AUSL/NLU Lesson Plan Template

Name:Cassie Brtis Time: 2:30-3:20 p.m. Subject/Topic: Science Date: 4/21/14

Objective
CCSS:CCSS.ELA-LITERACY.W.1.6
With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
Objective (SWBAT): Observe and record the properties of 4 solid objects
Assessment / Exit Ticket: Students Book Creator book: My Book of Solids
Vocabulary/Key Concepts/Word Wall: rigid, flexible, rough, hard, smooth, straight, pointed, soft, flat
Materials / Technology: iPads, Promethean board, solid objects: wood cylinder, plastic triangle, cloth, plastic tube
Modifications / Accommodations:


Do Now (3-5 minutes)
Silent, short, pen to paper, complete w/out teacher direction, preview or review
N/A

Opening (3-5 minutes)
The Hook, Preview Objective, Connection to Prior Knowledge.
When you are on the carpet you are at level 0, your eyes are on the promethean board. If you are not at level 0 and choose to talk you will move a clip.

Today we are going to start a new Science unit. We are going to be learning all about solids, liquids and gases. Before I begin teaching you what each of those things are I have some
objects I want to show you. Show students the following bags:
1. Bag filled with a rock: Call on a student to tell us what they see inside. Students should respond: rock. Thats right this is a rock, and scientist call this a solid. Today we are
going to learn all about solids.
2. Bag filled with water: Call on a student to tell us what they see inside. Students should respond: water. Thats right this is water, and scientist call this a liquid. We will learn
more about liquids later in our science unit.
3. Bag filled with air: Call on a student to tell us what they see inside. Students may respond nothing or air. If students respond nothing, bring out a flat bag with nothing in
it. Compare the two bags and tell students the bag that is filled up has air in it. Scientist call this a name that might make you laugh, but you are too mature to laugh at it. We
call this a gas. Gases are something that we cannot see and it fills up the container it is in. You can see that the bag that is full has gas and the bag that is empty does not have
gas.
Everything on earth is either a solid, liquid or a gas. Today we are going to find more out about solids.


Middle (IWY)
I Do Direct Instruction (5 minute limit)
We Do - Guided Practice
You Do Independent Application by students

Teacher will . . . Student will . . . CFU
I do (5 minute limit):
Today we are going to learn about the properties of solids. Properties are things that we know
about an object by looking at them or feeling them.



I am going to show you how to observe an object and learn about its properties. First you are going
to watch how I do it, then you are going to have a chance to practice. Today you are also going to
begin making a Book of Solids. While I am exploring with the water bottle, I am going to show you
what you are going to do with your book.

Model with the water bottle: (all pages of the book will already be created for the sake of time)
1. First I am going to open up to Book Creator and start a new book
a. CFU: What are you opening up?
2. Now I am going to make my title page. My Book of Solids
a. CFU:What should your first page be?
3. Now I am ready to observe the properties of this object. By looking at it I see that it can
stand up on its own and it is clear, because I can see through it. When I touch it, it
feels hard, but when I squeeze it, it crunches.
4. Now I am going to take a picture of the water bottle and put it on my page.
5. Last I am going to type, using the text box, at least 3 properties of my water bottle into
this page. When I was feeling and looking at the water bottle, I was able to find its
properties. I am going to say that the water bottle is see-through, it is hard, and
crunches when I squeeze it.
a. CFU: How many properties do you need?


I do (board=paper):
Students will listen at level 0 to the teachers model on how to
find the properties of a solid object.









Students will answer various CFUs while the teacher is
modeling.









What app are
you opening?

What should
your first page
be?

How many
properties do
you need on
each page?
We do (guided practice):

Now lets try one together (already have the picture of the clipboard in the book)
Lets try one together with this clipboard.
First lets look at the clipboard and see what properties we can find by looking at it. Raise
your hand at level 0 to share what properties you see just by looking at the clipboard:
Have 3-4 students share what they see
Record their properties in the book
Great! Those are the properties we can tell just by looking at it. Now Im looking for 1 or
2 volunteers to come up and tell us what properties they can find by feeling the
clipboard. I am going to call on 2 students who have their hands in their laps, and have
been going above and beyond the expectations the entire time.
Have 2 students come up and feel the clipboard to tell the class what they
learned about its properties by feeling it.
Record their responses in the book on the Promethean board.

Today when you go to your seats you will get 4 objects to find the properties of. You will have a
wood cylinder, a piece of cloth, a plastic triangle, and a plastic tube. At the end of the lesson you
will have all 4 objects in your bag. Only take out one object at a time so they do not get lost.
Model how you take out one object at a time and put it back in the bag when you are done. You
will do the same thing that I showed you and we practiced doing together.

When you go to your seats you will (reference the anchor chart of what they need to include in
We do (guided practice):

Students will observe the clipboard with their eyes and share
the properties they observe by looking at the clipboard.




2 students will come up and feel the clipboard to report the
properties they feel. The rest of the class will actively listen to
their peers sharing the properties that they found.

















How many objects
will you get?

How many objects
do you take out at
a time?
their book):
1. Make a title page with your name and the title
2. Make a page for each object. Each page should include:
a. Picture of the object
b. At least 3 properties of the object. Remind students that properties are things
that we know about objects by looking at them and feeling them.
3. You should have 5 pages total. One for each object and one for the title page.

When you are working at your seats, you will each have your own bag of materials. You should be
observing and touching your materials only. You will stay in your seat the entire time. Since
scientists talk about their observations and findings, you may talk with others at your table about
what you found. You may talk as long as your talk is about Science and properties of the objects
you have.

Pass out ipads and have students go directly to their seats to get started on their books. Narrate
students as they go to their seats and get started.





How many pages
will you have?

How many
properties should
you have for each
object?

Is it OK if you talk?
What should you
be talking about?
You do (@ Bats/Exit Ticket):

Circulate while students work on their investigation and begin making the books in Book Creator.
Check in with students to see how their books are coming along, potentially asking students the
following questions:
What does it feel like?
How is it different than the other objects?
How does it move? How is that different than the other materials?
Can you think of another solid that is similar to this one?
You do (@ Bats/Exit Ticket):

Students will begin exploring the solids and making their books
in Book Creator.
The students books will include:
Cover page
5 pages total
At least 3 properties of each solid
Pictures of each solid

Exit Ticket

Students book of
solids, which will
be continued
throughout the
Science unit.

End
Summarize & review content. Preview next days lesson. Homework

Bring students back to the carpet, having them bring their iPads with them. On the Promethean board have the flipchart of the properties of the objects.

You just looked at the properties of 4 different solids. Now we are going to take a look at what you said some of the properties of the objects were. You all came up with properties, and
now we are going to see if we can learn some new words that will describe the properties of the objects.

I am going to call on students that I saw working hard and are now at level 0 to share the properties they found. Discuss each object, calling on students to tell what they found for each
object. Based on student responses, teach them the new vocabulary words.
i.e for the cloth square, if the students say that they could bend it and fold it tell them: When something can bend and fold we call that flexible
Mark off each property on the properties of solid objects sheet.

You did some great work finding some of the properties of solid objects. Later this week we will look at even more objects to learn about some more properties of objects, add more pages
to our books, and see how these properties are similar and different than what we found today.