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Instructional Design Plan

Second Grade Unit Topic:

States of Matter

Marla Slade

Mr. Robertson

Millers Creek Elementary

CI 4000-435

Spring 2012

Learning Goals and Objectives

NCSCOS Objectives Horizontal Alignment Vertical Alignment 21st Century skillsLesson #1 Competency

Goal 3: The learner will observe and conduct investigations to build an understanding of changes in properties.

3.01 Identify three states of matter:

Solid. Liquid. Gas.(Teach)

3.04 Show that solids, liquids and gases can be characterized by their properties.(Teach)

L.A.3.01 Use personal experiences and knowledge to interpret written and oral messages.(Address)

L.A.5.07 Use legible manuscript handwriting.(Address)

1 st grade

S.1.E.2 Understand the physicalproperties of Earth materialsthat make them useful indifferent ways

L.A.3. Ask and answer questions about what a speakersays in order to gather additional information orclarify something that is not understood

3.02 Investigate several ways in which objects can be described, sortedor classified.

3.03 Classify solids according to their property

3 rd grade

S.3.P.2 Understand the structure andProperties of matter before and after they undergo a change.

L.A.3.Ask and answer questions about information from

Core Subjects - Language Arts and Science

Critical Thinking and Problem Solving – Students will use critical thinking skills to observe the real life examples of solids, liquids, and gases. Students will use problem solving to figure out how and why the items fit into each category.

Communication and Collaboration - Students will work in pairs and with one another to observe the different examples of matter. They will collaborate to discuss the differences in the different states of matter and communicate to each other their ideas and examples.

Productivity and Accountability – Students are held accountable for classifying objects correctly and for writing in their journals.

a speaker, offering appropriate elaboration anddetail

NCSCOS Objectives Horizontal Alignment

Vertical Alignment

21st Century Skills

Lesson 2

Competency Goal 3: The learner will observe and conduct investigations to build an understanding of changes in properties.

3.04 Show that solids, liquids and gases can be characterized by their properties.(Teach)


Solid. Liquid. Gas.(Teach)

L.A.3.03 Explain and describe new concepts and information in own words (e.g., plot, setting, major events, characters, author's message, connections, topic, key vocabulary, key concepts, text features).(Teach)

L.A.5.07 Use legible manuscript handwriting.(teach)

First GradeL.A.3.03 Explain and describe new concepts and information in own words (e.g., plot, setting, major events, characters, author's message, connections, topic, key vocabulary, key concepts, text features).

3.01 Describe the differences in the properties of solids and liquids.

L.A.5.07 Use legible manuscript handwriting.

3 rd grade L.A.3.Ask and answer questions about information froma speaker, offering appropriate elaboration anddetail


Environmental Literacy - Students will become aware of the states of matter around them and found in their everyday life. Students will recognize these changes and characteristics in their world and things they see in the environment every day.


Vertical Alignment

21st Century Skills

Lesson3


3.02 Observe changes in state due to heating and cooling of common materials.(Teach)

L.A.3.01 Use personal experiences and knowledge to interpret written and oral messages.(Address)

L.A.5.07 Use legible manuscript handwriting.(Teach)

1 st grade S.1.E.2 Understand the physicalproperties of Earth materialsthat make them useful indifferent waysL.A.6. Produce complete sentences when appropriateto task and situation

3 rd grade


L.A.3.Ask and answer questions about information froma speaker, offering appropriate elaboration anddetail


Critical Thinking and Problem Solving – Students will use critical thinking skills to observe the changes in the states of matter. Students will use problem solving to figure out how and why the changes are able to take place.

Communication and Collaboration - Students will work in small groups to observe the changes of solid to liquid. They will collaborate to discuss the differences in the different states of matter. Students will also write about a time in their own life when something changed from solid or liquid or vice versa and communicate to each other their ideas and examples.

Initiative and Self-DirectionStudents must be able to take initiative to write a story that is personal and has actually happened to them


Vertical Alignment

21st Century Skills

Lesson4


3.02 Observe changes in state due to heating and cooling of common materials.(Teach)

L.A.3.03 Explain and describe new concepts and information in own words (e.g., plot, setting, major events, characters, author's message, connections, topic, key vocabulary, key concepts, text features).(Address)


1 st grade


L.A.6. Produce complete sentences when appropriateto task and situation

3 rd grade


L.A.4. Report on a topic or text, tell a story, or recountan experience with appropriate facts and relevant,descriptive details, speaking clearly at anunderstandable pace


Critical Thinking and Problem Solving – Students will use critical thinking skills to observe the changes in the states of matter. Students will use problem solving to figure out how and why the changes are able to take place within the ice cream.

Environmental Literacy - Students are aware of the states of matter around them and found in their everyday life. Students will recognize these changes and characteristics in their world and things they see in the environment every day.

Initiative and Self-Direction - Students will actively engage in the changes in the states of matter. Students will takeself direction in observances of the ice cream changing phases.

http://www.dpi.state.nc.us/curriculum/languagearts/scos/2004/17grade2


Vertical Alignment

21st Century Skills

Lesson 5


3.06 Observe that a new material is made by combining two or more materials with properties different from the original material(Address)

L.A.3.03 Explain and describe new concepts and information in own words (e.g., plot, setting, major events, characters, author's message, connections, topic, key vocabulary, key concepts, text features).(Teach)


1 st grade


L.A.3. Ask and answer questions about what a speakersays in order to gather additional information orclarify something that is not understood

3 rd grade


L.A.3.Ask and answer questions about information froma speaker, offering appropriate elaboration anddetail


Critical Thinking and Problem Solving – Students will use critical thinking skills to observe the change in the combining of two states of matter. Students will use problem solving to figure out how and why the changes are able to take place.

Environmental Literacy – Students are aware of the states of matter around them and found in their everyday life. Students will recognize these changes and characteristics in their world and things they see in the environment every day. They will also recognize items that do not distinctly fit into solid, liquid, and gas.

Initiative and Self-Direction - Students will actively engage in the combining of the states of matter. Students will take self direction in observances and writing in their science journals about the experiment.


Student Background I am working in a second grade classroom at Miller’s Creek Elementary School, which is

located in a rural area of Wilkesboro, NC. My cooperating teacher has an average size

classroom of around 21 students. There are thirteen girls and eight boys in this class. These

students range from ages seven and eight. The student dynamics of this classroom vary and

include one to two students in a low social economic status. Some of these students and their

families are placed into a program named Black Hawk Buddies and are provided support

financially throughout the year, including certain holidays. The rest of the students are

classified as middle class. None were classified as a higher social economic status, according to

the cooperating teacher. Also in this classroom are three Hispanic students while the rest are

Caucasian. The religion of each student is undocumented but it is noted that most of these

students are of a Protestant, Baptist, or Catholic background. This is not documented but a

general statement about the students in this class.

Parent Involvement is average for this school. The cooperating teacher noted that

parents are really superior when asked to bring in supplies and snacks for the class, but when

helping their students with their homework and academic support, there is much room for

improvement. Millers Creek has an Open Door Policy for parents which means that they are

welcome to come and talk to a teacher or administrator at any point in time about their child’s

needs. My cooperating teacher also sends home a weekly newsletter with updates on what

they learned in class that week, reminders, homework for the next week, as well as tips to help

their children at home. The school itself is located in a rural area and the mobility rate at Millers

Creek is not normally high. For my cooperating teacher, he stated that he usually loses or gains

about one to two students a year. This is an average, and confirmed that sometimes this might

be less and sometimes more. This school is not known to have a high mobility rate in general.

The overall academic achievement, according to NC School Report Card, seems around

the same as the district and a little bit higher than the state average scores. The overall

percentage of Millers Creek for reading is at 73.3%, while the district is at 72.2% and the state is

placed at a 70.7% passing rate. For math, Millers Creek is placed at 85.1% while the district is at

85.4% and the state is placed at 82.4% average of students passing.

Student’s Previous Knowledge

The background knowledge for my IDP on the states of matter is little to none. The only

beginning concepts in the previous grades for the states of matter involve solids and liquids,

and the comparison of the two. This includes nothing about gases, phase change, or combining

two states of matter. I was informed by my cooperating teacher to start from the very

beginning. It was noted that there might be one or two students who can tell me which things

are solids and liquids, but these students will have no reasoning for why they are labeled as

these items. Since there is very little to no background on the states of matter, I will begin at

the very early concepts of what matter is, how we classify it, and then progress from there.

Some of the lessons may need to be adapted after the first form of assessment on the three

states of matter, and can be made as they are needed.

What Students Will Learn

Students will gain an understanding of the three states of matter and be able to apply

and analyze this knowledge in everyday life. They will learn how we classify matter into three

main categories and what each of those categories is. They will then take that knowledge and

learn more in depth about the three main states of matter. Here they will learn about how the

molecules move within each state, and the properties of each state that helps us to classify

them. Students will then expand on that knowledge to learn about phase change between

states of matter; including what this looks like as each molecule and what we see from the

human eye. An example of this could be melting butter. It starts out as a solid and melts into a

liquid. An example is done in class with water that demonstrates an ice cube (solid) melting

into water (liquid), and then being heated up to create steam (gas). Lastly, students will learn

what happens when two or more states of matter are combined. We will combine cornstarch

(solid) and water (Liquid) to create goo that is somewhat unexplainable. This part of the design

plan will help students begin to generate their own questions as well as use critical thinking and

problem solving skills. By the end of the lesson, students should be able to use correct

vocabulary, explain and give examples of the three states of matter, as well as model these

concepts using their bodies.

