TE 804 Learning Goals & EPE Table Format Bennett Spring 2014Name: Jiaxin Sunny LiSchool: Red Cedar Elementary SchoolGrade Level: 1stScience Topic: Solid and Liquid

Learning Goals

State the Standards you will address in your unit. Determine the specific science concepts and skills or practices included in each of the respective standards. Create learning outcomes that combine both content and skills and practices from the standards.

GLCE Content Standards and/or NGSS Disciplinary Core Ideas

Specific Science Concepts Contained Within the Content Standards

P.PM.01.11 Demonstrate the ability to sort objects according to observable properties such as color, shape, size, sinking and floating.

P.PM.01.21 Demonstrate that 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.

Solids have an unchanging shape that retains no matter where the objects are placed. Some properties that are associated with solids are color, shape, shape’s effect on stacking, shape’s effect on rolling, hardness, buoyancy in water, and magnetism.

Liquids do not have a definite shape so they take on the shape of the container they are in. Some properties that are associated with liquids are color, opacity, feel, viscosity or fluidity, buoyancy in water, and miscibility in water.

Solids can change to liquids by melting.

Liquids can change to solids by freezing.

GCLE Inquiry Standards (Process, Analysis, Reflection) and/or NGSS Scientific Practices

Specific Skills and Practices Contained Within the Process and Practice

StandardsDeveloping and Using Models

Planning and Carrying Out Investigations

Use a model to represent relationships and make sense of the observed phenomena

Compare models to identify common features and differences

Conduct investigations collaboratively to produce data to serve as the basis for evidence of patterns

Make observations that can be used to make comparisons

TE 804 Learning Goals & EPE Table Format Bennett Spring 2014Learning Outcomes for the unit that combine science content concepts, skills and practices.

Students will be able to conduct investigations collaboratively to observe and compare the solids and liquids they see in their daily life.

Students will be able to use a physical model of molecules in solids and liquids to make sense of why solids have a definite shape and liquids do not.

Students will be able to represent a simple physical model of molecules in solids and liquids to identify common features and differences.

TE804 Learning Goals Template Bennett Spring 2014

EPE Chart For Solid and LiquidExperiences Patterns Explanations

Sort solid objects based on their shared properties

Test buoyancy of various solids in water

Pouring solid and liquid objects into containers of different shapes

Melting an ice cube

Making an ice cube

Comparing different liquids such as juice, shampoo, oil, and glue

Comparing different solids such as balls, spoons, cubes

Simulating the arrangement of molecules in solid and liquid states

There are different properties associated with solids and liquids.

Solids and liquids can be sorted into groups based on the properties they share.

There are different ways of sorting solids and liquids.

Solids can be described by shape.

Liquids cannot be described by shape.

Solids can change to liquids by melting.

Liquids can change to solids by freezing.

Solid and liquid are two different state of matters so they each has certain associated properties.

Solids have a definite shape because the molecules in a solid state are packed together and cannot change positions.

Liquids have an indefinite shape because the molecules in a liquid state are still really closed to each other but cannot move too far away.

When there is more heat the solid will melt and become liquid because the molecules are heated and can move away a little bit from each other.

When there is less heat the liquid will freeze and become solid because the molecules will come closer and pack together more tightly.

Unit Central Question and Model Response

Central Question for the UnitHow can you describe water and ice?

Age Appropriate and Scientifically Accurate Model ResponseIt is solid if its shape cannot change.

It is liquid if it does not have a stable shape.

In a solid state the molecules are tightly packed together and it is hard for them to move therefore the shape cannot be changed easily..In a liquid state the molecules have a little more space in-between them therefore the shape they form can easily be changed.

A solid can melt when it is warm. The molecules will spread out a little bit more and the object will change to a liquid.

A liquid can freeze when it is cold. The molecules will get closer together and the object will change to a solid.

Part 2 Pre-Assessment Interpretation and Analysis

Reiteration of Primary Learning Goals

Students will be able to state that solids have an definite shape and liquids have an indefinite shape.

P.PM.01.21 Demonstrate that water as a solid keeps its own shape (ice).

TE804 Learning Goals Template Bennett Spring 2014P.PM.01.22 Demonstrate that water as a liquid takes on the shape of various containers.

Description of Focal Students

Student 1 is my high achieving student. She is African American and her mom is a teacher at our school. Academically she is doing great but because she was in a Montessori school last year she tends to move a lot during instruction time.

Student 2 is an ELL student. He is from Saudi Arabia. At the beginning of the year he was the toughest and had a lot of behavior problems. After working with him for one semester, he is now a model student for our whole class! Even though academically he still struggles due to the language barrier, he tries really hard and has already made some great progress.

Student 3 is a white student and she has two moms at home. Sometimes she struggles to focus and likes to get up for some movements but if she pays attention she learns really fast. I also found out that she listens better when she sits in the front than at the back. Her academic performance represents the average of our class.

