WGU 5E Lesson Plan - 2nd Grade - Oil Spill PDF

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Summary

Task for Elementary Science Methods...

Description

5E Lesson Plan Template General Information Lesson Title: Oil Spill – Environmental Pollution Subject(s): Science Grade/Level/Setting: 2nd Grade

20 students – one student who has an IEP for ADHD, 2 gifted students, 2 ELL students. Out of the 20 students, 3 are below-grade level readers. The students are seated in groups of 4 heterogenous groups at tables. Prerequisite Skills/Prior Knowledge: Students will have a basic understanding of life in the ocean.

Standards and Objectives State/National Academic Standard(s):

2.ETS1.1 – Define a simple problem that can be solved through the development of a new or improved object or tool by asking questions, making observations, and gather accurate information about a situation people want to change.

Link: https://www.tn.gov/content/dam/tn/education/standards/sci/sci_standards_reference.pdf

Learning Objective(s): Hands on: Students will be provided materials to recreate an oil spill and will explore the methods of cleaning animals after being exposed to an oil spill.

Summative: Given a handout, students will be able to answer the 8 questions regarding their findings on cleaning the oil spill by answering 7 out of 8 questions correctly.

Materials

Technology

The book, Oil Spill, by Melvin Berger

I will project a YouTube video onto the interactive whiteboard. The YouTube video will demonstrate what happens with an oil spill occurs. The use of this technology is a familiar learning platform which students and parents can access at home.

5 clear, rectangular plastic shoebox size containers Vegetable oil Feathers Mild (Dawn) dish soap Tongs Strainers

https://www.youtube.com/watch? v=ZIjB5c_N5ME

Container for garbage Student booklets (1 per student) – this contains the questions they will answer Cotton balls Paper towels

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)

Interpreting – Students will be able to interpret what happens when oil is spilled in water.

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.

Oil spill Dense Ecosystem Hypothesis Environmental engineer Boom Skimming Dispersion Absorber

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). Students will discuss what happens when oil is mixed with water and how they should clean it up. They will fill out the questions identifying what they observed when trying to clean up the oil spill.

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 have access to the KWL chart that was filled out as a group which will be hung up at the front of the room as well as the vocabulary posters displayed around the KWL chart, as well as their own vocabulary sheets filled out during guided instruction.

Instructional Strategies and Learning Tasks

Activity Description/Teacher Student Actions Engage:

I explain that we are going to simulate an oil spill and work with some possible solutions to clean up the ocean. Now that I have their attention, I am ready to begin. I read the book Oil Spill to them. Following that, I will ask a series of questions and post them onto the whiteboard.  

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What happens when a feather is put in the water? What happens when a feather is dipped in water with oil in it? Is it possible to clean the oil off animals?

Before having them discuss in their groups, I will go over the vocabulary words and explain how they apply to the lesson. They will discuss in their groups and then each group will provide their answer. I post these on the KWL chart which will be referred to later.

The students will answer questions with prior knowledge that they have, as well as ask questions that they have to further their knowledge.

I then tell the students we are going to explore these questions further with our own oil spill experiment, reminding them to work together as a group. Explore:

After reading the story to them, I will again explain that we are going to environmental engineers for the day and will be helping to clean up the oil spill. Students will then be given their supplies and I will go over them in detail with them exactly what they will be doing. The students will also have their packet which has the instructions printed for them to refer to. After students have completed the first step, I will add oil to their containers for the next steps. They will complete the rest of the steps and record their findings.

The students will begin the activity with their groups and make observations of the feathers and will then predict what will happen once oil is added. They will observe and record observations. They will then attempt to clean feathers in the process outlined on their sheets and describe if it was successful or unsuccessful and why. They will then reflect if it is possible to remove the oil pollutant from the water.

Explain:

After the groups have finished their evaluation, I will then ask each group to share their findings and as they are answering, I will paraphrase what they have told me. I will ask what they found that worked and what didn’t and how did the feathers react in water and then what happened when oil was added to the water.