Developmental Levels

With the exception of two to three students, the class is reading at an average grade level and

they are on or near grade level in math as well. For the two to three students that are below

grade level, there are special groups in place to help each child to be successful. There are two

students that speak Spanish at home, but only one is classified as an ESL student at school. The

other child tested out of the ESL program but still speaks Spanish at home and requires

adaptations every once in a while for assignments at home. There is one student that attends

speech therapy and is pulled out a couple of days a week to work one on one with the speech

therapist. There are two students labeled as exceptional children in this classroom. One of

these students is pulled out twice a day for reading and math help. The other student is pulled

out once a day in the afternoon for math. It is important for the mainstream teacher and the

resource/EC teacher collaborate and work with the students on topics similar to each other in

each class. The classroom teacher and all of the resource teachers come together every couple

of weeks to discuss what they will do in class and make their lessons meet in the middle.

There is also one labeled gifted student, and a couple of other students that are above

grade level but not labeled as gifted. For this group of students, they are given extended

assignments as well as different assignments for certain subjects. The teacher assistant also

takes these three to four students into the library to do research projects and other

differentiated assignments as extensions. They are usually then allowed to present their

research from the library to the rest of the class. The above average students are also used for

peer teaching at some points during class as well. Another way work is differentiated is in

spelling. Gifted students are given 10 spelling words while average students are given 8, and

below average students are given around 5. The spelling activities are also modified as well.

Essential Content Outline

Day 1: Why does matter matter?

a. What might be reviewed/assessed prior to teaching? (vertical)

We will review the definition of matter. What matter is made of and where we can find it in our world.

1 st grade

S.1.E.2 Understand the physical properties of Earth materials that make them useful in different ways.

L.A.3. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.

L.A.6. Produce complete sentences when appropriate to task and situation.

b. Key Terms

Matter - everything around you. Even though matter can be found all over the universe, you usually find it in just a few forms.

Solids - The wood block is solid. A solid has a certain size and shape. The wood block does not change size or shape. Other examples of solids are the computer, the desk, and the floor.

Liquids - Milk is a liquid. Milk is liquid matter. It has a size or volume. Volume means it takes up space. But milk doesn't have a definite shape. It takes the shape of its container. Liquids can flow, be poured, and spilled.

Gases - You can't see oxygen. It's invisible. It is a gas. A gas is matter that has no shape or size of its own. Gases have no color. Gases are all around you. You can feel gas when the wind blows. The wind is moving air. Air is many gases mixed together.

c. Major Concepts to Cover


Solid. Liquid. Gas.

http://www.nyu.edu/pages/mathmol/textbook/statesofmatter.html

d. Integrated Terms, Skills or Concepts

a. horizontal alignment

L.A.3.01 Use personal experiences and knowledge to interpret written and oral messages.

(Address)


b. 21st century skillEnvironmental Literacy - Students are more aware of the states of matter around them and found in their everyday life. Students will recognize these changes and characteristics in their world and things they see in the environment every day.

c. Global awareness/connections

Students will recognize that the states of matter are what create the world around us. The three different states of matter can be found all over the world, and have the same characteristics all over the world.

e. What do you want the students to take away from this experience?

a. Remember?

I would like students to remember what matter is and that there are 3 different states of matter that are most commonly known. Students should remember that these three states of matter are what makes up everything in our world.

b. Understand?

I would like students to understand that there are different characteristics for each of the three different states of matter, and each can be categorized by their properties.

c. Apply?

I would like students to be able to apply this to their everyday lives. I would like students to go home and be able to identify different states of matter in everyday things that surround them.

d. Analyze?

I would like students to be able to analyze matter and be able to categorize matter into different states of matter based off properties.

e. Evaluate?

I want students to be able to evaluate the world around them and understand that the world is created by different types of matter.

f. Create?

I would like students to be able to create a chart to name things in their everyday lives that are solids, liquids, and gases. They will do this in groups and will share these with the class after the next lesson.

f. What do YOU need to know (content) to show proficiency in items a-d?

Matter is anything made of atoms and molecules. Matter is anything that has a mass. Matter is also related to light and electromagnetic radiation. As of 1995, scientists have identified five states of matter. They may discover one more by the time you get old.

Properties describe matter. A block of wood, milk, and air all have properties. All the material on earth is in three states-solid, liquid, and gas. The "state" of the matter refers to the group of matter with the same properties. In other words, you group the objects together according to their properties.

You can change the shape of solids. You change the shape of sheets of lumber by sawing it in half or burning it.

When you spill milk, the liquid is taking the shape of the floor and the floor is expansive limitless boundary (until it hits the wall). You can't spill a wooden block. You can drop it and it still has the same shape.

You can spread peanut butter on bread, but peanut butter does not flow. It is not a liquid at room temperature. You have to heat peanut butter up to make it a liquid. When you or your mom makes jello, it is first a liquid. You have to put it in the refrigerator so that it becomes a solid. These are yummy forms of matter with properties of a liquid and a solid.

Liquids and solids are often referred to as condensed phases because the particles are very close together.



http://www.chem4kids.com/files/atom_intro.html

Day 2: What’s the matter?

a. Key Terms

Solids - The wood block is solid. A solid has a certain size and shape. The wood block does not change size or shape. Other examples of solids are the computer, the desk, and the floor.

Liquids - Milk is a liquid. Milk is liquid matter. It has a size or volume. Volume means it takes up space. But milk doesn't have a definite shape. It takes the shape of its container. Liquids can flow, be poured, and spilled.

Gases - You can't see oxygen. It's invisible. It is a gas. A gas is matter that has no shape or size of its own. Gases have no color. Gases are all around you. You can feel gas when the wind blows. The wind is moving air. Air is many gases mixed together.

b. Major Concepts to Cover

3.04 Show that solids, liquids and gases can be characterized by their properties.

c. Integrated Terms, Skills or Concepts



Students will write about a time in their own life when something changed from solid or liquid or vice versa and communicate to each other their ideas and examples.

b. 21st century skill

Communication and Collaboration - Students will work in pairs and with one another to observe the states of matter. They will collaborate to discuss the differences in the different states of matter.


Students will recognize that the states of matter are what create the world around us. The three different states of matter can be found all over the world, and have the same characteristics all over the world.


d. What do you want the students to take away from this experience?

a. Remember?

The students should remember that each type of matter is defined by properties and can be classified by these properties.

b. Understand?

Each state of matter is different in its own way. Also, they will classify some objects that do not fit into any of the three main categories, but are still considered matter.

c. Apply?

The students should be able to apply these properties to anything they are shown. They should be able to recognize and recall the three different states of matter.

d. Analyze?

The students should be able to analyze the objects in the different baggies and be able to classify them.

e. Evaluate?

The students should be able to evaluate the lists they made previously about objects in their everyday lives that fit the three states of matter and make corrections or add-ons as needed.

f. Create?

The students should be creating a chart divided into three sections to place the objects from the baggie into. This creates a visual for the students who need more clarification.

E. What do YOU need to know (content) to show proficiency in items a-d?

The same main concepts and ideas from Lesson one! These are as follows in a chart format:

Gas Liquid solid

assumes the shape and volume of its container

particles can move past one another

assumes the shape of the part of the container which it

occupies particles can move/slide past

retains a fixed volume and shape

rigid - particles locked into

one another place

compressible lots of free space between

particles

not easily compressible little free space between

particles

not easily compressible little free space between

particles

flows easily particles can move past one

another

flows easily particles can move/slide past

one another

does not flow easily rigid - particles cannot

move/slide past one another

Day 3: Why does all of this matter?

a. Key Terms

Particle – a minute portion of matter. Many particles create some form of matter.

Solids - The wood block is solid. A solid has a certain size and shape. The wood block does not change size or shape. Other examples of solids are the computer, the desk, and the floor. The particles are moving but relative to one another so that they do not really separate.

Liquids - Milk is a liquid. Milk is liquid matter. It has a size or volume. Volume means it takes up space. But milk doesn't have a definite shape. It takes the shape of its container. Liquids can flow, be poured, and spilled. There is little free space between particles.

Gases - You can't see oxygen. It's invisible. It is a gas. A gas is matter that has no shape or size of its own. Gases have no color. Gases are all around you. You can feel gas when the wind blows. The wind is moving air. Air is many gases mixed together. Particles can move past one another.




a. horizontal alignmentL.A.5.07 Use legible manuscript handwriting.



Critical Thinking and Problem Solving – Students will use critical thinking skills to observe the states of matter and classify them. Students will use problem solving to figure out how and why the particles move as they do for each state of matter.


Students should make the connection of the particles to each state of matter. They should be able to recognize that many different particles create matter, which is what our world is made up of.


a. Remember?

I want students to remember how particles move relative to one another in a solid, liquid, and a gas. Students should also remember that particles are always “Wiggling” even if they are tightly compressed.

b. Understand?

I want students to understand what a particle and whether or not we can see them. I also want them to recognize what the particle looks like in each state of matter and how it moves.

c. Apply?

I want students to apply this using their bodies. The students will demonstrate in groups how each state of matter moves around.

d. Analyze?

I would like students to analyze exactly what a particle is and the effect that it plays in the different states of matter.

e. Evaluate?

I would like students to evaluate different models of the particles in each state of matter and identify each one. This could be does a whole group or at an individual level.

f. Create?

I would like students to create a visual using their bodies to show the particles moving within a solid, a liquid, and a gas. They are always wiggling, but how they wiggle in relation to one another is what should be demonstrated.

e.What do YOU need to know (content) to show proficiency in items a-d?

Day 4 and 5: Phase changing and Oobleck

a. Key Terms

Phase Change – when one of the states of matter changes to a different one. Example: ice cube to water to steam (solid to liquid to gas)

Oobleck – a term created by Dr. Seuss for goo. It is a combination of a solid and a liquid and changes from phase to phase very quickly. Does not have a specific name otherwise.


3.02 Observe changes in state due to heating and cooling of common materials.3.06 Observe that a new material is made by combining two or more materials with properties different from the original material.



3.03 Explain and describe new concepts and information in own words (e.g., plot, setting, major events, characters, author's message, connections, topic, key vocabulary, key concepts, text features).

Students will write a story that describes Oobleck in their own words. This will include what it is made up of, what it looks like, feels like, and which states of matter are included in it.