Student Ideas and Reasoning

Task Label: Why can’t I pick up the water?

Task Description:Put a golf ball and water into two separate resalable plastic bags. Ask students to describe each substance (especially the shape). Let students predict what will happen if I dump the ball and pour the water into two separate cups (whether the shape of the substances changes). Discuss their predictions.

Rationale:The pre-assessment is designed to help my students be conscious of the differences between solids and liquids. By describing each substance they are comparing and contrasting the properties of solids and liquids. Also, this activity helps them to think about the different outcomes of transiting solids and liquids to a different location in which the solid substance will retain its shape but the liquid will not.

Discussion of Student Ideas and Reasoning:What are the students’ strengths? A lot of students already know the term “solid” and “liquid”. They know water is a liquid and one student even told me that beer is also a liquid. Another student made connection between solid and liquid by telling me if I freeze the water I will be able to pick up the ice easily because it has turned to a solid. Another student added “but we don’t have the power to freeze it”. One student commented that “the shape of a solid stays unless you force it to change, a liquid can move even if you don’t force it”. A) Did students talk about other characteristics of the water and the golf ball besides shape? What are some common naïve ideas that you need to pay attention to?Some students described the shape of the container as the shape of the liquid. A student described water as “invisible”. A lot of them thought liquid and water are the same thing.

TE804 Learning Goals Template Bennett Spring 2014What aspects of their reasoning did you notice? When I ask them why can’t I pick up water from the cup a student said “because water is a liquid” but when I ask them to define the word “liquid” they did not give me a definition. One student responded by saying that “a liquid is like water and wherever you put it in it’s gonna form that shape”. Also, I noticed that they really like to say “it’s kind of hard to explain”.

How are they making sense of the phenomena?A student said I cannot pick up the water easily because “your hand will go through it”. Another student defined solid as “it is not as squishy as water”.

Students’ Cultural Resources for Learning

Small Group Talk Guiding Questions:How do you use water? How do you use ice?Where have you seen water? Where have you seen ice? Have you ever learned about water? What have you learned? Have you ever learned about ice? What have you learned?Do you have any hobbies that you do with water? Do you have any hobbies that you do with ice?

Discussion of Students’ Cultural Resources for Learning:

I learned that Student 2 has the opportunity to observe science experiments in boy scouts. However, he only associates science with experiments that explodes things. He said our discussion about water and ice is not science. Student 1 said she uses water to wash her cat. Student 3 knows some science concepts but when I ask her where did she learn science she said she taught herself. I assume she learned by reading books and watching TV. Also, I thought it is kind funny when Student 2 said he plays with ice by throwing ice cubes to his brother. Student 3’s experience with ice is skating. They’ve all seen water both inside and outside their house such as in the tub, toilet, lake, and pool. Student 1 even told me that “if you dig into the sand you will find water underground”. When I asked them how they play with ice they all mentioned playing with snow. Student 1 like to “investigate with water by freezing, melting, and dumping it”.

Implications for your Teaching:

How can you use students’ ideas and reasoning in your unit planning? Which of these ideas and ways of reasoning can you build from? Which ideas do you need to address by strengthening better ideas, addressing additional evidence and other ways of thinking?

I can expand students’ knowledge of liquids. By introduce the term “transparent” students can describe the liquids’ transparency and opacity more precisely. I will also provide students opportunities to explore liquids other than water.

TE804 Learning Goals Template Bennett Spring 2014The idea of liquids take the shapes of the containers needs to be addressed more. I plan to have students move liquids from one container to another to notice the change of the shape during transitions. They could also move solids between different containers and then compare the differences between solids and liquids. B) What other characteristics can be used to define liquids and solids? What experiences would help students learn these characteristics?

What are some ways you can draw upon some of their ideas and help them build stronger ideas about the topic? Why? What are some experiences and patterns that your students might benefit from in their science learning?I plan to ask students to sort solids or liquids based on one property. While they determine which property to sort by, they will realize the pattern in which certain properties associate with only solid or liquids or both. For example, they can sort solids but not liquids by shapes because the shape of the liquids always changes. Such exploration and pattern can help them develop the explanation of why we define ice as solid and water as liquid even though they are made of the same thing. C) How can you help students define the term “liquid”?

What are some ways that you can draw on their prior and cultural experiences in your teaching? Why? How can you connect the unit to students’ prior knowledge, prior experiences and resources for learning?I can use ice and water which students are all familiar with to show that the state of solid and liquid are interchangeable. It will also be great if I could use Student 1’s idea to freeze, melt , and dump the water. By conducting experiment and using materials that are relevant to their life, they will find the activity more meaningful and engaging. D) How could you use their experiences with ice skating, pools, lakes, etc. in your teaching?

Instructional Sequence and Assessment PlanUnit Plan Part 3

Name: Sunny LiUnit Topic: Solids and Liquids Dates you will Teach this Unit: Feb. 10 – Mar. 28Grade Level: 1stDriving Question:

How can we describe water and ice?

