dailydoubleplan science ausl week23

7/30/2019 DailyDoublePlan Science AUSL Week23

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DAILY DOUBLE PLAN

Overview Key Lesson ElementsUnpacked Benchmark,CDAS, CRS, or IL StateStandards.

12C. Know and applyconcepts that describeproperties of matter andenergy and theinteractions betweenthem

STEP 1

What is the Teacher Doing? What are the Students Doing?Do Now (3-5 minutes):

No Do Now for this lessonSTEP 5

State Lesson Objective & Lesson Agenda

2/14/13

PowerPoint Group sort Discussion Explanation of objectssolids, liquids,

and gases

Class anchor chart and class resort Exit ticket

We Do/You DoNARRATE: Narrate students sitting in listeningposition

Boys and girls I am so excited aboutbeing able to breathe! I am also veryexcited that I am wearing these clothesand that I have this water bottle that I candrink water out of. I know you do notknow why I am so excited right now, butyou are going to find out

I need everyone to direct their attentionto the overhead and I am going to showyou something very special

Show students the PowerPointpresentation that explain different statesof matter

After the first slide have students givemore examples of what matter is

Give students time to think how thedifferent examples of matter are alikeand different

Have students TPS how they would sortthe objects pictures

In just a minute I am going to give eachtable group a bag with several differentitems in it

When you first look inside your bag, itmight seem like there are a lot of weirdthings in there that do not go together

Your job, with your group, will be to sortthose objectsI want you to find waysthese objects are related to each other,how do they go together, and put theminto groups. You have to have threegroups total. Not two, not four but three

CFU: How many groups should you have?

One person in your group, and I will tellyou who it is, is going to record yourgroups observations, or what younotice, on a piece of paper for your

Students are sitting in listening positio

Students TPS how they would sort theobjects


Name: Leslie Madorsky Subject/Time: Science Date: 2/14/13


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entire group

You will have to work together to tellyour group members what you notice,etc

When we work in groups, do we snatchthings out of other peoples hands? Do

we yell at our group members and tellthem that their ideas are stupid?

If you disagree with somebody that istotally fine! BUT you have to tell themyou disagree in a nice way and tell themwhy you disagree. I want to see everyoneworking together nicely with their groupmembers

CFU: How should we talk to our group members?Should we take things out of each others hands?Should we tell our group members their ideas arestupid?

Tell students that you are going torandomly call on themyou will not askfor them to raise their hands but insteadyou will just call on people. It is veryimportant that everyone participates incase they are called on

Give each table a group a bin containingdifferent solids, liquids, and gases

Give students ten minutes to look at allof the items and make and recordobservations about each item in the bin

Tell students to think about why they areall in the bin, what do they look like, feellike smell like, and why are they allgrouped together

Model how to work in groupsdont takethings out of peoples hands, talk

politely to each other, UTILIZESENTENCE STEMS

While students are looking at all theobjects the teacher should be circulatingto ensure all students have theopportunity to make observations

POSITIVE FRAMING: Positively Frame studentsthat are working successfully in groupsStop the entire group to highlight good behavior,or if needed to stop the entire process if studentsare getting unwieldy. I

After students have a few minutes tolook and feel all the items in the bin, coldcall students from each group to shareobservations their group made

QUESTIONS: How did your group sort theobjects in the bin? Why did you sort them thisway? What is the relationship between theobjects you grouped togetherhow are theyalike?Cold call: _____ What do you think of the waygroup 1 sorted their objects? Did your group sortthem in the same way or differently? Explain.Cold call: _____Do you agree with the way group1 or group 2 sorted their objects? How did yougroups sort differ from the other groupshowwas the way your group sorted the same as ordifferent from the other groups?

Record observations on a class anchor

Students look at, feel, and recordobservations about their objects withtheir group.

Students share their groupsobservations if they are called on

Students share what solids have incommon

Students share what liquids and gaseshave in common

Students who read the text will share t


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chartPOSITVE FRAMING: Positively frame studentsusing sentence stemsI heard _________ saythat they agree with ____ becauseFORMAT MATTERS: Encourage students torespond using sentence stems/complete

sentences.