Initiative and Self-Direction - Students will actively engage in the changes in the states of matter. Students will take self direction in observances and writing their story. Students must be able to take initiative to write a story that is personal and has connections to the Oobleck, or goo.


Students should make the connection of the goo with other materials similar in substance in their daily lives. Toothpaste and shaving cream would be examples. Students will have a chance to observe and experience this as well in class time.


a. Remember?

I would like the students to remember what happens to certain states of matter when they are heated and/or cooled. Students should also remember that not all items can be classified as a solid, liquid, or gas; some items can be more than one state of matter at once.

b. Understand?

Students should be able to understand that some materials made of matter do not fit directly into the three main states of matter. Examples include toothpaste and shaving cream.

c. Apply?

Students should be able to apply this knowledge by observing and experimenting with Oobleck. They will see it visually and experience it hands on.

d. Analyze?

Students should be able to analyze the making of ice cream and its changes over time. This includes when it is getting colder and when it is being heated. They should see the changes and know that it is moving from a solid to a liquid to a gas, or vice versa.

e. Evaluate?

The students are evaluated by the story they will write about their Oobleck. The adjectives should include information about how it looks, feels, smells, etc. This will also include which two states of matter the Oobleck is for a closing statement.

f. Create?

Students will create ice cream to observe the cooling of items and the affect that has on its state of matter.

The students will create Oobleck and then create adjectives and a closing statement about Oobleck including how it was formed, what it can do, and what it is. This is individually in their science journals.

e. What do YOU need to know (content) to show proficiency in items a-d?

Transitions between solid, liquid, and gaseous phases typically involve large amounts of energy compared to the specific heat. If heat were added at a constant rate to a mass of ice to take it through its phase changes to liquid water and then to steam, the energies required to accomplish the phase changes (called the latent heat of fusion and latent heat of vaporization ).

We do not teach this state of matter, but it is important to know about it…

Plasma is one of four states of matter. You’re probably pretty familiar with the other three: solids, liquids and gases. Although it is the least familiar state of matter to us here on Earth, plasma is actually the most common form of matter – in fact, plasma makes up 99% of all visible matter in the Universe.

You don’t see lots of plasmas here on Earth because it’s too cold for most matter to reach that state. In the rest of the Universe however, plasma is more common than solids, liquids or gases. Our Sun is made of plasma, as are all stars. Their intense heat can turn nearby gas to plasma.

Although naturally occurring plasma is rare on Earth (e.g. a lightning strike), there are many man-made examples. Plasma glows when it conducts electricity in neon signs and fluorescent bulbs. The hottest candle flame is plasma. Scientists have constructed special chambers to experiment with plasma in laboratories.

Day 6: Matter does matter (A continuation of lesson five)

http://www.spaceweathercenter.org/amazing_plasmas/02/02.html



http://hyperphysics.phy-astr.gsu.edu/hbase/thermo/phase2.html#c3



http://hyperphysics.phy-astr.gsu.edu/hbase/thermo/spht.html#c1

Review of terms, skills, or concepts covered

Objectives3.01 Identify three states of matter:

Solid. Liquid. Gas.

3.02 Observe changes in state due to heating and cooling of common materials.3.04 Show that solids, liquids and gases can be characterized by their properties.3.05 Investigate and observe how mixtures can be made by combining solids, liquids or gases and how they can be separated again.3.06 Observe that a new material is made by combining two or more materials with different from the original material

Solids - The wood block is solid. A solid has a certain size and shape. The wood block does not change size or shape. Other examples of solids are the computer, the desk, and the floor. The particles are moving but relative to one another so that they do not really separate.

Liquids - Milk is a liquid. Milk is liquid matter. It has a size or volume. Volume means it takes up space. But milk doesn't have a definite shape. It takes the shape of its container. Liquids can flow, be poured, and spilled. There is little free space between particles.

Gases - You can't see oxygen. It's invisible. It is a gas. A gas is matter that has no shape or size of its own. Gases have no color. Gases are all around you. You can feel gas when the wind blows. The wind is moving air. Air is many gases mixed together. Particles can move past one another.

Phase Change – when one of the states of matter changes to a different one. Example: ice cube to water to steam (solid to liquid to gas)

Oobleck – a term created by Dr. Seuss for goo. It is a combination of a solid and a liquid and changes from phase to phase very quickly. It does not have a specific name otherwise.

Particle – a minute portion of matter. Many particles create some form of matter.

b. Culminating learning assessment.


i. What do you want the students to take away from this unit?

I want the students to take away a basic understanding of the three most common states of matter. They should be able to recognize and classify a solid, liquid, and a gas by the way it looks or doesn’t look, as well as by how the particles move in relation to one another for each one.

Students should recognize what phase change is and how it works for each state of matter. Students should recognize that two or more states of matter can be combined to create materials that can be defined as more than one state of matter. Example from class: Oobleck, or goo.

ii. Using Bloom’s taxonomy, what will you expect them to:

1. Remember?

The three states of matter; solid, liquid, and gas.

2. Understand?

Students should understand what phase change is and how it works for each state of matter. Students should also recognize that two or more states of matter can be combined to create materials that can be defined as more than one state of matter.

3. Apply?

Students should be able to apply the forms of matter to their everyday lives and recognize the states of matter in everyday things.

4. Analyze?

Students should be able to analyze certain objects around them and explain which state of matter the object is, or if it is going through a phase change or can go through a phase change.

5. Evaluate?

Students should be able to evaluate different objects and classify them into appropriate categories. This should apply to many different types of objects and how they appear.

6. Create?

Students will recreate the role play of the molecules in each state of matter and then create a role play of the molecules changing from one state of matter to another.

c. Summative assessment.

i. Primary content objective (goal)


ii. Integrated skill(s) or objectives



iii. Progress toward 21st Century Skill/knowledge



Communication and Collaboration - Students will work in pairs and with one another to observe the changes. They will collaborate to discuss the differences in the different states of matter. Students will also write about a time in their own life when something changed from solid or liquid or vice versa and communicate to each other their ideas and examples.

Environmental Literacy - Students are more aware of the states of matter around them and found in their everyday life. Students will recognize these changes and characteristics in their world and things they see in the environment every day.

Initiative and Self-Direction - Students will actively engage in the changes in the states of matter. Students will take self direction in observances and writing their story. Students must be able to take initiative to write a story that is personal and has actually happened to them.

Resources for Essential Content Knowledge

http://www.spaceweathercenter.org/amazing_plasmas/02/02.htmlhttp://hyperphysics.phy-astr.gsu.edu/hbase/thermo/phase.htmlhttp://www.chem.purdue.edu/gchelp/atoms/states.htmlhttp://www.nyu.edu/pages/mathmol/textbook/statesofmatter.html

Instructional ProceduresPre-Assessment (Done with clickers using Smart Board and a Power Point)

1. What is Matter?a. “Stuff” that creates our worldb. The weight of somethingc. How important something is

2. There are main states of matter.a. 1b. 2c. 3

3. Solids have a set . a. numberb. Colorc. Shape

4. All of the states of matter have a . a. Numberb. Weightc. Color

5. Liquids have a set . a. Volumeb. Shapec. Color

6. Liquids must be in order to boil.a. Coldb. Hot

7. Gases do not have . a. Definite sizeb. Definite shapec. Both of these

8. Gases take the shape of their . a. Colorb. Containerc. Number


http://www.chem.purdue.edu/gchelp/atoms/states.html

http://hyperphysics.phy-astr.gsu.edu/hbase/thermo/phase.html


Lesson One: Why does Matter Matter?

E’s Covered in this lesson: Engage, Explore, Evaluate

Lesson Plan Format: Self-Created

Grade: 2 Date: April 16 Teacher: Robertson/Slade

Unit: Matter Matters Duration: 45 minutes

Objectives to be learned and assessed:



Solid. Liquid. Gas.

Integrated Objectives:

L.A.3.03 Explain and describe new concepts and information in own words (e.g., plot, setting, major events, characters, author's message, connections, topic, key vocabulary, key concepts, text features).


Materials:

1. Balloons2. 2-liter sodas3. Video on Brain pop Jr! about the States of Matter4. Chart Paper and Markers5. Baggies of solids, liquids, and gases6. Brain Pop Jr! Assessment of video7. Matter Matters Science Journal

Procedure:

Balloon and Soda Demonstration: 1. Explain what I am doing with the balloon and the soda bottle. I will have the balloon

and soda bottles set up and ready to go before the lesson begins.2. Have students predict what they think will happen when I uncap the soda and place the

balloon overtop. They will write this down in the science journal called Matter Matters. 3. Then place the balloon over the top of a recently opened 2-liter bottle of soda.


4. The balloon should begin to inflate 5. Have students draw a picture and write down what they see happening to the balloon

in their science journal. If students draw a picture they should clearly label the picture.6. Facilitate class discussion on what happened to the balloon and why they think it

happened. 7. Have students write one sentence to explain what they think the reason was in the

journal

Classifying Matter:

8. Next, split class into groups of 4. There should be five groups with one group having an extra person.

9. There is 5 bags of each solid, liquid, and gas. In each of the five stations should be a pencil, ping pong ball, salt, water, juice, syrup, air, and helium in a baggie. I will have these set up before the lesson starts around the room.

10. Send each group of students to a station telling them to wait for further instruction before touching anything.

11. Ask students to put the objects into groups however they would like. The students may at first try to classify them into color, or size.

12. Talk to each group independently and provide guidance until each group starts to sort out each state of matter into their own group.

13. We will discuss how to classify them into each group as a class on the carpet without identifying the names of each state of matter. Examples may include that gases are not usually visible to the eye, and that solids are hard and stiff while liquids are runny and wet.

Introduction of Vocabulary:

14. Introduce vocabulary words of solid, liquid, and gas by watching Brain Pop Jr! Video on the three states of matter. Tell students to pay close attention to the words they use to describe what we have in our baggies.