Targeted Learning Goals Content GLCEs

P.PM.01.11 Demonstrate the ability to sort objects according to observable properties such as color, shape, size, sinking and floating.P.PM.01.21 Demonstrate that 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.

TE804 Learning Goals Template Bennett Spring 2014Instructional Sequence:

Date

Activity Description and DateDescriptions for each activity should be extremely detailed, and should include

question prompts and probes you plan to use during the lesson activities as well as how you plan to scaffold small and large group discussions to enable students to

share and respond to one another’s thinking and ideas. Your instructional sequence chart should represent approximately 10 days worth of science lessons. Remember that

for each “lesson,” or day of teaching, you may have several activities planned – experiences and collecting data and/or observations, comparing/contrasting and

discussing data in small and whole group to identify large-scale patterns, discussing possible explanations for patterns, testing explanations or ideas, etc.

Activity Function and RationaleWhat I-AIM function is this? Functions should be taken from the I-AIM chart and should match the function descriptions and order. How does the

function match the activity?

2/10Ask the driving questions: How can we describe water and ice?Prepare an ice cube and a cup of water; let students describe each.

Establish A QuestionThis question drives the overall inquiry and provide a sense of purpose by comparing the different properties of water in two state of matters (solid and liquid)

2/10

Student share their ideas by describing the properties of each substance.Elicit Students’ Initial IdeasStudents’ responses will help me find out what properties they know and use while describing an object.

2/12

Compare two solids; record the different and alikeShare observations to determine patterns

Explore Phenomena For PatternsStudents will make observation and describe the properties that associate with solid such as color and shape.Explore Ideas About PatternsStudents compare and come to agreement that solids have same or different properties.

2/19

Sort different solids into groups on the basis of one property (either color or shape)

Explore Phenomena For PatternsStudents are exploring for two patters:

1. Objects can be sorted into groups based on the properties they share.

2. There are different ways of sorting objects.

2/19

Discussion the reasoning of sortingExplore Ideas About PatternsBy explaining their reasoning students are sharing ideas of what they know about the pattern they explored.

2/19 Ask students to observe an object in the room and describe its properties Explore Phenomena For Patterns

TE804 Learning Goals Template Bennett Spring 2014

Let the other students guess which object has been describedDiscuss about the properties that helped them determine what the object is

Students are making observations of an object. By describing the properties to others they are recording their first hand observations.Explore Ideas About PatternsStudents are coming to agreement about all solids have color and shape.

2/21

Sort solids that roll or stackExplore Phenomena For PatternsStudents make observations and look for the patterns that objects can be sorted based on their shared properties.

2/21

Discussion about the similarity of the objects’ shapes of each groupExplore Ideas About PatternsStudents come to agreement that the shape’s effect on stacking is another property that associates with solids

2/24 Sit in a circle and pass a blue rubber ball and a blue cube bead around to feel their hardnessOrder several objects according to the hardness

Explore Phenomena For PatternsStudents investigate the objects and make first hand observations.

2/26 Discuss the reasoning of ordering the objects and what they observed about the ball and beadAsk questions such as Why did you order it this way? What did you notice about the hardness of the ball and the bead?

Explore Ideas About PatternsStudents come to agreement that hardness is another property associated with solids and can be used to sort solid objects.

2/28Test different objects including ice in water and sort them into floating and sinking groups

Explore Phenomena For PatternsStudents conduct investigations to try out how they can use buoyancy in water as another property to sort solid objects.

2/28 Students discuss their observations and develop a pattern by answering questions like:Did you notice any similarities between the objects that floats?Did you notice any similarities between the objects that sinks?

Explore Ideas About PatternsStudents come to agreement that the objects in the same group have shared properties.

3/3

Observing and describing a cup of water and a cup of glue

Explore Phenomena For PatternsStudents look for the pattern that there are properties associated with liquid such as color.Explore Ideas About PatternsStudents are comparing two liquids to come to agreement about the properties that they can use to describe liquids.

TE804 Learning Goals Template Bennett Spring 20143/5

Test liquids on construction paper and cupsExplore Phenomena For PatternsStudents look for the pattern that liquids cannot be described by shape because the shape of liquids constantly changes.

3/5

Ask what students notice

Explore Ideas About PatternStudents come to agreement that color is a property associated with liquids and shape is not a property associated with liquids.

3/7 Dip the spoon into different liquids, hold the spoon slightly above the cup and let the liquid run off.

Explore the Phenomena For PatternsStudents look for the pattern that viscosity and fluidity are also properties associated with liquids.

3/7

Place a small drop of each liquid on fingers.Explore the Phenomena For PatternsStudents are making observations of the viscosity and fluidity of liquids

3/7

Discuss how the liquids feel. Ask how they feel alike and different.Explore Ideas About PatternStudents come to agreement that viscosity and fluidity are properties they can use for describing liquids.

3/7Place two or three spoonfuls of each liquids on the waxed paper. Explore the Phenomena For Patterns

Students are conducting investigations to try out.

