Allison Archer 4th Grade Science Term III Lesson Plan To be taught: Thursday, November 29, 2012 Pedagogical

Focus To provide ample opportunities for ongoing discourse through student-teacher and student-student interactions. In this way, the teacher will be less likely to make assumptions about a childs ability or understanding. What The curricular content to be learned by the students in this lesson is how to classify objects based on their physical properties. Through these activities, students will be able to create their own classification systems as well as identify objects based on description by using an existing (dichotomous) key. This lesson serves a dual purposeboth in content and in process skills. The standards for curriculum stipulate that students be able to classify using biotic and abiotic factors. By the end of this lesson, students should be able to sort through and distinguish between everyday objects, focusing on properties they may have previously dismissed. However, the ultimate goal is to teach students the process of classifyingan ongoing scientific skill. This process entails a student be able to analyze object and make distinctions between them. Scientists do use deductive reasoning, but they also search for patterns, classify different objects, make generalizations from repeated observations, and engage in a process of making inferences as to what might be the best explanation (K12 Framework). The teachers goal is to push students towards uncovering specific characteristics, rather than the more obvious properties, such as color and size: if a student focuses on size, then student needs to use a tool for measuring the size of that object. To reach this higher level of observation, in the beginning of the lesson, the teacher will include every idea students generate from their bottle caps. However, as the list progresses and more minute details are offered, the teacher will ask students to help eliminate some of the more common, superfluous traits. This gives students an opportunity to visualize their own thought processes and weigh their own ideas against each othera critical thinking skill. How During each phase of the lesson, students will be working through the patterns and processes of classifying objects. One major use of pattern recognition is in classification, which depends on careful observation of similarities and differences (K12 Framework). The three classification categories to be used are the alien-like creatures, bottle caps, and everyday school supplies. Each activity becomes progressively more challenging, even though the actual hook will hopefully be the most foreign, difficult activity, as it is something students arent used to doing.

This lesson is unique in its use of concept formation. A concept formation activity often excites students be- cause it is unique, student-centered, and allows for creativity. It is also a great instructional activity from a teachers perspective because it allows for metacognition among students (The Science Teacher, Watson). Most of the science investigations students conduct inside the classroom are based on step-by-step methods. I want to create a more rigorous set of activities for students in that they have to use their reasoning skills, rather than simply following a list of procedures. By the end of the lesson, students should be able to identify the scientific names of an object based on its property. Why I have selected this topic, goal and particular teaching method because classifying is an imperative skill to the scientific process. The teaching method is very handson, utilizing the explore approach to learning. I know students will start off by asking for help in the beginning, which is why I prepared a list of questions for me to ask them in response to their anticipated questions. The factors that influenced my decisions are my desire to build/instill conceptual knowledge. The easiest method for me to take to ensure students arrive at immediate correct answers would be through direct instruction where I give them vocabulary words first and guide them through the steps of using a dichotomous key. However, I wont always be available for them to utilize and therefore they need to become independent in their thinking and familiarize themselves with how to solve challenging problems on their own. I shall be facilitating their learning, but not taking complete charge over it. Classification is a vital science-process skill for all students to master. Understanding dichotomous keys as a means of classification enables students to better comprehend large amounts of information and understand how to organize, compare and contrast, and analyze that information (The Science Teacher, Watson). The six students I have selected were determined by my classroom mentor who decided these were the students who wouldnt fall too far behind by being pulled out of class during regular instruction. The emphasis on discourse embedded within my lesson is necessary for me to reach my pedagogical focus of communicating with each student in an ongoing check for understanding. In this way, I will be able to catch errors in thinking before they compound, while simultaneously making every child feel that their contribution is important. Tools Manipulatives (in the form of aliens, bottle caps, and other hands-on mystery objects such as pencils, scissors, thumbtacks), and processing skills. Discourse The entire lesson is based around questions and answers, and communicating ideas through student-teacher and student-student conversation.