Assessment:

The assessment for this lesson is the successful completion of classifying the objects by the state of matter. They baggies should be in three sections of solids, liquids, and gases and students should be able to explain generally why they are in those sections. The completion is taken as a beginning understanding of the characteristics of matter.

21st century skills:

Productivity and Accountability – Students are required to be accountable for all the subject matter and will demonstrate productivity throughout many of the demos and lessons.

Communication and Collaboration – Students will work together in small cooperative groups and will communicate about the classification of the objects.

Technology Integration:

I will use the smart board used to show the Brain Pop video to students. This allows students to use interactive features on the video using the board and making it viewable to the whole class at one time.

Bloom’s Taxonomy:

Remembering – The students will remember the vocabulary for the three states of matter and their properties

Analyzing – Students will analyze the bags of objects and try to find different ways to classify them

Understanding- Students will understand that the world is made of matter and it is found all around us. Students should understand that we organize all of this matter into three main types

Applying – Students will apply the information they are learning to their own world and the world around us. Students should apply this idea personally and globally.

Diversity of Learning Environment:

This lesson applies to all types of diverse learners including visual by using the balloon and soda demo, hands on activities for kinesthetic learners by classifying the states of matter, auditory by using the video, and read-write learners by writing the observations down and drawing them. This helps all students to connect to the information in some way and begin the learning process.

Instructional Strategies: Indirect Instruction – I chose this because the activities in this lesson are mainly student

centered. As the teacher I am guiding them but for the most part they are leading the way throughout the exploration of the objects and classification.

Experiential Instruction – I chose this because they are experimenting with the different ways of classifying the objects. I wanted the students to see multiple ways of doing classification and then eventually guide them into the states of matter.

Adaptations/Modifications:

I adapted to a drawing portion to the science journal for the balloon and soda demo. Some students may have a hard time writing down everything that is happening to the balloon, so by allowing them to draw it, the lesson allows those who can express their learning more clearly through drawing are allowed to do so.

Classroom Management Plan:

Grouping Students are placed in groups of 4 that include students with high, average, and low academic backgrounds. Each student will have a job to reinforce participation for everyone.

Proactive Strategies Materials are set up and ready to go Rules and Expectations for group work

are reviewed before doing anything. Visual Redirection – 1,2,3 Eyes on Me Assess students understanding

frequently through monitoring

Rewards/Incentives Verbally recognize students for staying on task

If class stays on task and behaves ok, a letter is given on the board for the whole class

Consequences Not receiving a letter for the day. (whole class)

1. Verbally remind and redirect students if off task or not including all group members.

2. Issue a desist for behavior (Sparkle Jar)

3. For behavior problems that do not get resolved the next step is independent work during group time or not being able to join the class on the carpet and participating from their desk only.

4. Parent Contact/Removal from room

Plan for Assessment for Lesson #1

NCSCOS objectives taught/assessed:3.04 Show that solids, liquids and gases can be characterized by their properties. 3.01 Identify three states of matter:

Solid. Liquid. Gas.

Assessments to be used:

Formative: The students will write in their science journals concepts and ideas that are being learned. This is checked throughout the lessons to check for understanding. Summative: Rubric for entire class: The assessment for this lesson is the successful completion of classifying the objects by the state of matter as a small group as well as some other criteria.

Prior assessment data:Before the beginning of this unit, the 21 students in my class were given a pre-test and asked to answer each question to the best of their ability. This included four questions regarding the properties of the states of matter and the vocabulary associated with matter. The data from the pre-test is as follows:

Question 3: 13 out of 21 students got the question correctQuestion 5: 10 out of 21 students got the question correctQuestion 7: 9 out of the 21 students got the question correctQuestion 8: 11 out of the 21 students got the question correct

Information shared by colleagues:My colleagues and I shared information about the instructional level of a few of the students that may need adaptation and modifications and how to best meet those needs. This included modifying writing assignments to meet their ability level at this time. Proper punctuation and capital letters are expected at all times for all students. Information about prior knowledge of students in general was also exchanged. The prior knowledge of this subject area of the class in general was next to none, with the exception of a couple of students hearing the vocabulary but not understanding the properties of each one.

Prior instructional data:First grade objectives should have been introduced by this point but pre-assessment tools will help to gain better knowledge of what the students actually know.The objectives for the grade prior are as follows:3.01 Describe the differences in the properties of solids and liquids.3.02 Investigate several ways in which objects can be described, sortedor classified.

Objective and21st Century Skills

Pre-Assessment Formative Assessment

Summative Assessment

3.04 Show that solids, liquids and gases can be characterized by their properties

21 st Century Skills Communication and Collaboration

Productivity and Accountability

Critical Thinking and Problem Solving

The pre-assessment has questions on it regarding the size and shape and other key properties of the three states of matter.

3.Solids have a set .

a. numberb. Colorc. Shape

5.Liquids have a set .

a. Volumeb. Shapec. Color

7.Gases do not have .

a. Definite sizeb. Definite shapec. Both of these

8.Gases take the shape of there .

a. Color b.Container c.Number

The students will write in their science journals concepts and ideas that are being taught. I will look for a drawing from the science demonstration, and one written observation from the demonstration. I will check these throughout the lessons to check for understanding.

See Attached Rubric in summary of student learning.

The successful completion of classifying the objects by the state of matter as a small group.

The baggies should be in three sections of solids, liquids, and gases,

Students should be able to explain generally why they are in those sections.

See Attached Rubric in the summary of student learning.

Lesson Two: What’s the Matter?

E’s Covered in this lesson: Explain, Evaluate




Lesson Objectives Learned and Assessed:

3.04 Show that solids, liquids and gases can be characterized by their properties. (Learned)

3.01 Identify three states of matter: (Assessed)

Solid. Liquid. Gas.




Materials:

1. Video on Brain pop jr! about Matter and Questionnaire2. Chart Paper and Markers3. Science Journal

Procedure:

1. Review from the day before by discussing Brain Pop video. 2. Discuss as a class the names of the three states of matter and definitions and write

down on chart paper for visual aid. 3. Tell students that these things are called matter and that is what our world is made of.

a. What do I mean by our world?i. Everything on Earth, all the other continents and places are made up of

solids, liquids, and gases just like where we live4. Ask students to pick a partner when I call on them. 5. Students will work with two other students to create a list of all the things they can

think of around them that are solids, liquids, and gases. Students must classify these as they write them down. Students are given five minutes to write down as many objects as they can think of and must have objects for each list.

6. Ask students to count the list of objects they created7. At the end of five minutes, whichever pair has the list with the most amount of objects

on it will get to share with the class. When they are done, each pair can name one thing one one has said before if they have one.

8. Define the characteristics of the states of matter again as review.


Molecules in Matter

9. Go through Brain Pop video and pause when showing the molecules in the states of matter. Explain that each state is made up of many tiny molecules.

10. Discuss how each of the molecules in the three states of matter is made up while looking at the video.

a. Solids-always wiggling but very slowly, very close to one another, stays in a definite shape and size.

b. Liquids – always wiggling but at a medium pace, moving close to one another but still in in a similar size and shape

c. Gases – wiggling a lot faster, relative to one another, takes up the shape of the container it is in

11. Have the students act out the molecules moving on the carpet. Groups are as follows:

a. Row 1 and two other students from row 4– act out a solidb. Row 2 and two other students from row 4 – act out a liquidc. Row 3 and two other students from row 4 – act out a gas

12. Discuss each role play as it is taking place. How the molecules are moving, where they are moving, if they are always moving, etc. Have students draw this in journal and label each state of matter.

13. Add molecules to the chart in science journals with the vocabulary and definitions!14. Explain the balloon and soda demo from the first day. Inside of the liquid is a gas,

carbon dioxide. We now know that gases expand to fit the shape of the container, so as long as there is room for the balloon to expand, the carbon dioxide will wiggle their way into the balloon.

15. Have students break into three groups and play card matching game.A card game for 3 players or 3 groups of players.Aim: You must try and collect all the cards which describe the state (solid, liquid or gas) shown on your picture card.1.There are three picture cards. Place them face down on the table.2. Each player/group picks a picture card.3. Shuffle the other cards and spread them face up on the table. 4. Take it in turns to pick a card. If it describes your picture card, keep it. If not, you must give it to the player who needs it!5. The game continues until all the players have completed their setshttp://www.collaborativelearning.org/statesofmatter.pdf

16. Have students fill out questions from the Brain Pop video to see what they remember and what I need to cover again. This will serve as a summative assessment on the properties of the three different states of matter.

Assessment:

1. Each student will take the Brain Pop Video Quiz! (See attached in summary of student learning)

http://www.collaborativelearning.org/statesofmatter.pdf

This serves as an individual assessment on the content learned over the past two days. Students should be able to identify the three states of matter as well as identify their properties and give real world examples of solids, liquids, and gases.

21st Century Skills

Global Awareness – This is addressed by showing that the states of matter are found all around the world, and not just here in the United

States. Productivity and Accountability – Students are required to be accountable for

all the subject matter and will demonstrate productivity throughout many of the demos and lessons.

Technology Integration:

Students will use the document camera to show the lists they created of the states of matter found all around their world. Students will also use the document camera during the card matching game to show the one they picked and where they think it belongs. These images will display on the smart board so that the whole class will see.

Bloom’s Taxonomy:

Evaluating – Students will evaluate the bag of matter again and relating it to the world around them

Analyzing – Students will analyze the bags more thoroughly looking for specific properties to identify the stuff with. Students will also be analyzing their world to come up with things they can think of in everyday life that are states of matter.

Creating – Students will create a list of these items that are states of matter. Students will also be creating a role play of the molecules in the different types of matter.

Understanding – Students should grasp an understanding of how the molecules that make up matter move in each of the three main states of matter. They should be able to demonstrate this understanding multiple ways.