3/7 Use hand lenses to observe each drop and investigate:What color are the liquids? Are any colorless? Which can you see through? What else do you observe about how each liquid looks?Are some drops more rounded than others? Are some “taller,” or “higher,” than others? Which ones?Which drops are larger? Which are smaller?Which drops spread out? Which ones do not spread out?

Explore Ideas About PatternsStudents share ideas about the properties they use to describe liquids and come to agreement about observed patterns in which there are specific properties associated with liquids.

3/7Shake the waxed paper from side to side and observe how the drops move.Which drops move slowly?Which ones move quickly?Which drops stay in the same shape?

Explore the Phenomena For PatternsStudents are conducting investigations to test the fluidity of liquids.Explore Ideas About PatternsStudents come to agree that viscosity is a property that can be used to describe liquids.

TE804 Learning Goals Template Bennett Spring 20143/10

Squeeze the liquid into one corner of a bag, turn the bag upside down and ask what happens.

Explore the Phenomena For PatternsStudents are making observations of the changing shapes of liquids.Explore Ideas About PatternsStudents share ideas about the unstable shapes of liquids and give evidence

3/10Compare the alike and differences between two liquids. Ask if they flow differently.

Explore Ideas About PatternsStudents come to agreement that liquids can be sorted according to different properties such as viscosity.

3/12

Observe and compare shampoo with water.Ask which liquid moved faster on the waxed paper and which flowed more slowly in the bag.

Explore the Phenomena For PatternsStudents are making and recording observations of first hand observations.Explore Ideas About PatternsStudents compare/come to agreement that fluidity and viscosity are properties associated with liquids.

3/12

Conduct drop races on trays using different liquids.Explore the Phenomena For PatternsStudents are making and recording observations of first hand observations.

3/12 Discuss with studentsWere you surprised by any of the test results?Were the results consistent with your predictions?How does the viscosity or fluidity of the liquids affect the way they move?

Explore Ideas About PatternsStudents come to agreement about the properties associated with liquids.

3/17

Mix water and other liquids; make observations.Explore the Phenomena for PatternsStudents are making and recording observations of another property associated with liquids.

3/17Notice whether the liquid sinks or floats and how the liquid disperses through the water

Explore Ideas About PatternsStudents come to agreement about how liquids can be described and sorted based on buoyancy and miscibility in water.

3/17

Stir and let students observe the changeExplore the Phenomena for PatternsStudents are making observations of the unstable shape of liquids

3/19 Discuss Explore Ideas About Patterns

TE804 Learning Goals Template Bennett Spring 2014What did the liquid look like when you first put it into the water?How did it move into the water?Did the liquid sink or float?What happened to the water when you added the liquid? Did it change?How did the liquid change when you stirred the mixture?Which liquids mixed with the water?Which liquids did not mix with the water?Why do some liquids sink and some float?

Students share ideas about how liquids can be sorted based on different properties just like solids.

3/21Students observe water and ice to compare the properties of solids and liquids.

Explore Ideas About PatternsStudents share ideas about properties associated with each state of matter.

3/21 Discuss the driving question: How can you describe water and ice?Ask students to describe the properties of either water or ice and let the class guess which one is it based on the properties they hear

Students Explain PatternsStudents share their own explanations of why certain properties such as shape only associate with one state of matter.

3/21Demonstrate and explain the arrangement of molecules in solids and liquids

Introduce Scientific IdeasTeacher provides accurate and comprehensible representation of the scientific ideas by illustrating the arrangement of molecules in solids and liquids.

3/21 Ask students to compare the arrangement of molecules in solids and liquids to their explanation.Quote students’ explanation and ask how is their explanation related to the arrangement of molecules.

Compare student & Scientific IdeasConnect to students’ responses during the discussion to help them compare their own explanations with the scientific explanation provided by the teacher.

3/24Melt an ice cube and then freeze it again. Ask students to explain the change of the arrangement

Apply To Near & Distant Contexts With SupportStudents are applying the scientific explanation in new contexts with teacher’s support.

3/24Show different shapes of popsicles. Compare their properties and discuss how people made them as well as why they have different shapes.

Apply To Near & Distant Contexts With SupportStudents answer questions about new experiences involving the same patterns & explanation.

3/28 AssessmentPrepare one cup of melted ice cream, one cup of frozen ice cream, one cup of melted chocolate and one cup of solid chocolate.Describe the properties of the substances in each cup.Ask students to identify which are solids and which are liquids.

Apply With Fading SupportStudents are applying the scientific explanation with diminishing support from the teacher.

TE804 Learning Goals Template Bennett Spring 2014Draw the arrangement of ice cream and chocolate molecules in solid and liquid states.Explain how to make the ice cream and chocolate change from solid to liquid and from liquid to solid.

Assessment Plan:

End-of-Unit SUMMATIVE Assessment Task: Type the name of your task here.

