Spring 2012

Context: 1st grade science lesson Overall lesson topic/title: Water as Liquid GLCEs for this lesson:

P.PM.01.22 Demonstrate that water as a liquid takes on the shape of various containers IA.01.12 Share ideas about science through purposeful conversation S.IA.01.13 Communicate and present ndings of observations
Rationale: Students will Explore Phenomena for patterns through observing and manipulating water as a liquid. After students observe and complete tasks they will explore ideas about patterns. Materials & supplies needed: 24 Zip lock bags-with water in them KWL (What We think we Know, What we Wonder about, and What we Learned) chart (in a smart board slide)partially filled in from previous lesson Smart Board Elmo

Procedures and approximate time allocated for each event \ Introduction to the lesson Students will walk into the room and see zip lock bags with water on their desk. The teacher will be playing with a zip lock bag with water in it. KWL chart from the previous lesson will be up (on smart board slide). Students will be asked to sit down on the carpet. Teacher will ask students what liquid is in her Ziploc bag. Thats right first graders its water! Who can remember/read from our KWL chart what we already know about water? Does anyone want to add anything else we know about water? Well first graders I want us to predict what would happen if Ms. Spendel opened this bag and spilled it all over the floor! Whisper to your partner what would happen. I am going to ask for kids ideas and write them in a brainstorm

Academic, Social and Linguistic Support during each event):

Pull popsicle sticks when asking questions

Always ask kids to repeat back directions

Praise positive behaviorfollowing directions, listening, on task-ask much as possible

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bubble on the smart board. Great job! Now let me explain what you are going to do today-I know we are all very excited but I need everyone to give me the magic 5 and be good listeners so we can all follow directions. You have on your desks zip lock bags with water-you are going to explore what happens when you move the bag-squeeze softly the bag. This is not a toy-please do not throw it, put holes it, stretch it-we want to explore what happens to water when it is touched-while it is in a bag. I am going to show you right now what exactly to do. I take my Ziploc bag with water and I tilt it to the side. I notice where the water is going. (put sheet on elmo). Now I am going to draw what I did to the Ziploc bag and then I am going to write what the water did-Water moved to the side I titled the bag. This is what I want you to do, when I say the magic word of the day (pull a stick to choose kid) you will go back to your seats and hold up your Ziploc bags and look at me when you are ready. We are all going to do the same thing to our Ziploc bags and observe together and then you may do it on your own. Alright! MAGIC WORD!!! Lets all tilt our bags to the left. Whisper to whoever is next to you what happened to the water. Alright give me 5, what happened? Thats right the water titled to the left. I am going to draw it, draw it with me. Then I am going to write on the side-Water tilted to the left when I titled the water. Great job! So you are now going to do this on your own, you do something appropriate to your baggie (no throwing, poking holes, extra) and then draw what it looks like and write what it looks like. Kids who are on task and complete their work thoroughly will be allowed a couple minutes to play safely with their baggies. (5-8_ minutes) Remind kids of magic 5 during whole group

Clap/give me 5 for kids attention

Instruct kids that if they are not exploring the water in an appropriate and safe way that it will have it taken away and they will then observe a partner. Be very explicit with instructions on how to observe the water.

If odd number of kids that day make sure to make a group of threekids are organized based on who they sit next to

Explain to kids that if they do not have a partner during TPS (Think Pair Share) that you will find one for them.

OUTLINE of activities during the lesson Students fill out their observation sheet Have extra paper for kids who want to do more If kids are finished early-encourage them to do more with their

Instruct students to stretch out words the best they can when writing down observations.