Diversity of Learning Environment:

This lesson applies to all types of diverse learners including visual by making lists of examples of states of matter we see every day, hands on activities for kinesthetic learners by acting out the role of the molecules, auditory by using the video, and read-write learners by writing and showing the lists of the states of matter objects as well as playing the matching card game. These different types of learning styles all contribute to the comprehension of the content.

Instructional Strategies: Interactive Instruction – I chose to incorporate this type of instruction into this lesson

because the hands on role playing of molecules and matching card game will really help some learner see it, feel it, and understand it.

Instructional Skills – I chose to incorporate this strategy into this lesson plan because of all of the questioning that takes place in this lesson. I am explaining a lot of information and use questioning as an indirect form of assessment to see who is getting it and who is paying attention.

Adaptation/Modifications:

For my lower level students (3), I will modify the quiz at the end of the lesson. These students will only have to answer two of the four questions in the time allotted. These students take a longer time to grasp onto concepts and may not have the ideas fully developed about the states of matter and their properties. The students will finish the mid way assessment with extra time or at a later date.

Classroom Management Plan:

Grouping Students are grouped in pairs based on developmental level. Students are allowed to pick their partners in a specific order given by the teacher and with redirection of partners if it is needed.

Grouping for the matching game will base upon row only, moving some members of row 4 to other rows. Groups are large enough and based upon assigned seating, will meet the needs of various levels of learners in each group.

Proactive Strategies Having the room set up and organized according to lesson plans

Pre-planning groups for activities Visual Redirection – 3 claps by teacher

followed by students to get attention Assess students understanding

frequently through monitoring

Rewards/Incentives Having the most objects listed on the different states of matter earns sharing it to the class

Verbally reinforcing good behavior and good work.

Receiving a letter from the word matter on the board.





4. Parent Contact or Removal from Classroom

Plan for Assessment for Lesson #: 2

NCSCOS objectives taught/assessed:

3.04 Show that solids, liquids and gases can be characterized by their properties. (Learned)


Solid. Liquid. Gas.


Formative: Students will identify the three states of matter as well as identify their properties and give real world examples of solids, liquids, and gases. Students should have a clear definition of matter written down, and the molecules for each state of matter drawn into their science journals.

Summative: Each student will take the Brain Pop Video Quiz! (See attached in the summary of student learning). This serves as an individual assessment on the content learned over the previous two days.

Prior assessment data:Before the beginning of this unit, the 21 students in my class were given a questionnaire and asked to answer each question to the best of their ability. The pre-assessment had three questions on it regarding the identity of the three states of matter by vocabulary solid, liquid, and gas. The results of the test were as follows:

Question 1: 10 out of the 21 students got the question correctQuestion 2: 7 out of the 21 students got the question correctQuestion 4: 7 out of the 21 students got the question correct Information shared by colleagues:My colleagues and I shared information about the instructional level of a few of the students that may need adaptation and modifications and how to best meet those needs. An example of this included having the assistant pull the two lowest achieving students to a back table when writing down information about each state of matter and helping them understand more clearly the assignment.

Prior instructional data:Some introduction to the vocabulary and definitions of the three states of matter were introduced in the last lesson. This gave them a brief understanding of the actual terms of the three states of matter, the properties of each state of matter, and what they might look like in real life.

Objective Pre-Assessment Formative Assessment Summative Assessment


Solid.

Liquid

Gas.

21 st Century Skills

Productivity and Accountability

The pre-assessment has questions on it regarding the identity of the three states of matter by vocabulary solid, liquid, and gas.

1. What is Matter?

a. “Stuff” that creates our world

b. The weight of something

c. How important something is

2.There are main states of matter.

d. 1e. 2

The students will write in their science journals concepts and ideas that are being taught. This includes a clear definition of matter, and the molecules drawn for each state of matter in the science journal. I will check this throughout the lessons to check for understanding.

See Attached Rubric in summary of

Each student will take the Brain Pop Video Quiz! Students should be able to identify the three states of matter as solid, liquid, and gas give real life examples of solids, liquids, and gases. Students were allowed to write or draw about each state of matter.

See Attached in

f. 3

4.All of the states of matter have .

a. Numberb. Weightc. Color

student learning.summary of student learning.

Lesson three: Why the sudden change?

E’s Covered in this lesson: Expand; Part 1





3.02 Observe changes in state due to heating and cooling of common materials.

Integrated Objectives


Materials:

1. Ice Cubes2. Chart Paper and Markers3. Science Journals4. Portable Burner to create steam

Procedure:

1. Have ice stations set up before lesson begins and turn tea kettle on so it is ready to produce steam once the students have melted the ice. Keep kettle on low until ready for use in lesson. Also, have videos and games pulled up on the Smart Board and ready to go.

2. Review information from the day before through oral discussion.3. Watch Brain Pop Jr. video on the changing states of matter.

Ice Cube Meltdown and Steaming Water

4. Bring in a bag of ice for the students. Divide the students into groups of 5 people. The students will take their ice and find the fastest way to melt the ice.

5. Remind students that heat can change matter and adding more heat might make matter change faster. Examples might be putting them in a sunny spot, rubbing the ice between their hands, or simply placing a cup with ice on their desks. Have students time how long each method takes. Ask students if the molecules are speeding up or slowing down as you apply heat to the ice.

6. Have groups discuss and share their observations and present to the class. Talk about what state of matter ice was and what it became after it melted. (Solid to Liquid)Discuss if we could turn the liquid water back into a solid again. (Yes by making it cold and slowing the molecules down again)

7. Have students model the molecules of a solid becoming a liquid and vice versa. Students should be really closely packed and wiggling but not sliding past one another to represent a solid. As heat is applied to the solid, they will slowly gain a little more space in between each other while remaining at a certain volume. This role can be reversed to represent a liquid turning into a solid.

8. Discuss other solids that can be turned into a liquid.

Liquid to Gas

9. Can a liquid also be turned into a gas? We will stay with the example of water and place water on the portable burner.

10. Have students predict what will happen as the water gets warmer and warmer. 11. Once steam is being let off, ask students what they are observing. Explain to students

that steam is a gas and once water hits a certain temperature it begins to release a gas. 12. Remind students of balloon and soda demo and talk about the gas that was released

into the balloon. 13. Have students model the molecules changing from a liquid to a gas and vice versa.

Students are wiggling and moving relative to one another but in the bottom of the container and slowly spread out, wiggle faster, and slide past one another consistently. They will take up the space of the whole container as they become a gas. This demo can be reversed as well to show a gas being changed into a liquid.

14. Discuss a gas being changed into a liquid. Students should recognize water vapor in the air as a gas and then relate it to condensation. When the water vapor hits the glass, they slow down and do not wiggle as fast, causing them to change into a liquid.

Review of Phase Change

15. Smart board activity: Placing certain things in an oven and freezer and seeing if it changes its state of matter. Students should observe that not all solids are able to be melted or cooled and only certain objects can change phases. Activity is done as a

whole group on the carpet and each student will have a chance to place an item in the oven or freezer.

Assessment

Students will write a five to seven sentence explanation of a time something in their life has changed phases in their journal. Students should explain what happened and then explain why it happened based on what they just learned. This will allow me to see if students have grasped the concept of phase change and understand how it applies to their own lives.

21st Century Skills

Critical Thinking and Problem Solving – Students will think critically to explain and describe an example of phase change in their own life. They will use problem solving when observing the changes to the states of matter to explain what happened to the molecules in each one.

Initiative and Self Direction - Students will actively engage in the changes in the states of matter. Students will take self direction in observances and writing their story. Students will take initiative to write a story that is personal and has actually happened to them.

Technology Integration

Students will use the Smart Board to heat and cool different types of materials that are solids, liquids, and gases. This is an interactive activity in which all students will have a chance to participate.

Bloom’s Taxonomy

Understanding – Students will understand the concept of the molecules in each state of matter in order to understand how they change from one phase to another

Applying – Students will apply phase change to their own lives by writing or drawing about a time that it has happened to them and being able to explain why it happened.

Analyzing – Students will analyze the ice cube meltdown to determine the quickest way to apply the most heat and melt the ice into a liquid.

Diversity of Learning Environment

This lesson is applicable to all types of learner. Visuals will learn by the interactive Smart Board activity, kinesthetic learners will learn through the demo of the ice to water to steam,, auditory will learn from the brain pop video showed at the beginning of the lesson, and read write learners will identify to this lesson through writing and drawing things in their science journals. Through all of these activities, the needs of all learners will meet in different ways.

Instructional Strategies

Direct – a lot of this lesson is done by the teacher performing a demo at the front of the room.

Experiential – Students will perform an experiment that may provide different results each time. Students will also be role playing during this lesson which also proves for experiential instruction

Instructional Skills – This strategy is incorporated into this lesson because of questioning, demonstrating, and exploring through a variety of all activities. The questioning will serve as a form of indirect assessment to tell me what ideas need to be covered again.

Adaptations/Modifications

Certain students within a lower percentile range will only be given a minimum of three sentences and a drawing to describe a time they experienced phase change as a modification. The idea of phase change may be easier to draw before and after for these students and they are allowed to describe the process this way for their assessment in this lesson. They will learn the same content.

Classroom Management Plan

Grouping Students are placed into groups of four for the ice melting portion of the lesson. Five students are named as leaders and will rotate turns picking people to be in their group. The leaders are higher level students of the class so that they are all not placed in a group together. This is a normal classroom procedure and I will help guide student choices to make sure each group has a wide variety of level students.

Proactive Strategies Having all materials ready at the beginning of the lesson

Visual Redirection – 1,2,3 Eyes on Me in between group work activities

Monitoring students consistently to check for understanding

Room arrangement will enhance learning capability

Rewards/Incentives Verbally reinforcing desirable behaviors

Receiving a letter on the board for desirable behavior






Plan for Assessment for Lesson # 3




Formative: For this lesson, the students will role play molecules among small groups of students. The students will demonstrate what the molecules do when changing from one state of matter to another. They will act as water and begin as a ice cube (solid), melt into water (liquid), and then get hotter and start wiggling faster and become steam (gas).