GLCE/Learning Goal this task addresses:

P.PM.01.11 Demonstrate the ability to sort objects according to observable properties such as color, shape, size, sinking and floating.P.PM.01.21 Demonstrate that 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.

Assessment Task Rationale:

How does this task align with and measure your GLCE/learning goal?This task asks students to sort objects based on their state of matters. By explaining their reasoning of sorting students are demonstrating their understanding of ice cream and chocolate as solids and liquids.

How will this task allow your students to demonstrate varying degrees of accomplishment and understanding?Some students will be able to apply the scientific explanation while some students might only be able to sort the objects without giving any explanations.

What will this task give you an opportunity to learn about your students’ science understandings?This assessment task will tell me how much each student has learn and what information under explanation in my EPE table is still not clear to him/her. If a student only has the first 4 features (see below) in the assessment response that indicates the students will need further instruction and scientific explanation to make sense of the patterns.

Task Detailed Description:

Prepare one cup of melted ice cream, one cup of frozen ice cream, one cup of melted

Exemplary Assessment Response Features:

1. Described the properties of solids for the solid ice

TE804 Learning Goals Template Bennett Spring 2014chocolate and one cup of solid chocolate.Describe the properties of the substances in each cup.Ask students to identify which are solids and which are liquids.Draw the arrangement of ice cream and chocolate molecules in solid and liquid states. Write an explanation of their pictures.Explain how to make the ice cream and chocolate change from solid to liquid and from liquid to solid.

cream and chocolate.2. Described the properties of liquids for the melted ice cream and chocolate.3. Identify the frozen ice cream and chocolate as solids.4. Identify the melted ice cream and chocolate as liquids.5. A picture that shows the solid molecules are tightly packed together.6. A picture that shows the liquid molecules are a little bit further apart from each other but are still very closed.7. State that objects change from solid to liquid by melting, and by freezing the objects can change from liquid to solid.

TE804 Learning Goals Template Bennett Spring 2014Part 4 Lesson Plans

Lesson Plan #1 TE804 SS14

Daily Lesson Plan #1

Teacher: Sunny Li Date of lesson: 02/19/14

Overall lesson topic/title: Comparing Solids That Roll with Solids That Stack

Content GLCEs and NGSS Practices for this lesson:P.PM.01.11 Demonstrate the ability to sort objects according to observable properties such as color, shape, size, sinking and floating.

Planning and Carrying Out Investigations

Rationale:This lesson will help students explore phenomena for the patterns that I want them to notice in this unit, which is solids can be sorted by different properties. Students will practice sorting solids by the shape’s effect on rolling and stacking. After this lesson is taught, they will become more conscious of this property when they see different objects in real life context. They will understand that some objects are easier to stock since they can make a stack; some objects are easy to move by rolling. A) How could they apply this information to their lives?

Materials & supplies needed:Plastic spoonRubber ballWood cube beadUnifix CubeWood golf teePipe cleanerOctagon jewelPlastic buttonPing-Pong ball

TE804 Learning Goals Template Bennett Spring 2014Taster spoonCup lidSteel ballSteel washerSteel nutJumbo metal paper clipBrass washerBobby pinAcrylic cubeAcrylic cylinderCorkBooks from the classroomRuler

Procedures and approximate time allocated for each event

• Introduction to the lesson (5 minutes)

Invite one student to observe an object in the classroom and describe its color, shape and magnetism. The other students will guess what the object is based on the description.

Invite another student to describe a different object using those three properties they have learned.

Ask students if the object can roll on the floor or be used to make a stack when they finish describing.

• OUTLINE of activities during the lesson

Let students know that they will test a set of solids and sort them into three groups – solids that roll, solids that stack, and solids that roll and stack.

Display a Venn diagram on SMART board. Show students one object and have them predict which group it would go

How is this lesson differentiated based on information gained from the pre-assessment/science talk?

My ELL students did not participate much during the science talk therefore I will provide more linguistic supports by visualizing and using gestures to explain the meaning of rolling and stacking.

While circulating around the classroom I might ask students who already knew what solids and liquids are some more advanced questions such as whether they think water can also be described as a rolling or stacking object. I will let students who are not familiar with the differences between solids and liquids to focus solely on sorting.

TE804 Learning Goals Template Bennett Spring 2014into. Write it down on the Venn diagram to model how they should fill in the Venn diagram.

Show all objects and have students fill in rest of predictions on Venn diagram.

Demonstrate how to construct a ramp using books and a ruler. Tell students that they can use the ramp to test how well each object rolls. (5 minutes)

Distribute the objects and let students explore and sort. (10 minutes)

Have students sit in a circle and discuss. Ask students to describe the similarities among the solids that stack. Then, ask them to describe the similarities among the solids that roll. (10 minutes)

Questions to ask:Why do you think some objects can both roll and stack?Which solids would you use to build a tower? Why?Did some objects roll faster/further than others?Why do you think some objects roll faster/further than others?What is something you see outside of school that rolls or stacks?What shape are the objects that stack?What shape are the objects that roll?Were all of your predictions correct?