The students will then share their findings in whole group format after they have completed recording their answers on their papers.

Elaborate:

I will then show the students a short video from YouTube that shows what happens when an oil tanker spills oil into the ocean and show them the various ways that oil is cleaned up using the dispersion and boom methods.

They will watch the video that further explains about dispersion and boom methods for oil clean up.

Evaluate:

I will check for understanding by referring to the original questions from the beginning of the lesson.

The students will revisit the KWL chart and see if their questions were answered and add their knowledge to the appropriate

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What happens when a feather is put in the water? What happens when a feather is dipped in water with oil in it? Is it possible to clean the oil off animals?

I will ask more questions to assess for further understanding by asking them which cleaned the oil out of the ocean, the dispersion method or the boom method. All answers will be recorded on the KWL chart for viewing and reference.

categories. They will answer the questions that were given at the beginning of the lesson.

They will then complete their questions that were included in their packet and ask for assistance from peers or the teacher if needed.

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 gifted students will be challenged to research the Deepwater Horizon oil spill and how it happened and what effects did it have on marine life and write a presentation report to share with the class.

ELL: ELL students will be provided with key vocabulary word pictures and definitions in their native language for assistance with understanding.

Students with Other Special Needs: Students will be provided with key vocabulary word pictures and definitions. When grouping the students for the activity, students (below-grade level readers and special needs student) who need extra assistance will be paired with their study buddy so that they can complete the assignment.

Assessment Formative

Describe how you will monitor, support, and extend student thinking. For the formative assessment, I will float around the classroom during the activity and ask questions to ensure they understand the process of the activity. I will also ask leading questions from the sheet to make sure they are able to understand the questions being asked. At the end of the activity, I will also refer to the initial questions asked at the beginning of the lesson and assess what they have learned through the process of the activity.

Summative (Quizzes, Tests, products) Given the question and answer handout over their experiment, students will be able to answer 7 of the 8 questions correctly.

Part Two: Reflection B. The hands-on activity is the students becoming environmental engineers for the day and completing the oil spill activity. The lesson allowed them to observe, evaluate, predict, and record information which demonstrated their understanding of the lesson. They evaluated what happens to feathers when put in water such as

do they float or sink? Do they repel water? After adding oil to the water, they predicted what would happen to the feathers after they come in contact with the oil. They observed feathers and recorded their findings. They then attempted to clean them, first with just water and recorded their findings and then used the mild soap provided to them. The students did this in a group setting with 4 students in a group and each were able to actively participate and share their observations with each other before making their final observations. C. My formative assessment was an important part of the lesson as it was a question-and-answer session with the whole group. This allowed me to gauge their understanding of what happens when feathers encounter oil that has been spilled into water. I asked questions during the activity to decide if they understood the instructions they were given and to see if there was any additional assistance I could provide as they recorded their predictions and observations. If there were students who were struggling, I was able to give them prompting questions to see if that helped them process the activity. D. My summative assessment was also an important part of the lesson as it allowed me to fully evaluate my students’ understanding as they completed the questions on their handout without assistance. This will also allow me to evaluate their comprehension to see if I need to review the information further with them or if I will be able to continue to the next lesson. This summative assessment is in

line with my state standards as the students were asked to define a problem, which could be solved by observing, questioning, and gathering information to address a situation which people want to change.

REFERENCES Berger, M., & Mirocha, P. (1994). Oil spill! HarperCollins. Tennessee academic standards for science - tn.gov. Tennessee Department of Education. (2018, January). Retrieved October 3, 2021, from https://www.tn.gov/content/dam/tn/stateboardofeducation/documents/massivemeetingsfold er/meetingfiles4/10-20-17_III_J_NonSubstantive_Changes_to_Math_ELA__Science_Standards_Attachment_3_-_Science.pdf....