Summative: Students were required to write a five sentence story about a personal experience with a solid changing to a liquid. Three student assignments are modified and each student is only required to write three sentences about a personal experience.

Prior assessment data:Before the beginning of this unit, the 21 students in my class were given a questionnaire and asked to answer each question to the best of their ability. The pre-assessment had one question on it relating to the heating and cooling of common materials. The data from this part of the assessment are as follows:

Question 6: 3 out of the 21 students got this question correct

Information shared by colleagues:My colleagues and I shared information about the instructional level of a few of the students that may need adaptation and modifications and how to best meet those needs. This included modifying writing assignments to meet their ability level at this time. For example, instead of writing a seven word sentence, they may only be required to write a five word sentence. Proper punctuation and capital letters are still expected. Information about prior knowledge of students in general was also exchanged. The prior knowledge of this subject area of the class in general was next to none, with no vertical alignment for this topic in the states of matter.

Prior instructional data:The prior lessons gave detailed information on the three states of matter. Water and ice should be talked about briefly referring to how they were both water but were two different states of matter. However, this was not in any great length or detail in the prior lessons.

Objective Pre-Assessment Formative Assessment Summative Assessment3.02 Observe changes in state due to heating and cooling of common materials.


Communication and Collaboration

Initiative and Self Direction


The pre-assessment has a question on it regarding the changing of the three states of matter.

6. Liquids must be (answer) in order to boil. A. Cold B. Hot

The students will act out the molecules in each state of matter. I will observe this throughout the lesson to check for understanding.

Students will write a five sentence explanation of a time something in their life has changed phases in their journal. Students should explain what happened and then explain why it happened based on what they just learned. This will allow me to see if students have grasped the concept of phase change and understand how it applies to their own lives.


Lesson four: Who wants some ice cream?

E’s Covered in this lesson: Expand; Part 1 continued, Evaluation




Lesson Objectives Learned:





Materials:

1 tbs of sugar ½ cup milk ¼ teaspoon of vanilla 6 tbs of salt 2 cups of ice Quart and Gallon Size Baggies Ice Cream writing assignment sheet

Procedure1. Baggies of ingredients are passed out to each student. In a quart size baggie there is vanilla,

milk, and the sugar pre-mixed before the lesson began. 2. We will discuss what state of matter they are looking at in their baggies. We will discuss what

they think will happen when we add ice to the bag, and the molecules hit the cold temperature.


The molecules will slow down wiggling once they are getting colder causing the molecules to get closer together and more tightly packed, creating a solid.

3. After they have all the ingredients, students will line up at the back table to receive ice and salt in a gallon size baggie.

4. Students will place the quart size bag into the gallon size bag and begin shaking. 5. Students will shake for about ten minutes.6. The liquid mixture should turn into a solid, creating ice cream. 7. In order for students to receive a spoon to eat the ice cream with, they must tell me which state

of matter it began as, and what it is now. (Started as liquid, ending as a solid)8. Once students have finished their ice cream, they will write about the state of matter it started

out as and how they changed it into a solid. I will remind students about using legible handwriting at this point as well. They will then list the different ways the states of matter can change phases. If students get done early, they can draw pictures of real life phase change examples in their science journals.

Assessment

The formative assessment for this lesson will include having each student explain to me what state of matter it started out as, and which state of matter it was at the end of the lesson. This is written down on the formative assessment rubric with a check, check plus, or check minus.

The summative assessment for this assignment will include the writing assignment explaining what happened to the liquid after we put it in ice and salt. Students are graded on a rubric based off the criteria for the writing assignment.21st Century Skills

Initiative and Self-Direction - Students will actively engage in the changes in the states of matter. Students will take self direction in observances and writing their story. Students must make observations and inferences about phase change.



I will use the Smart Board to display step by step instructions for the students to follow to make the ice cream. I will write the First, Next, Then, Last steps on the board to remind them how to write their story on the sheet provided.

Bloom’s Taxonomy

Applying – Students will apply the knowledge learned about phase change to an everyday object. They will apply concepts about the molecules in a solid and liquid to this lesson as well.

Creating – Students will create the ice cream through their knowledge of phase change with the states of matter.


This lesson applies to most types of learners. Auditory learners learn from the discussions that take place throughout the lesson. Visual and kinesthetic learners will learn from the hands on activity of creating the Oobleck and the directions written on the board. The read/write learners are also able to learn from the handout where they are able to write about what we are doing that applies to phase change.


Indirect – The students will come up with the ideas of phase change and generating the questions by themselves. It is mainly a student centered activity along with some guidance from me and the cooperating teacher.

Experiential – Students will do a form of experiment where they will share, infere, and apply. The students will learn from the experiment what happens when ice is applied to certain ingredients and the molecules slow down enough to create a solid.

Interactive – In this lesson we will discussion and share a lot of information. Students will collaborate with their shoulder buddies on what is happening and will learn from one another that way as well.


All students will learn the same information. Some adaptations are made for the writing assignment. The lower level students will only be required to write a first, next, and last sentence. The average level students will write 4 sentences about phase change. The above average students will write five sentences or more about phase change and the molecules. All students should grasp the basic content knowledge of a liquid changing to a solid, but only some higher level students will write about the molecules.


Grouping Students are placed at desks near students with

different levels of ability. Students will do most of this lesson independently with the exception of small discussion with their shoulder buddy. The low students are placed in desks near higher level students specifically for lesson similar to this for peer teaching.

Proactive Strategies Having materials set and ready to go in separate baggies

Seating arrangements ahead of time Visual Redirection – 1,2,3 eyes on me Monitoring individual activity

Rewards/Incentives Verbally reinforcing good behavior Receiving a letter on the board for

desirable behaviors









Assessments to be used:For this lesson, the students will make ice cream by changing from a liquid to a solid by cooling of the materials. The successful completion of identifying the states of matter at the beginning of the lesson and the end, and participation in this lesson will serve as a formative assessment.

Prior assessment data:Before the beginning of this unit, the 21 students in my class were given a questionnaire and asked to answer each question to the best of their ability. The pre-assessment had one question on it relating to the heating and cooling of common materials. The data from this part of the assessment are as follows:

Question 6: 3 out of the 21 students got this question correct

Information shared by colleagues:My colleagues and I shared only information about the instructional level of a few of the students that may need adaptation and modifications and how to best meet those needs. This included modifying writing assignments to meet their ability level at this time.

Prior instructional data:The prior lessons gave detailed information on the three states of matter. Water and ice should have been talked about in the previous lesson, providing the base knowledge for this lesson on phase change.

Objective Pre-Assessment Formative Assessment Summative Assessment3.02 Observe changes in state due to heating and cooling of common materials.



Environmental Literacy

Initiative and Self-Direction

The pre-assessment has a question on it regarding the changing of the three states of matter.

6. Liquids must be (answer) in order to boil. A. Cold B. Hot

The students will write in their science journals concepts and ideas that are being taught. Students should be able to identify multiple ways that the states of matter can be changed including examples such as solid to liquid and gas to liquid. I will check this throughout the lessons to check for understanding.


The summative assessment for this lesson is included in the formative assessment. The objective was assessed in the previous lesson (#3).


Lesson five: Combining matter with matter

E’s Covered in this lesson: Expand and Evaluate





3.06 Observe that a new material is made by combining two or more materials with properties different from the original material.

Integrated Objectives



Materials:

1. Cornstarch (1/2 cup) and Water (1/4 cup)2. Food Coloring (optional)3. Plastic Bowls4. Baggies with pre measured ingredients inside5. Dr. Seuss Book : Oobleck 6. Oobleck Handout (see attached)

Procedure

1. Prepare pre measured bags of cornstarch for each student. Also have pre measured bags of water in baggies. Have these bags laid out on each student’s desk before the beginning of each lesson.

2. Review phase change and begin a discussion on what we think would happen if we combined two different states of matter.

3. Students will make verbal predictions as well as write down the initial question as a class on what might happen if we combine a solid and a liquid. Students can observe the materials handed out to them to help make predictions.

4. Read students part of the book Oobleck by Dr. Seuss. (pages 1 through 15)

Making Oobleck


5. Tell students to combine the two baggies together in the mixing bowl. First add 1 cup of cornstarch and then add 1 cup of water.

6. Students will use their hands to mix the two substances together. I will remind students periodically of desired behaviors during this activity.

7. Students should write down two observations of Oobleck in their handout. Students should be observing that when you squeeze it close together in your hand it makes a solid, but as you release your hand the mixture will begin to flow and become a liquid. In the analyzing section of the handout, students should write seven adjectives that describe the Oobleck. The three low students will only be required to write five adjectives.

Observations and Conclusions

8. Students will look at their shoulder buddy and discuss why they think this substance is the way it is.

9. I will then explain that these types of mixtures do not have an actual name. Each shoulder buddy pair will come up with a name for the mixture and share it with the class. They will write down the name of their mixture in their journals and write a closing statement about why they think the goo can be two different states of matter at one time.

Assessment

The assessment for this lesson is a check plus, check, or check minus for the observations made of the Oobleck that is written in the handout. Students should have noted something about what happens when you hold it tightly and when you hold it loosely in their science journals. The completion of the handout will also be required for a check plus.

21st Century Skills

Communication and Collaboration - Students will work in pairs and with one another to observe the changes. They will collaborate to discuss the differences in the different states of matter.

Critical Thinking and Problem Solving – Students will use critical thinking skills to observe the changes in the Oobleck. Students will use problem solving to figure out how and why the changes are able to take place.


Students will follow instructions audibly and visually through the Elmo. Students will see and hear their instructions through this piece of technology.

Bloom’s Taxonomy

Creating – Students will create the Oobleck in a hands on way to learn about combining two or more states of matter.

