SCIENCE

November 27, 2012

Lesson Plan
Grade/Subject: Three/ Science
General Learning Outcomes:

Unit C: Testing Materials & Designs

Lesson Duration: 1 hour

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES 38 Evaluate the suitability of different materials and designs for their use in a building task.
Specific Learning Outcomes: 3. Describe the properties of some common solids such as wood, paper and plastic that make them suitable for use as building materials.

LEARNING OBJECTIVES
Students will: 1. Match common materials with the appropriate properties.

ASSESSMENTS
Observations:
-Regularly monitor students for attentiveness. -Are students following expectations for behavior? -Are students paying attention to instructions? -Are students raising their hands when they have a question or comment? -Do students remember properties about their materials from yesterday?

Key Questions:
-What are some properties of the materials you investigated yesterday? -Which materials are we going to use in our drawings? -Do we need to label the materials in our drawing?

Written Assessments: Are students able to match the materials with the properties? Are students labeling the materials used in their drawings? Are students using the correct materials in their drawings? Performance Assessments: Can students suggest relevant answers when called on?

LEARNING RESOURCES CONSULTED

Resource #1: Alberta Learning. (1996). The Alberta Program of Studies: Science- Elementary. Edmonton, Alberta: Crown Right of Alberta. < http://education.alberta.ca/media/654825/elemsci.pdf> Retrieved November 11, 2012. Resource #2: Edmonton Public Schools (1996). Matching Materials. Edmonton, Alberta.

MATERIALS AND EQUIPMENT

* worksheet copied x25 * Smart Board presentation entitled nov27science * popsicle sticks

PROCEDURE Introduction (2 min.):

Hook/Attention Grabber: Have students remind you of some properties of their materials from yesterday. ASK: What are some properties of the materials you investigated yesterday? Expectations for Learning and Behaviour: Hand signal means eyes and ears on me. Use your hands when you have a question or comment. Make sure you are listening to the instructions. Please do not disrupt others who are trying to listen. Advanced Organizer/Agenda: Matching game, Drawing a diagram Transition to Body: Lets get started with our activity!

Body (25 min.):

Learning Activity 1: Matching Materials -Hand out worksheet to students. Explain that today we will get to put our heads together and work as a team to complete this matching game. Tell students that they will need to use their information gathered from yesterdays class to figure out the answers. -Instruct students to put their name and the date at the top of the page. -Display the smart board slide with a list of the materials. Read through the materials with students. Call on students to read whenever necessary. -Display the smart board slide with the list of properties. Read through these with students. Call on students to read whenever necessary.

SCIENCE

November 27, 2012

-Display the next slide on the smart board that has the first property with two different properties. Have students decide which property fits the material best. Use popsicle stick name technique to call students to answer. -Have students write down the letter that matches the property in the blanks. -Repeat this for all materials. -Once students have completed the matching, they may flip their pages over.
Assessments/Differentiation: Are students following instructions? Are students raising their hands when they have questions or comments? Do students remember properties about their materials from yesterday? Can students suggest an answer when called on? Can students complete the matching?

Learning Activity 2: Drawing a diagram -Read instructions with students. Explain that they will get to draw the garage that Cindy wants to build, using the materials we just matched on the other side of the page. -Remind students that the must label all of the materials they use in their drawings. -ASK: Which materials are we going to use in our drawings? Do we need to label the materials in our drawing? -Ask students if they have any questions about the activity. -Allow them time to work on their drawings. Assessments/Differentiation: Are students following the instructions? Are students raising their hands when they have questions or comments? Can students repeat the instructions back to me? Are students using the correct materials in their drawings? Are students labeling them?

Closure (3 min.):
Consolidation/Assessment of Learning: Who can tell me one property of a straw? Of a popsicle stick? Of cardboard? Of plasticine? Feedback From Students: How many of you enjoyed drawing the garage with the materials today? Feedback To Students: All of you worked very hard today with our materials matching! Thank you for listening so well. Transition To Next Lesson: We will get to explore more about materials tomorrow. For now, could you please take your agendas out.
SPONGE ACTIVITIES:

1) Learning Activity 3: Venn Diagram

-Read instructions with students. Explain that they will be sorting Cindys materials by how breakable they are. The left ci rcle is very breakable, the right one is unbreakable, and the center circle is for materials that could break with force. -Ask students if they have any questions about the activity. Clarify any questions students may have. -Allow students time to work. 2) Materials investigating