Write key words on boardwater, move.kids will usually let you know what

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bag and write more examples-but if not they can play with baggie for a couple of minutes, color their drawings, write more to their observations or read informational books about water provided in the library

words they want to use

Circulate room as students are working-help kids with writing/observations

Clean up: -Worksheets in seat work bin, baggies in sink. Then bring kids to the large carpet and have them sit in a circle. Instruct students that I will ask them questions and they will pass the talking frog to who wants to talk. Review talk stems (I agree, I disagree, I want to add). Review expectations of discussion-no blurting out, wait turn, good listeners-with eyes, ears and body. Questions to ask: What did you notice? What happened when you softly squeezed the bag? What happens when you tilt the bag? What characteristic of water did you learn about

Time: 20 minutes

Closing summary for the lesson

If time allows, go over what we learned about water and write concept map on white board-have kids have their own worksheet on clip board to follow along/add their own ideas

Great job first graders! We learned today that water flows and changes shape. I want you to draw a picture showing thisI want you to think about a time you spilled water-what happened? Draw me a picture of what happens when water is spilt on the back of your observational page. If you have time draw a picture of what water looks like in a river or lake-think about how it flows

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(_5__ minutes)

Basis for assessment Have clip board with you with each kids Academic, Social, and name on it. Circulate the room as students are working and see Linguistic Support during what observations/connections they are making. Write down assessment notes of misconceptions/what you need to work on. On same clip note write who is speaking and what ideas/misconceptions they have. If I am concerned that student Criteria: is not understanding-review material before next lesson Students are able to draw what they observe correctly-they and discuss with them during draw the water in the bag and how they move and what an independent science happens activity Students are able to explain that water flows and does not keep it shape Students are able to predict that water loses the shape it is in when it is when it is spilled Students describe water as slippery, flowing

First Grade Science Lesson

Spring 2012

Overall lesson topic/title: Why does liquid water not keep its shape and why does ice keep its shape? GLCEs for this lesson: P.PM.01.21 Demonstrate water as a solid keeps its own shape. (ice) P.PM.01.22 Demonstrate that water as a liquid takes on the shape of various containers Rationale: Students explain patterns, teacher introduces scientific ideas Materials & supplies needed: Document Camera Flow chart work sheet Smart Board Procedures and approximate time allocated for each event Introduction to the lesson As students walk in they sit in the carpet and watch a smart board assimilation of liquid water freezing and then melting. What is happening on the board? Think of ways liquid water turns into ice, whisper to someone next to you different ways liquid water turns to ice. We have discussed characteristics of ice and water-think in your head of the differences-who can tell me a difference between them? Great! Ice is colder; ice keeps its shape, water flows and can change its shape. I am going to explain the directions-so listen carefully; I am going to ask a student to repeat them back to me-On your desk you have a chart you need to fill out-you want draw liquid water and then draw ice-and where the arrow is write ways this liquid water turns into ice(put under Elmo and explain). Then you do the opposite on the chart below-it starts as ice and then turns into liquid water-give examples of when this happens. (5_ minutes) Academic, Social and Linguistic Support during each event): Pull sticks for questions Praise positive behavior as much as possible-on task, following direction I like how I am impressed Get attention: clap hands, give 5

OUTLINE of activities during the lesson

Circulate the room and help kids who are struggling

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Students fill in their flow charts Students share examples-other students write in other kids examples if they do not have Teacher shares her flow chart-students make corrections/add onto theirs Students TPS (think pair share)-why does liquid water turn into ice Students TPS why does ice keep it shape and water not keep its shape Students share ideas whole group Teacher introduces scientific idea of how water is made of molecules which are tighter together when water is colder/ice and loser/warmer when in liquid water. Teacher draws how molecules in are arranged on smart board as students draw it on their diagram Students explains what happens when liquid water turns into ice to a partner 20 minutes Extension for kids done early throughout lesson: read books about water available in the classroom library Closing summary for the lesson TPS (think pair share): What would happen if I put your water bottles in the freezer? It would freeze! Now think pair share-why? What is happening to the molecules in the water? Why? (__5_ minutes)

Tell kids to stretch out their words if they are having difficulty Sit with students who are struggling

Basis for assessment Informal, formative assessment. As students are working take note if they fulfill this criteria (have a check list on clip board): Can students come up with correct examples of liquid water turning into ice? Can students explain the diagram to one another?-That the molecules in ice are closer together and the molecules in liquid water are not as tight?