Analyzing – Students will analyze the Oobleck in order to try and describe its attributes. Evaluating – Students will evaluate the whole experiment to draw a conclusion about what

happens when two states of matter are combined and what a solid and liquid combined are able to create.


This lesson applies to most types of learners. Auditory learners learn from the discussions that take place throughout the lesson. Visual and kinesthetic learners will learn from the hands on activity of creating the Oobleck. The read write learners are also able to learn from the handout where they are able to write about what we are doing as well as learn from the book I will read from.


Indirect – The students will come up with the ideas and generating the questions by themselves. It is mainly a student centered activity along with some guidance from myself and the cooperating teacher.

Experiential – Students will do a form of experiment where they will share, infer, and apply. The students will learn from the experiment what happens when cornstarch and water are combined.

Interactive – In this lesson there we will discuss and share different types of information. Students will collaborate with their shoulder buddies on what is happening and will learn from one another.


When the students are analyzing the Oobleck and writing down adjectives, most students are required to write down at least seven. The lower level students will come up with five adjectives. All students should complete all other activities at the same level.


Grouping Students are placed at desks near students with different levels of ability. Students will do most of this lesson independently with the exception of small discussion with their shoulder buddy. The low students are placed in desks near higher level students specifically for lesson similar to this for peer teaching.

Proactive Strategies Having materials set and ready to go Seating arrangements ahead of time Visual Redirection – 1,2,3 eyes on me Monitoring individual activity

Rewards/Incentives Verbally reinforcing good behavior Being allowed to share the name of your

Oobleck Receiving a letter on the board for

desirable behaviors








3.06 Observe that a new material is made by combining two or more materials with properties different from the original material.


Formative: Students will write real life examples of a mixture similar to Oobleck in their science journals. Successful completion of the experiment will also be part of the formative assessment.

Summative: Students will create their own name for the goo and write seven adjectives describing their goo in the science journals. Students will also write a closing summary of Oobleck stating what they think caused it to be two states of matter at one time in their science journal.

Prior assessment data:(N/A) This topic does not have any vertical alignment from the first grade and is therefore not assessed in the pre-assessment.

Information shared by colleagues:My colleagues and I shared information about the instructional level of a few of the students that may need adaptation and modifications and how to best meet those needs. This included modifying writing assignments to meet their ability level at this time. For example, instead of writing seven adjectives some students were only required to write five.

Prior instructional data: There is no prior instructional data on the combining of different states of matter in the unit or in previous grades.

Objective Pre-Assessment Formative Assessment Summative Assessment3.06 Observe that a new material is made by combining two or more materials with properties different from the original

N/A The students will write in their science journals concepts and ideas that are being taught. I will check this throughout the lessons to check for understanding.

See attached Rubric.

Students will write a story about their particular goo. This will include what it feels like to be Oobleck, what it looks like, what it does, where it came from, and what it can be used for. Students will write a creative writing story and the students are

material.



Communication and Collaboration

Environmental Literacy

Initiative and Self Direction

required to write at least five sentences with correct punctuation and capital letters. This serves as a form of evaluation by testing to see if they know that two or more states of matter can be combined to create different things that sometimes do not have a name.


Post Assessment is given at the completion of this lesson. This will assess all of the knowledge taught throughout all other lessons as well.

Post Assessment1. What is matter? (1 pt.)

2. What are the three different states of matter? (1 pt)

3. Which state of matter do we usually not see? (1 pt)

4. Which state of matter has a definite size (volume) and can flow? (1 pt)

5. Which state of matter is usually hard? (1 pt)

6. Can you draw how the molecules move in a gas in this container? (1 pt)

7. Which state of matter has a definite shape AND size? (1 pt)

8. Can you draw how the molecules move in a solid in this container? (1 pt)

9. In two sentences can you describe how the molecules change when turning from a liquid to a solid? (1 pt)

10. Which state of matter takes up the whole space of their container? (1 pt)

11. Name something that can take all three forms of matter? (1 pt)

12. Name two examples of each state of matter in the chart below.

Solid(1 pt each)

Liquid( 1 pt each)

Gas( 1 pt each)

13. Which state of matter is the gasoline we put into our cars? (1 pt)

14. Why does matter matter? (2 pts)

Summary of Student Learning

Formative Assessment Rubric (ongoing)Check + means student performed activity above expected levelCheck means students performed activity at an expected levelCheck – means student performed activity below expected levelStudent Names

PictureDrawn ofBalloon and SodaDemo

One observationWrittenAboutDemo

Definition of Matter Written Clearly

MoleculesDrawn for each state of matter

Participated in ice cream phase change

Labeled and identified phase change

Written real life examples of Oobleck

Performed Oobleck Experiment

Makayla V+ V V+ V+ V+ V- V+ V+

Taylor V+ V+ (AB)V

V+ V+ V+ V+ V+

Jordan V+ V V+ V+ V- V- V+ V+

Andrew V+ V+ V+ V+ V+ V+ V+ V+

Clarissa V+ V+ V+ V+ V V- V+ V+

Allee V+ V+ V+ V+ V+ V+ V+ V+

John V+ V+ V V+ V+ V- V+ V+

Madison V+ V+ V+ V+ V V V+ V+

Courtney V+ V+ V+ V+ V V- V+ V+

Tyler V+ V+ (AB)V

V+ V- V V+ V+

Alex V+ V+ V+ V+ V+ V+ V+ V+

Hailey B. V+ V+ V V+ V V- V+ V+

Carina V+ V V+ V+ V V- V+ V+

Victoria V+ V+ V V+ V+ V+ V+ V+

Grace V+ V V+ V+ (AB)V+

(AB)V

(AB)V+

(AB)V+

Hailey M. V+ V+ V+ V+ V V V+ V+

Selina V+ V V+ V+ V V- V+ V+

Ezra V+ V V V+ V V+ V+ V+

Jonah V+ V+ V+ V+ V+ V- V+ V+

Brianna V+ V+ V+ V+ V V+ V+ V+

Anthony (AB)V-

(AB)V

V+ V+ V+ V- V+ V+

Summative Assessment for Lesson 1:Objectives:3.01 Identify three states of matter:

Solid. Liquid. Gas.


Check + means student performed activity above expected levelCheck means students performed activity at an expected levelCheck – means student performed activity below expected level

Student Names Completion of Classification Multiple Ways

Identify vocabulary terms such as matter, solids, liquids, and gases

Shows understanding of beginning concepts of properties of each state of matter

Group Participation and On Task Behavior

Makayla V+ V V V

Taylor (Absent on original day)

V+ V V V+

Jordan V+ V+ V V+

Andrew V+ V+ V V+

Clarissa V+ V+ V V-

Allee V+ V+ V+ V+

John V+ V+ V V+

Madison V+ V+ V V

Courtney V+ V+ V V+

Tyler (Absent on original day)

V+ V V V

Alex V+ V+ V+ V+

Hailey B. V+ V+ V V

Carina V+ V+ V- V

Victoria V+ V+ V V+

Grace V+ V+ V V+

Hailey M. V+ V+ V+ V+

Selina V+ V V- V

Ezra V+ V+ V+ V+

Jonah V+ V V V+

Brianna V+ V+ V+ V

Anthony V+ V V- V+

Summative Assessment for Lesson 2: Brain Pop Quiz

Students may use words and/or drawings at this point to answer these questions.Results of this summative assessment are shown in the student progress chart in the final student progress table.

Note: The original test had “like” at the end. I used white out on that word to establish a clearer question and develop higher order thinking skills.

Summative Assessment for Lesson 3:Objectives:3.02 Observe changes in state due to heating and cooling of common materials.


Student Names Student told personal story about phase change

Student used legible handwriting

Student included at least 5 sentences

Student used correct punctuation

Student used capital letters when needed

Makayla V V+ V V+ V+

Taylor V V V V+ V+

Jordan V V V+ V+ V+

Andrew V+ V V+ V+ V+

Clarissa V- V V- V+ V+

Alee V+ V+ V+ V+ V+

John V+ V+ V- V+ V+

Madison V+ V+ V+ V+ V+

Courtney V V+ V+ V+ V+

Tyler V V- V V+ V

Alex V+ V+ V+ V+ V

Hailey B. V+ V+ V- V V

Carina V+ V V- V V

Victoria V V V+ V+ V+

Grace V+ V+ V V+ V+

Hailey M. V- V V+ V+ V+

Brianna V+ V+ V+ V+ V+

Ezra V V V V V-

Student told personal story about phase change


Student included at least three sentence

Student used correct punctuation

Student used capital letters when needed.

