocabulary. Teacher will attempt to create a second mixture by putting Students will actively listen and participate in class discussion and then will do a quick mixture or solution worksheet as a class. Students will observe and actively participate in class discussion. Explain: Elaborate: Evaluate: two new substances together (peanuts and MnMs) and will then discuss the changes, (or lack thereof) that take place. Teacher will use content specific vocabulary. The teacher will discuss why one mixture created changes (solution) and why one didn’t as well as what those changes were. Materials are set up on tables for hands-on exploration and experimentation. The teacher will put students into groups and then will instruct students to work in groups predicting, describing and recording mixtures of the various items available. The teacher will circulate and ask HL questions at each table, creating language scaffolding and assessing student knowledge. The teacher will bring the students back together and pick one or two students to describe and explain what they created and then why it was a certain type of change. The teacher will present 10 videos showing mixture and physical/chemical changes including enough time in between videos for the students to record their answers. The students will get into their groups and begin working on their experiments. They will be required to create no less than two mixtures out of the given ingredients. Once the students create two physical changes or mixtures out of the ingredients, they will log each experiment with a description and explanation. Students will volunteer and share their experiences with the class. Using their journals, students will write down each video including the following: - Video number - Brief description of the experiment - How the mixture changed the properties of the original ingredients, or did not change them. 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: Using their journals, gifted and talented will write two descriptive paragraphs using accurate content vocabulary about two of the mixtures in the videos. ELL: Using an ipad, ELLs will view the videos in their native language. ELLs will have access to their vocabulary sheet during the videos. During group work, ELls will be paired with gifted students during group work. Students with Other Special Needs: Students with learning differences will have additional time as needed to complete assignment and assessment. They may use ipads as needed in place of the journals and they will be paired with Gifted students during groups. Assessment Formative: Teacher will circulate during collaboration and observe students, asking high level questions to assess learning and inform future instruction. Summative The teacher will present 10 videos showing mixture and physical/chemical changes including enough time in between videos for the students to record their answers. Using their journals, students will write down each video including the following: - Video number - Brief description of the experiment - How the mixture changed the properties of the original ingredients, or did not change them. Observational Scoring: 10 possible points 8 - 10 correct: competent 6-8 correct: approaching competence fewer than 6 correct: not competent Part B While watching the video, students will accurately describe and identify the 10 changes/mixtures shown in the video by writing down their observations in journals with at least 80% accuracy. The hands-on activity supports the learning goal because it provides an opportunity to explore the range of changes that can occur when a variety of two substances are mixed together and how that can impact their properties, giving students a context for the summative assessment. The activity increases learning and engagement because it gives the students an opportunity to collaborate with peers, and also helps to support learning due to many different senses being utilized during the activity. Children are speaking, touching, listening, seeing and hearing, and are then able to communicate that sensory input to one another, the teacher and in writing in their journals. This communication of understanding cements learning. Part C The formative assessment Supports and informs learning outcomes while aligning with the learning objective due the students ability to explore the concept of mixing and how that can impact the properties of the substances; which is the goal of the lesson. The formative allows the teacher to assess student understanding and adjust and differentiate immediately as needed, as well as cumulatively. Individually, and as a class. Part D The summative assessment aligns with the learning goals because it directly probes the students ability to use the learned material and apply it. If they have mastery of the standard ad objective, the assessment will accurately measure understanding. The results of the assessment will inform future instruction in two ways: If students are competent, then they are ready to move on to the next standard and objective by building on prior knowledge. If the majority of the class is successful, it is reasonable to utilize the same lesson plan with future students, differentiation and adjusting as assessment indicates.