Academic, Social, and Linguistic Support during assessment If students are struggling, prompt them with questions

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Teacher: Ms. Spendel Overall lesson topic/title:

Date submitted:

Lesson date:

GLCEs for this lesson: P.PM.01.11 Demonstrate the ability to sort objects according to observable attributes such as color, shape, size, sinking or floating S.IA.01.12 Share ideas about science through purposeful conversation S.RS.01.11 Demonstrate scientic concepts through various illustrations, performances, models, exhibits, and activities. Rationale: Explore Phenomena for patterns, Explore ideas about patterns Materials & supplies needed: Ball Spoon Lego Pattern block Dice Clear ruler Wooden Ruler Paper Pencil Crayon Eraser Coin Smart board Bin T chart work sheets Procedures and approximate time allocated for each event Introduction to the lesson When students enter into the classroom the teacher will have sorted/be sorting several different objects. She could be re arranging them. Students will sit on the carpet and observe. Students may ask what the teacher is doing. I am sorting these objects first graders! Who knows what sorting means? Yes! It is like organizing! We can think of a time when we sort objects? (Clothes from laundry, silver ware in drawer, put toys away). What do we sort by? Thats Academic, Social and Linguistic Support during each event): Pull popsicle sticks to call on kids Have kids work with who sits next to them Clap/ask for magic five Repeat directions, ask student to repeat directions

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right by how they are alike! Look first graders, look at my bins-how did I sort those toys? By color! I put the ones with the same color in the same bin-you find similarities between objects to sort them. (5 minutes) OUTLINE of activities during the lesson Lets practice what you are going to do all together, lets sort your objects by color-now you do not have to use all objectswhat colors should we pick, pick ones you see! Okay great red and blue-lets write blue and red on the two sides of our chart-next, lets find the red and blue objects and sort them, then write their names in the T-chart.Now your turn! Pick your own categories with your partner-the person sitting next to you- and write the objects that fit into the categories, remember you do not have to use them all! Instruct students to sort objects into groups through arranging them (have students work in partners-by who is seating next to them) Then instruct them fill out a T-chart with category names and draw/label the items Repeat steps with different categories if time-tell students they do not have to use all objects or can add to the T-chart if desired If students are truly done-let them look at I spy books or play 20 questions with mystery object (chosen from group) Clean up materials-have bin to collect Have a large t-chart on smart board with the objects to the side of the T-chart Have students share responses As students do so, other students will follow along with additional t-charts (fill in charts if they want or they can watch if its too fast for them to follow) Class debrief: discuss/share strategies (using sight, touching, moving objects) for sorting objects (students sit in circle and pick each other by passing the talking frog students are instructed to think about how they sorted and how it was similar or different than others, discuss what they think was the best way to sort/describe objects) (20 minutes)

Make behavior expectations explicit (use inside voices when working, cooperate with partner-do not argue/fight, help each other, staying on task) Make sure to prompt kids to not focus on what the use of the object is-but its visible characteristics Remind students how partnerships work togetherthey share, speak quietly, do not argue with partner-partner is there to help you-you are there to help them Circulate room as partners are working-help kids having trouble-break up any partner disputers Reinforce productive and positive partnerships-verbally and with puppy paws

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Closing summary for the lesson What senses did you use to sort these objects? Draw quickly the sense you used and share with a partner how you used that sense. (5 minutes) Basis for assessment Review student work and observe Academic, Social, and discussion on strategies. Note if students are able to complete Linguistic Support during the following criteria on a clipboard with their names: assessment Students are able to describe a substance based on visible characteristics (color, see threw, opaque, shiny, dull) Students are able to describe a substance based on further observation (floats, sticky vs. slippery, rolls, stays in place) If student does not participate Students are able to sort different substances into categories in discussion make a point to they created carefully look at their work and talk to them about it if Students are able to sort different substances into different there are concerns categories Students are able to describe orally how they organized objects, strategies they used (senses they used- see, feel, manipulate objects, ect.)