• Closure for the lesson (5 minutes)

Review the properties students have learned so far (color, shape, magnetism, shape’s effect on rolling and stacking).Show students an object and ask them to describe the four properties.Tell students that they will learn more properties associated with solids in the following lessons.

TE804 Learning Goals Template Bennett Spring 2014

Formative assessmentLooking at where students place each object on the Venn diagram will help me gauge students’ learning and assess how well students understand this property.

Students’ description of different objects can help me indicate which properties they already master or need more practices.

I will review and reteach the properties that need more focus. Also, I could use other solids and let students practice sorting by different properties. It is important to always ask students the reason they sort the solids in a certain way.

Differentiation during assessment

Instead of having students write and record their observation I will let them place the objects on the Venn diagram so the ELL students can easily participate.

Lesson Plan #2 Format TE804 SS14

Daily Lesson Plan #2

Teacher: Jiaxin Sunny Li Date of lesson: 03/07/14

Overall lesson topic/title: Flowing Liquids

Content GLCEs and NGSS Practices for this lesson: P.PM.01.22 Demonstrate that water as a liquid takes on the shape of various containers.

Planning and Carrying Out Investigations

Rationale:This lesson will provide students the opportunity to explore different types of liquids and generalize a pattern, that is, liquids do not have a definite shape. Also, it is only after students noticed that there are different properties associated with solids and liquids they can thus compare and contrast these two states of matters. It is important that students understand that

TE804 Learning Goals Template Bennett Spring 2014liquids take the shape of their containers so when they play with water they will know that if they spill the water it will not keep the shape of the container anymore and it will be difficult to gather the water back again.

Materials & supplies needed: Resealable plastic bags Water Green shampoo Glue Oil Paper towels

Procedures and approximate time allocated for each event

• Introduction to the lesson (3 minutes)Review the properties of liquids that students already learned (opacity and color, feel, viscosity or fluidity) by describing water.

Let students know that in this lesson, they will have an opportunity to explore differences in the viscosity and fluidity of liquids. They will also further examine whether liquids have a certain shape.

Ask students to predict if liquids have a certain shape using thumbs up/down and record the result on the board.Write the discussion question on the board: How are liquids alike and different?Tell students that we will come back later to discuss.

• OUTLINE of activities during the lesson Use a bag of water to demonstrate the direction (2 minutes):1. Gently squeeze the liquid into one corner of the bag.

Ask students to describe what happens based on their observation.Remind students that they need to squeeze gently and do not try to pop the bag.

2. Try to form a triangle, a square, and a circle using the liquid in the bag.3. Turn the bag upside down.

Ask students to describe what happens based on their observation.4. Pay attention to how it flows.Send students to different tables (shampoo, glue, and oil) to explore different liquids following the 4 steps. (15 minutes)Switch tables every 5 minutes to give students opportunities to explore each liquid.

• Closure for the lesson (10 minutes)Gather students to seat in a circle.Go back to the question.How are liquids alike and different?

How is this lesson differentiated based on information gained from formative assessments given in previous lessons?Instead of giving each student a science journal and ask them to complete their individual copies I will record their observations as a whole group and display on the SMART board.I will also print out the direction both in words and pictures to remind students what they need to do.

What is your rationale?After reviewing students’ previous formative assessment I noticed that a lot of them struggle to record their observation in words. It was also time consuming to have them write out everything. Therefore, this time I will ask them to record their observation orally. By writing their responses on the SMART board students will feel that their observation has been valued and they will thus be more motivated to share more ideas in the following

TE804 Learning Goals Template Bennett Spring 2014Ask whether liquids have a certain shape and let students show thumbs up/down again. Compare with their original answer.

Questions for facilitating the discussion:What happened when you squeezed the bag?Can you make the liquid form a triangle? A square? A circle?What happened to the liquid when you turn the bag upside down?How did the liquid flow?Analyze students’ observation for each liquid and ask how are the liquids different and alike.Conclude the properties those liquids share.

lessons.

Formative assessmentStudents’ responses on how the liquids are different and alike will be the formative assessment of this lesson.An example of my anticipated response will be “all liquids take shape of their containers and some have different colors and move slowly than others”This assessment will help me indicate whether students noticed the pattern.If they discovered the pattern I will move to the next phase and have students explain the pattern in the following lesson.If students did not generalize the pattern I will spend more time during the next lesson to help them explore ideas about patterns. I can bring in different shapes of containers and ask students to pour the liquid from one container to another or have them pour liquid to the ground to see if the liquid still keeps the shape they observed when it was still in the container.

Differentiation during assessment

To ensure that my ELLs can also participate, I will ask students to either circle or underline their observation data to demonstrate the differences and similarities between the liquids so that ELLs can still share their ideas even if they struggle to express orally in English.