I Do/We Do Continue with the PowerPoint that

explains what solids, liquids and gasesare

Show students how solids cannotchange form and how liquids can changeform based on what they are beingpoured into

Show students how a liquid can changewhen it is poured from one container toanother

Ask students if they can see the airtellthem that they cannot see gases, but

they are there Hold up each item in the bin and tell

students what they aresolids, liquids,gases

Tell students to just look at the solidsnowwhat do they all have in common?How would you define/describe a solid?

Show students the anchor chart with thedefinitions of solids, liquids, and gases

Ask students how their ideas andobservations were alike and differentfrom what the anchor chart says

POSITIVE FRAMING: Positively frame studentsthat are on-task, following along, listening totheir peers, etc

Get your thinking hats onwhat type ofmatter do you like the best? Why?

Thumbs up/thumbs down, do you agreewith _____. Why/why not?

You DoNARRATE: Narrate students sitting in listeningposition

After reading, have students complete anexit ticketthey will have to identifywhether an object is a solid, liquid or agas*****Exit Tickets will be differentiateddepending on ability level of thestudents. Some students will circle anobject that represents a particular stateof matter, some students will have to fillin a blank to give an example of a solid,liquid or gas, and there will also be roomfor them to draw a picture if they need to,and some will have to write to give anexample of a particular state of matter aswell as explain how they know that itrepresents it (for example: Water is aliquid because)

definitions with the whole class


When called on students share theiranswers

Students complete their exit ticketindependently at a level 0

**Students who will potentially shout out: AnayJavii, Trevontae, Fatima, Derrick, Aniya

**Students who may be off task duringexplanation and modeling of activity: Fatima,Kalimat, DAnthony, Aniya, Aamya, DashawnPhipps, Anaya, Marquita

**Students who will raise their hands to shareanswers: Teniya, Makaylia, Amaree, Dashon No

**Students who will be on-task: Teniya,Kamarion, Jaden, Makaylia and Kierra


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STEP 6

**Narrate the on-task student behaviors:Amaree has her book open to page 188 and shhas her finger underneath the title. I know she iready to read. I see that Jaden has his fingerunderneath the title and his eyes are in his boo

so I know he is ready to read.I noticed that Kodie was not watching me wheI read, but instead he was following along withhis finger. Great job! Lets see who else canfollow along while I read.

**Students to challenge: Fatima, DAnthony,Aamya, Derrick, Kalimat, Aniya, Anaya, DashawPhippsWhenever one of the above students arefollowing directions/expectations, positivelynarrate around them. Make it known that theirgood behavior is recognized, and then they wilbe more likely to continue with good behavior.For example: Fatima has her book out, her

finger is underneath the title, her voice is off anher eyes are in her book. I know she is ready tolearn!If the students are off task, narrate around themto challenge them to get back on-task. Forexample: Kodie and Amaree have their booksopen and have their fingers underneath the titleI know they are ready to read! Let me see whoelse is ready. They both sit next to studentswho may be off task. This will hopefully motivathose students to get on-task if they were off-task .

I Do Input (1-2 Key teaching points):Check for Understanding:

Explain and different states of matterSTEP 7

Students repeat states of matte

Objective(s) SWBAT:

2/14/13Students will beable to identify anddescribe the three stagesof matter

STEP 2

We Do Guided Practice:Check for Understanding:

Observe and discuss the differentstates of matter. Students sharethe definitions from the text withthe whole class

STEP 8

Students work with their tablegroup to make observationsabout the different items in thebin

Students share out the textdefinitions

Vocabulary words/KeyConcepts:

SolidLiquidGas

CAN HAPPEN AT

You Do Independent Practice:Check for Understanding:

Students complete the exit slip ontheir own..

Students work at a level 0 tocomplete the worksheet whilethe teacher reads the questionout loud.


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ANY STEPSTEP 9

Modifications/

Accommodations

STEP 4

Exit Ticket (aligned to lesson objective) orassessment:

Give each student an exit ticketwith a different stage of matteron it

STEP 3

Students will identify which staof matter they haveindependently at a level 0

Materials & Technology

Examples of solids,liquids and gasesPowerPointAnchor chartTextbook for definitions

CAN HAPPEN ATANY STEP

Closing/Preview for next lesson:

STEP 10

Homework: STEP 11

There is no homework for science

** Students to watch: Anaya, Fatima, Dashawn Phipps, Kalimat, Derrick

(sometimes), Aamya, Aniya

** Students to use as examples: Teniya, Makaylia, Derrick (sometimes), Amaree,

Jaden

dailydoubleplan science ausl week23

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