Selina V V+ V V- V+

Jonah V+ V- V V V

Anthony V+ V+ V V+ V+

Summative Assessment for Lesson 5: OobleckObjectives:3.06 Observe that a new material is made by combining two or more materials with properties different from the original material


Student Names Student performed Oobleck

Student created a name for their goo

Student created minimum of 7 adjectives about

Student wrote a closing summary about Oobleck


experiment OobleckMakayla V+ V+ V+ V+ V+

Taylor V+ V+ V+ V V

Jordan V+ V+ V V+ V+

Andrew V+ V+ V+ V+ V

Clarissa V+ V- V+ V V

Alee V+ V+ V+ V+ V+

John V+ V+ V V V+

Madison V+ V+ V+ V+ V+

Courtney V+ V- V V+ V+

Tyler V+ V+ V+ V- V

Alex V+ V+ V+ V+ V+

Hailey B. V+ V+ V V V

Carina V+ V+ V V V-

Victoria V+ V- V+ V+ V+

Grace V+ V V+ V V+

Hailey M. V+ V+ V+ V+ V+

Selina V+ V+ V V- V+

Ezra V+ V- V+ V V

Jonah V+ V V+ V V-

Brianna V+ V+ V+ V V+

Anthony V+ V+ V+ V+ V+

21 st Century Skills Rubric (assessed by observation over all five lessons)

V+ means student exhibited these skills over 4 to 5 of the lessonsV means student exhibited these skills over 2 to 3 of the lessonsV- means student exhibited these skills over only 1 of the lessons

Student Names Communication and Collaboration(Lessons 1, 3, 5)

Productivity and Accountability(Lesson 1, 2)

Critical Thinking and Problem Solving(Lesson 1, 3, 4, 5)

Environmental Literacy(Lesson 4, 5)

Initiative and Self Direction(Lesson 3, 4, 5)

Makayla V V+ V V+ VTaylor V+ V V V+ V-Jordan V V+ V+ V+ VAndrew V V V V+ VClarissa V- V V V V-Alee V+ V+ V+ V V+John V- V V V VMadison V V+ V+ V VCourtney V+ V+ V+ V+ V+Tyler V V V V VAlex V+ V+ V+ V+ V+Hailey B. V V V V VCarina V- V V V V-Victoria V V+ V+ V V+Grace V+ V V+ V+ V+Hailey M. V+ V+ V+ V+ V+Selina V V V- V VEzra V+ V V+ V+ V+Jonah V V V V+ V-Brianna V V+ V+ V+ VAnthony V+ V V V+ V+

Summary of Pre, Mid, and Post Data

Pre Assessment

Objectives:3.01 Identify three states of matter:

Solid. Liquid. Gas.

3.02 Observe changes in state due to heating and cooling of common materials.3.04 Show that solids, liquids and gases can be characterized by their properties.

V- means students has very little to no background knowledge on the states of matterV means student has a small amount of background knowledge on the states of matterV+ means students have a grasp on the basic concepts of the states of matter

Midway Assessment of Student Learning

Objectives:3.04 Show that solids, liquids and gases can be characterized by their properties.

3.01 Identify three states of matter: Solid. Liquid. Gas.

V+ means student is at a level of understanding appropriate for this point in the unitV means students is at a level of understanding approaching appropriate level for this point in the unitV- means student is at a level of understanding below appropriate level for this point in the unit

Post Test Summary of Student Learning

Objectives Assessed:

3.01 Identify three states of matter: Solid. Liquid. Gas.

3.02 Observe changes in state due to heating and cooling of common materials.3.04 Show that solids, liquids and gases can be characterized by their properties.

If the student scored between an eleven and fourteen out of twenty, the student achieved below expected level of learning for this unit. (V-)

If the student scored between a fifteen and seventeen out of twenty, the student achieved at an average level of learning for this unit. (V)

If the student scored between an eighteen and twenty out of twenty, the student achieved at a high level of learning for this unit. (V+)

L – Low Achieving in this unitM – Medium (Average) in this unitH – High Achieving in this unit

Student Name Pre Assessment Midway Assessment Post Assessment

Anthony (L) 5/8 V V 11/20 V-

Selina (L) 4/8 V V- 13/20 V-

Taylor (L) 2/8 V- V- 14/20 V

Jonah (M) 3/8 V- V 15/20 V

Clarissa (M) 1/8 V- V- 15/20 V

Madison (M) 3/8 V- V+ 17/20 V

Tyler (M) 3/8 V- V 17/20 V

Brianna (M) 5/8 V V+ 17/20 V

Hailey B.(M) 2/8 V- V 17/20 V

Jordan (M) 2/8 V- V 17/20 V

Makayla (M) 5/8 V V 17/20 V

Alee (H) 5/8 V V 18/20 V+

Ezra (H) 4/8 V V+ 18/20 V+

Alex (H) 2/8 V- V+ 19/20 V+

Carina (H) 6/8 V V 19/20 V+

Courtney (H) 5/8 V V 19/20 V+

Andrew (H) 3/8 V- V 19/20 V+

Grace (H) 5/8 V V+ 19/20 V+

Victoria (H) 5/8 V V 20/20 V+

Hailey M. (H) 3/8 V- V+ 20/20 V+

John (H) 4/8 V V 20/20 V+

Results and Analysis of Student Learning

Based on the information gathered from the formative and summative assessments in

each lesson, I observed student growth for a majority of my students. Nineteen of my twenty

one students moved up a minimum of one developmental level. One of the other two

remaining students did well until the post assessment where he dropped one developmental

level. The other student remained the same level across the pre, midway, and post

assessment. I was able to use this data to determine what information to revisit at the

beginning of the next lesson.

Through some lessons and assessments I was able to see which instructional strategies

worked best with my students. For example, I learned from lesson two that when students are

working in small groups, all members of the group should be writing down the information. For

that lesson, only one person in the group was writing and therefore some of the other students

were not paying attention as closely as they should. Therefore, I changed the instructional

strategy to whole group instruction at the closure of that lesson to ensure that each student

was learning the content in depth. Another example of using specific data outcome affected

how I did pairs and groups for my future lessons. The students that I allowed to work together

for one lesson did not show as much growth on the midway assessment as the rest of the

students. If the partnership was not the direct reason for less growth, it did play a role in

student learning and this outcome then affected everybody and who they were allowed to

work with for the rest of the unit.

Using the data from student assessment I was able to see that the hands on

instructional strategies were very helpful to student learning. The visuals really helped a

majority of the students and being able to do science instead of reading about it in a book

helped them to truly learn the content instead of just hearing about it. However, some

instructional strategies were changed throughout the lessons, including some last minute ideas.

An example of this would be deciding to teach in small groups instead of whole group in the

middle of a lesson so that I was able to spend more one on one time with each student and

really focus in on each student’s needs for learning.

Based off the analysis of student learning, there are certain research verified practices

that can be used to improve teaching and learning. One practice I need to use more effectively

is cooperative grouping, as well as non linguistic representations. Although I did use linguistic

and non linguistic representation, in my future teaching I will try to use more non linguistic.

Another research verified practice I will use more in future teaching includes identifying

similarities and differences and doing even more thematic instruction. I enjoyed the thematic

idea of this unit and I hope to utilize it even more in my future teaching. The last research

verified practice I used in this unit but plan on using more in my future teaching is reinforcing

effort. Although I did reinforce effort throughout this unit, I think there is much room for

improvement in this practice for teaching.

(Sources found in notes from class)

Reflection on Teaching and Learning

This instructional design plan was a lot of work but worth it all when I was able to see

the students grow with the continuation of the lesson plans. I enjoyed begin able to watch the

students engaged in my lesson plans that I created and see how much they were enjoying the

hands on science activities. I think the fact that the students were so engaged and involved

with the science topic made them excited about writing stories and other things in their science

journals. I do not think some of the students even realized they were doing language arts and

writing because they were so involved with everything we were doing. As far as the planning

for this unit goes, I am overall pleased with the layout and timing of each component of this

Instructional Design Plan and how it all came together towards the end. I think in the future I

will try to do more of a variety with grouping of students, and pre planning those groups farther

in advance. Also, in the future I will not use a multiple choice test for the pre assessment. I

wanted to incorporate technology into the pre assessment by using the Smart Board and

clickers, which required a multiple choice test. When looking at the data from the pre

assessment, I do think some of my students got certain lucky guesses affecting what they truly

knew before I started my unit. Although I realize this was not the best test format for second

graders or for a pre assessment, I feel as though I learned a lot about using the Smart Board and

clickers, and being able to gather individual and class data. This data was also able to be saved

to my own personal computer which made it easy to break data down data and reference when

analyzing student learning. I feel as though the alignment of assessments was well fit to the

unit and each assessment was given at an appropriate time. Each of my lessons had a certain

level of instructional variation, but I noticed that I used that same variety in each lesson. In the

future, I hope to challenge myself to use even more instructional strategies to fit the needs of

my students, and use a more diverse range of strategies throughout all of my teaching and

learning units.

When looking at student growth from the pre assessment to the mid way assessment to

the post assessment, I can see a positive impact on positive growth through the rise in

development levels for the majority of my students. Not only can I see a positive impact on

their content knowledge, but also a positive community within the classroom. Students were

always smiling and asking when we would be doing more experiments and writing in our matter

journals. This told me that I was establishing a positive environment for the students as well as

having a positive impact on their learning.

This teaching experience has taught me many different things about assessment. I have

learned that there are other forms of assessment than a test. Even though I mainly used

written tests, rubrics, and journals I explored other assessments throughout this project such as

plays, drawings, conferences, posters, portfolios or notebooks, and murals. Even within the

written tests, I have learned the correct way to write a test that promotes higher order thinking

skills and twenty first century skills. Through this project, I feel more prepared to perform

different types of assessment in the future. Communication with my cooperating teacher has

helped me to feel confident in this area as well, with his feedback from the assessments I used

and the other forms of assessment he uses in his classroom. I also feel confident in aligning my

assessments with my lessons because of support and help from my cooperating teacher and

professors. I have learned how to clearly state my objectives for each lesson and how to assess

those objectives visibly.

I feel confident in the areas of creating modifications, but also feel as though I have a lot

to learn about applying modifications and adaptations. One thing I struggled with during this

design plan was how to communicate to certain students their modifications. Luckily, I had an

assistant teacher that was very willing to take them to the back of the room and help them with

their modified assignments I had given her beforehand. However, I am a little unsure of how I

would handle the modifications without an assistant teacher there. As far as creating them I am

comfortable, it is just the execution of them that I feel as though I need to improve upon.

Overall, I feel very prepared to plan and perform units in the nearby future, but I think I

still have a lot to learn as well. There is always room for improvement and learning on my

behalf, and it should always be that way in my opinion. I feel as though my strengths are

classroom management, planning and execution of lessons, and applying twenty first skills and

higher order thinking questions. I still feel as though I need to work on applying modifications

and adaptations as well as a couple of my transitions between activities. My final internship

will hopefully provide the opportunity for me to grow and develop in these areas as well as

other areas. I will approach all of these goals with a positive attitude and willingness to learn so

that I can be the best educator I can right out of college.

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