Analysis of Student Learning & ReflectionUnit Plan Part 5

Part 1: Analysis of Student Assessment Responses Charts (whole class and individual)

Individual Student Response Chart

Student: Corinne

GLCE/Learning Goal:

P.PM.01.11 Demonstrate the ability to sort objects according to observable properties such as color, shape, size, sinking and floating.P.PM.01.21 Demonstrate that 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.

TE804 Learning Goals Template Bennett Spring 2014Assessment task description and rationale:

Prepare one cup of melted butter, one cup of frozen butter, one cup of melted chocolate and one cup of solid chocolate.Describe the properties of the substances in each cup.Ask students to identify which are solids and which are liquids.Draw the arrangement of butter and chocolate molecules in solid and liquid states. Write an explanation of their pictures.Explain how to make the butter and chocolate change from solid to liquid and from liquid to solid.

Assessment features:

State of matter

Properties of solids:

Color

Shape

Buoyancy in water

Hardness

Shape’s effect on stacking/rolling

Magnetism A) None of your objects are magnetic so it would be hard for students to identify this property.

Properties of liquids:

Color

Opacity

Viscosity/fluidity

Miscibility in water

Arrangement of molecules

Interchangeability of solids and liquids

TE804 Learning Goals Template Bennett Spring 2014

Evidence from work sample of weaknesses in student understanding:

Corinne did not describe the shape of solids and that makes it difficult to indicate whether she knows solids have definite shape and liquids take the shape of the containers (however, I know she understands this big idea already based on her response from pre-assessment).

She did not identify solids’ magnetism and liquids’ the miscibility in water (though according to the other formative assessment I used throughout the unit I know that she is able to describe the magnetism of solids).

Evidence from work sample of strengths in student understanding:

Corinne correctly identified the state of matter of the given substances.

She used the properties associate with solids only to describe the given solids and illustrated the correct arrangement of molecules in solids.She also used the properties associate with liquids only to describe the given liquids and illustrated the correct arrangement of molecules in liquids.She knows that by melting and freezing the state of matter of an object can change.

Student: Matea

GLCE/Learning Goal:

TE804 Learning Goals Template Bennett Spring 2014P.PM.01.11 Demonstrate the ability to sort objects according to observable properties such as color, shape, size, sinking and floating.P.PM.01.21 Demonstrate that 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.Assessment task description and rationale:

Prepare one cup of melted butter, one cup of frozen butter, one cup of melted chocolate and one cup of solid chocolate.Describe the properties of the substances in each cup.Ask students to identify which are solids and which are liquids.Draw the arrangement of butter and chocolate molecules in solid and liquid states. Write an explanation of their pictures.Explain how to make the butter and chocolate change from solid to liquid and from liquid to solid.

Assessment features:

State of matter

Properties of solids:

Color

Shape

Buoyancy in water

Hardness

Shape’s effect on stacking/rolling

Magnetism

Properties of liquids:

Color

Opacity

Viscosity/fluidity

Miscibility in water

Arrangement of molecules

TE804 Learning Goals Template Bennett Spring 2014 Interchangeability of solids and liquids

Evidence from work sample of weaknesses in student understanding:

Matea identified the shape of the melted better as “circle” which means she is still not clear with the concept that liquids do not have definite shape.

She did not describe the magnetism and shape’s effect on stacking and rolling of solids. The properties of liquids she did not use were opacity and miscibility in water.

Evidence from work sample of strengths in student understanding:

Matea is able to identify the state of matter of all given substances. She is familiar with some properties such as color and buoyancy in water. She correctly stated how to change solids to liquids and vice versa. Also, She knows the arrangement of molecules in both solids and liquids.

Student: Boyu

GLCE/Learning Goal:

P.PM.01.11 Demonstrate the ability to sort objects according to observable properties such as color, shape, size, sinking and floating.

TE804 Learning Goals Template Bennett Spring 2014P.PM.01.21 Demonstrate that 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.Assessment task description and rationale:

Prepare one cup of melted butter, one cup of frozen ice cream, one cup of melted chocolate and one cup of solid chocolate.Describe the properties of the substances in each cup.Ask students to identify which are solids and which are liquids.Draw the arrangement of butter and chocolate molecules in solid and liquid states. Write an explanation of their pictures.Explain how to make the butter and chocolate change from solid to liquid and from liquid to solid.

Assessment features:

State of matter

Properties of solids:

Color

Shape

Buoyancy in water

Hardness

Shape’s effect on stacking/rolling

Magnetism

Properties of liquids:

Color

Opacity

Viscosity/fluidity

Miscibility in water

Arrangement of molecules

Interchangeability of solids and liquids

TE804 Learning Goals Template Bennett Spring 2014

Evidence from work sample of weaknesses in student understanding:

Due to the limited writing skill in English, Boyu left a lot blank in his assessment therefore it is difficult to assess his understanding.

According to his picture, the size of the molecules in solids and liquids are different which could be a misconception he has.

