Elementary Science Methods Lesson Plan PDF

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Marlee Henrichsen WGU Task 1 Part A

5E Lesson Plan Template

General Information Lesson Title: A Shady Spot Subject(s): Science Grade/Level/Setting: Kindergarten This kindergarten class consists of 18 students, 8 of which are girls and 10 are boys. There are two English Language Learners and two special needs students. No kids have been identified as gifted and talented. There are 6 pods which are individual desks pushed together with 3 students at each pod. Prerequisite Skills/Prior Knowledge: Students must know how to work in small groups with scissors, glue, markers, and pencils. They will know, as was mentioned previously in class, what the word 'shade' means in sunlight.

Standards and Objectives State/National Academic Standard(s): K-2-ETSI1-2: Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps its function as needed to solve a given problem

K-2-ETS1-2 Engineering Design. (n.d.). Retrieved November 28, 2020, from https://www.nextgenscience.org/pe/k-2-ets1-2-engineering-design

Learning Objective(s): Hands On: By displaying knowledge of engineering and design processes, students will create a framework with shadow. Students will score 100% on a given checklist ensuring they used all the materials needed.

Summative Assessment: A quiz with pictures showing shade and non-shade structures will be given to the students. Students must circle the photos with 90% accuracy that display a shade structure.

Materials

Technology

Construction paper

I will use technology to show a video from Youtube.com about shadows from the sun. It

Marlee Henrichsen WGU Task 1 Part A

White printer paper for drawing Popsicle sticks

will also be used to show examples or write directions and materials needed as needed during the lesson.

Ice Cubes Masking Tape Pipe Cleaners

https://www.youtube.com/watch? v=YuUJCNzfoBw

Ziploc Bags Pencils Markers Scissors Glue Promethean Board-Teacher Use Only

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: Students can predict the structures produced in the class that shade the ice cube best for the slowest melting period. Vocabulary: Structure, shade, protection, construction, heat, melt, cold, analyze, compare, observe Discourse and/or Syntax: In a group project, students perform an investigation to create a structure to shield an ice cube from sun melting it by shades of sunlight. After the ice melting has been detected, they will complete a test, which identifies structures with shade correctly. Planned Language Support There will be a word wall on a bulletin that will display the vocabulary words with a picture to represent that word and their definitions

Instructional Strategies and Learning Tasks

Activity Description/Teacher

Student Actions

Marlee Henrichsen WGU Task 1 Part A

Engage:

The teacher will show the class on a promethean board a short story on engineering called Hard Hat Area from getepic.com. After the teacher tells the students they become engineers in the classroom today! The teacher asks the class what kind of items they think make shade.

The students will need to actively engage in the story on the promethean board. We will talk about the story when it is over, and they should be able to answer questions asked. After talking about the book, we will talk about things that make shade. Using their prior knowledge, the students will give examples of things that make shade like an umbrella or a tent.

Explore:

The teacher will tell the students that they will create a structure using the materials given to produce shade that slows the melting of an ice cube in their table groups of 3. The teacher explains that they first draw a drawing of the house, that is their plan of engineering. The students will lift their hands and the teacher will look over their drawing and have the pods explain their drawing to the teacher. The teacher approves the plans and then the students go to the classroom building. The students have precisely 15 minutes to complete because of the duration of the lesson. The instructor takes the students out in the courtyard and gives a Ziplock baggy ice cube to each group. After every ice cube has started to melt, the teacher asks the children to identify the structures according to the scale of the ice cube on the left side. When they are done outside, they will go back to the classroom for group discussion.

Students are going to hear the teacher clarify the project rules and they are going to see what content they are going to use. The white drawing paper, building paper, popsicle sticks, masking tape, pipe cleaners and a pencil is available for each group. Students start by drawing a design plan for the structure they will create. Following completion of the drawing plan by the student pod, they lift their hand for approval of their construction plans. Students use the materials to build their design. The students clean up the room and get ready to go outside to the courtyard and look at the ice melting after the timer is over. Following their ice cube in a Ziplock bag, they put it in the structure and watch the ice cube melt. After all the ice cubes began to melt the students have to identify the structure according to the ice cube lefts side. The students go back to the classroom to discuss.

Explain:

The teacher will ask the students about their results after the exercise has been completed. I will

The students address the teacher's concerns about what has worked or failed in systems. Students analyze what they

Marlee Henrichsen WGU Task 1 Part A

ask students questions like, "What were the buildings that didn't do well and what could have been missing? "Do you think the construction paper color has something to do with it?" In their pods, I will have the students discuss these topics.

found in the better functioning and failing systems in their pods.

Elaborate:

In this activity, the teacher will clarify what makes shade effective. Is that tall stuff is tall? Long? Have a room below? Is it easier to use a darker color or light-colored paper? Is there a better use of pipe cleaners than pop-sticks to hold the structure work? The teacher will draw up a smart card list for all pods that the students gave.

The students will share their results with the entire class and teacher. The teacher will have the students answer the previously asked questions in their pods. They will watch the teacher write the answers on the promethean board.

Evaluate:

The teacher will evaluate the student's comprehension by analyzing the answers given during the discussion. The teacher would then a issue a summative assessment to on the students to show understanding what kind of structures provide protective shade by circling the images with an accuracy of 90 percent.

The students complete the summative assessment using 90% accuracy by circling the structures that provide the shade.

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: I will have the gifted and talented students write three to four sentences about weather their structure was successful or failed. ELL: The ELL students will be able to listen to the book on epic in their native language using their Ipad’s with headphones.

Marlee Henrichsen WGU Task 1 Part A

Students with Other Special Needs: I will assist these students by tearing tape, holding the construction paper during building, and having a larger pencil for summative evaluation

Assessment Formative I will walk around the room to answer any questions the students might have and provide them with support. I would have them give me a thumbs up if they got it or thumbs down if they need extra support to assess their understanding. When building the students will need to score 3 out of 4 on a given rubric to represent competency. Summative I will give the students a quiz after a class discussion on the buildings and their achievements and failure. Students complete the quiz with a precision of 90 percent by circling the right structures that provide shade....