K12 Framework 1. Scientific and Engineering PracticesAsking questions: This lesson is based on a students ability to accurately answer questions. For example, Does this creature have a backbone? 1. Crosscutting Concepts Observed patterns of forms and events guide organization and classification, and they prompt questions about relationships and the factors that influence them. Especially important in this lesson is the focus on similarities and differences. 2. Disciplinary Core IdeasFrom molecules to Organisms: Structures and processes: addresses how individual organisms are configured and how these structures function to support life, growth, behavior, and reproduction. This lesson emphasizes structures and processes. A student needs to be able to identify anatomical structures in order to classify the organism/species. Norms Before the lesson begins, teacher will address the importance of working together and how to appropriately handle the learning materials. Tasks Students will have opportunities to navigate through pre-made dichotomous keys, as well as having the opportunity to create their own. Materials Rulers Alien cut-outs Dichotomous key Paper and pencils for classifying Easel

Topic: Classification through Dichotomous Keys Objective: SWBAT classify objects based on physical traits. SWBAT navigate a dichotomous key. PSSA 4th Grade Standards: 3.1.4.A1. Classify plants and animals according to the physical characteristics that they share. 3.2.4.A1. Identify and classify objects based on their observable and measurable physical properties. Hook (7 minutes): Student will be given a cut-out of an alien to identify. This will be introduced as a challengenot as a summative assessment. Teacher reads the background story of how scientists have discovered a new alien and need the help of the students to classify them. Guiding questions after students have had some time to try to identify their creatures: o What do you need to do first to figure out the name of your creature? o What information did the key help you find? o Did anyone have an alien that was too hard to figure out? o For each picture, what part of the key did you start in? o What would have happened if youd started at a different line than five? Teacher will modify the time if students are struggling so much that they cant find the answers or are clearly frustrated. Introduction to New Material (10 minutes): Sometimes scientists discover new species. They dont know what to call them, so they look at characteristics of that species such as does it have a backbone, is it warm-blooded or cold-blooded; lives in water or lives on land to help them discover which species and family it belongs to. Vocabulary o Physical characteristic(just like a physical trait in literacy) something we can see just by looking at something. What are some physical characteristics of this bottle cap? Teacher passes out the same type of bottle cap to each of the six students. Discussion ensues, where students describe the physical traits of the bottle cap. o Dichotomous keydividing into two parts. Di as a prefix always means two. Scientists use dichotomous keys to help them figure out new species of plants and animals. Look at the dichotomous key for the norns. Why do you

think it was called a dichotomous key? Students will help teacher generate a list of words with the prefix di-. o Classification systemA useful method for organizing something. It simplifies tasks. A dichotomous key is an example of a classification system. Teacher asks students for real-life examples of classification systems. Some expected responses may include: Libraries Grocery store aisles Group activity. Prior to the start, the expectations of respect will be made clear that we have to be respectful of each others answers. The whole group will have access to ten bottle caps. As a group, we will narrow down bottle caps based on physical characteristics. To do this, teacher will cold call students to name a physical characteristic. The pile of caps will be divided up according to this criterion. Of the working pile, teacher will cold call another student for a physical characteristic. The pile will again be divided up, and continue on until the cap has been narrowed down by one. When a single bottle cap has been narrowed, we will review the steps it took us to get to that cap. Students ideas will be recorded on an easel. This will serve as the beginning to a dichotomous key. Guided Practice (10 minutes): 1. Pairs of students will create their own dichotomous key using five bottle caps. They should be able to narrow their keys to five characteristics. 2. Time permitting, students will trade their dichotomous keys with another group Independent Practice (10 minutes): Students will receive a dichotomous key and a paper bag containing mystery objects. Some of these objects will include a pencil, and paper clip. Students will fill in answer blanks with the scientific name for each object. Assessment: The assessment for this lesson will be on-going, through observations, discourse and completed student work.