Evidence from work sample of strengths in student understanding:

Boyu was able to identify the state of matter for all given substances and describe their color. It is surprising that for one of the liquid he wrote “can flow”. The pictures he drew to illustrate the arrangement of molecules indicates that he understands the molecules in solids are closer together than in the liquids.

TE804 Learning Goals Template Bennett Spring 2014

Whole Class Student Response ChartGLCE/Learning Goal: type your learning goal here.

Description of the assessment task including specific wording:

StudentFirst Name or

Initial

State of

MatterColor Shap

e

Buoyancy in

Water

Hardness

Shape’s Effect on

Stacking/Rolling

Magnetism

Opacity

Viscosity/Fluidity

Miscibility in

Water

Arrangement of

Molecules

Interchangeability of Solids and

Liquids

# of goal

features

Mika X X X X X X X X X 9/12Michelle X X 2/12

Boyu X X X X 4/12Gustavo X X X X X X 6/12Zebiba X X X 3/12

Mohammed

X X X 3/12

Lava X X X X X X X X 8/12Matea X X X X X X X 8/12

Hannan X X X X 4/12Maggie X X X X X X 6/12Maryam X X X X X X 6/12Austin X X X X X X X 7/12Alaq X X X X X X X X X 9/12

Henry X X X X X X X 7/12Alex X X X X X X 6/12

Corinne X X X X X X X X 8/12Yusuf X X X X 4/12

Martina X X X X 4/12Abdullah X X X X X 5/12

# 19 17 4 11 4 9 0 6 10 3 14 12

TE804 Learning Goals Template Bennett Spring 2014

% 100%

89%

21%

58% 21% 47% 0% 32% 53% 16% 74% 63%

Part 2: Identifying Patterns in Student Learning and Responses

Did different students understand different aspects of the learning goal as reflected in the response features? Were certain features more problematic than others? Different students identified different properties of solids and liquids. None of the students identified magnetism. I noticed that the properties most students identified are those they had more engaged activities and experiment with when I taught the properties. B) Which properties were highly identified? C) Which properties were not identified as well?

What ideas and practices were generally understood and what more preliminary (or naïve) ideas and practices remain?All of the students are able to identify the state of matter of a substance. Most students did a great job illustrating the arrangement of molecules in solids and liquids. D) Do you think interchangeability was generally understood or not?

Try to account for the patterns of student learning in terms of your classroom teaching. Why did the students succeed and struggle where they did? Look at the specific examples from the individual student response chart above. How might your teaching need to change to help all sample students?The TPR activity really helped my students remember the arrangement of molecules in solids and liquids. Even though my ELL focal student struggled to write the properties, he was able to illustrate the arrangement after I read the question to him. E) Why were students successful in identifying the solids and liquids? F) Why were students successful or not successful in understanding interchangeability?

Part 3: Effectiveness of Assessment Strategies

What were the strengths and limitations of the type of assessment you chose? Strength: The assessment task is hands-on and provides opportunities for students to explore. Also, the objects I used for this assessment are relative to students’ life and meaningful to them.

TE804 Learning Goals Template Bennett Spring 2014

Limitation: I was trying to assess too many features using only one assessment and as a result, the directions were too complicated and difficult to follow to my students. Since not many students identified shape of the objects, it is hard to indicate whether my students understand that liquids have indefinite shape and solids have definite shape. Many students could describe more properties by talking. In other words, they still struggle to write and

What changes would you make for your next class in order to get more information and/or a clearer picture of your students progress in mastering your content and inquiry GLCE/learning goals?I will provide magnets as a tool to help students test magnetism of solids. I will also model how to do this task using different objects rather than explain the direction orally. Last, I need to give students more time for them to complete this task.

Part 4: Lessons Learned

Overall, how did your teaching go? Did your students meet the learning goals and learn the related practices? Although the post assessment indicates that there are many features students did not master yet, I know they are able to answer the same questions I asked on this assessment verbally because throughout the unit they have done that during whole group discussion. Therefore, I think by exploring a variety of objects and having the opportunities to try different experiments, students really enjoyed this unit and learned a lot from it. Most of them met the learning goals I set for them at the end of the unit.

What might you keep, modify or extend in your unit planning next time? Why?I learned that conducting experiments is an effective way to help students learn and that is something I plan to keep if I teach the same unit again. G) Specifically, which experiments would you keep? Specifically, which experiments would you modify or extend? Why would you modify or extend these experiments? I should provide students more opportunities to practice describing properties of objects in written form instead of having them simply talk about it all the time. Rather than giving a huge final assessment at the end of the unit to test everything, I would prefer to give small assessment tasks throughout the unit. H) The yellow highlighted text is about the assessment itself and should go under part 3.

What have you learned from this experience that will influence your future science teaching?Students really enjoy doing hands-on activities and they are highly motivated to learn science because it is a fun subject. I hope in my future science teaching I can help my students keep their interests in science by making the lessons meaningful and engaging to them.