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Fall 2014

Professor Shaeley Santiago

Name:_Andrew Mickunas_______

Measurement, Data, and Science As Inquiry

Note regarding grouping: Grouping: If grouping is an option, students that need language support will be grouped with a fellow

student that speaks the same language if possible. If there is a student that needs more academic support, that student will commonly

grouped with a stronger student to facilitate that students growth, but not always. As a form of differentiation, gifted learners will

occasionally need to be grouped together as a challenge to the student. Groupings should be flexible so that all students are held

accountable for work and so that every student has a role in the group.

Methods used to ensure engagement:

Lessons will be taught by teacher with high energy, will be primarily hands on, highly interactive, meaningful, and adapted in a way

so all students can participate and have fun.

Asssessments throughout unit will be both form and informal. (See individual lesson for specifics)

Lesson 1: Measuring Centimeters

Grade/Class/Subject: 5th Grade/Math and Science Integrated

Key Vocabulary: Data Collection, Measure, Ruler, Record:

Standards:

S.35.SI.4

Vocabulary can potentially be taught through explicit

Essential Concept and/or Skill: Use appropriate tools and

instruction, through an interactive dialogue, a partner activity techniques to gather, process, and analyze data. Students enhance

(Think, Pair, Share), or potentially a prior lesson could

their skills with tools such as rulers, thermometers, balances,

involve a pretest to determine which words students do not

spring scales, magnifiers and microscopes.

know, so the teacher can target certain students for

Students are introduced to the use of computers and calculators

vocabulary.

for conducting investigations.

Students use of appropriate tools is guided by the questions asked

HOTS: Analysis

and the investigations students design.

Questions scripted out for higher order thinking:

1. Can you generate or think of ways that scientists can collect L.5.1

data?

DemonstratecommandoftheconventionsofstandardEnglish

2. How do scientists use this data to learn?

grammarandusagewhenwritingorspeaking.

Fall 2014

Professor Shaeley Santiago

Name:_Andrew Mickunas_______

L.5.2

DemonstratecommandoftheconventionsofstandardEnglish

capitalization,punctuation,andspellingwhenwriting.

Visuals/Resources/Supplementary Materials: Rulers, The

Human Body, Teacher Drawings, Demonstration Of Measurement

Connections to Prior Knowledge/Building Background:

1. Prior to this lesson, students will have already used rulers to record lengths. Students will have used cm. and m. to calculate volume.

2. Prior to this lesson, students already have had experience collecting different types of data.

Content Objective(s):

Meaningful Activities/Lesson Sequence: Content Objective Assessment:

1. Students will accurately measure

1.1 Students will then be brought to the

This will occur through the following

and record their height, wingspan,

carpet. Students will be shown the

checklist:

arm length, foot size, and hand size

lesson objectives. They will appear on

in cm without significant error.

the smart board. Well, last week we

_____Measurement for height appears to

used the scales to record weight, this

be correct.

I can statement: I can correctly measure

week we will be measuring something _____ Measurement for wingspan appears

and record height, wingspan, arm length,

different. Who has used measuring tape to be correct.

foot size, and hand size in centimeters

before? The teacher will then read the _____ Measurement for arm appears to be

objectives and the class will echo the

correct

objectives with the teacher. The teacher _____ Measurement for foot appears to be

will tell the students that scientists use correct.

a lot of different ways to collect data.

_____ Measurement for hand appears to be

The teacher will then write data

correct

collection on the board. The teacher

_____ Cm. indicated on each measurement

will then tell the class to talk to their

neighbor about what data collection

means. After the students have 30

Maximum Score: 6/6

seconds to talk to one another, the

teacher will ask groups to share what

they talked about. The teacher will

then tell the class that data is basically

a collection of facts, such as

measurements or numbers. Have

Fall 2014

Professor Shaeley Santiago

Name:_Andrew Mickunas_______

collected data or someone else has

collected data about you? Teacher

waits for students to respond. Teacher

than uses these examples to engage

prior knowledge and the background of

the class. Truly, then, in the past you

have collected data in other classes.

Well, if scientists can collect data, what

are all the different ways that scientists

can collect this data? Talk to your

neighbor for a minute and brainstorm

some different ways that scientists can

collect data. The teacher will then let

some of the groups share their ideas.

The teacher will say, Scientists can

collect data using a lot of different

techniques. Scientists can make

observations or use technology that

collects data. One common way that

scientists collect data is they measure

things. The teacher will show some

pictures of tools used for data

collection on the ELMO with the word

that represents the picture.

Thermometers, MRIs, telescopes,

microscopes, cameras, and

anemometers could be displayed. I

want you to now all close your eyes

imagine scientists using these different

tools to collect data. Make a mental

image or visualize what this might look

like (Learning strategy). What are

Fall 2014

Professor Shaeley Santiago

Name:_Andrew Mickunas_______

teacher will allow students to raise

their hand and share different things

that can be measured. Within reason,

all students will be encouraged to

contribute ideas.

1.2 Well, today we are going to be taking

measurements like a scientist to learn

about our class. Today we are going to

be using measuring tape to measure

our height, wingspan, foot size, and

hand size. The teacher will then model

to the class using two volunteers to

show how to measure wingspan. The

teacher will show pictures on the

ELMO that show the different lengths

they will be measuring. The teacher

will show the students how to organize

a chart where they can record their data

in their spiral notebooks. The teacher

will ask if anyone has questions.

1.3 The students will then be put into

groups that will facilitate growth, learning,

and success. If there are any ELL students

that would benefit from being grouped

with another student that speaks there

native language, that will be done.

Additionally, if necessary, ELL students

may be given a graphic organizer to help

facilitate and organize their work. The

students will then, with their partners,

measure and record their measurements.

The students will be provided 10-15

Fall 2014

Professor Shaeley Santiago

Name:_Andrew Mickunas_______

teacher will monitor, observe, and provide

scaffolding during this period. The teacher

will confirm ELL students that they

understand the key words: Data

Collection, Measure, Ruler, and Record.

When students begin to finish, the teacher

will make an announcement tell the

students that when they are done to come

to the carpet for their next directions. The

teacher will pick up the students

measurements at this point.

Language Objective(s):

1. Students will successfully write 3-4

sentences about how specific tools and

techniques are needed to gather different

types of data.

1.4 As students arrive at carpet,

instructor informs the students of

the component of the lesson that is

specific to the language objective.

The teacher tells the students that

working individually they must

now write a short answer (3-4

sentences at least) describing the

different tools and techniques that

can be used to collect data. The

students will be given 10-15

minutes to complete this essay. As

students finish, they will be told to

do their best to think of some more

tools and techniques that they can

add to their essay. After fifteen

minutes transpires, the teacher will

pick up the short essays.

Language Review/Assessment:

Assessment of language objective will be

done with a checklist:

____Student wrote at least 3 sentences

____Students work included at least two

specific tools that can be used to collect

data.

____Studentshowscommandofthe

conventionsofstandardEnglishgrammar,

capitalization,punctuation,andspelling

whenwriting.

Maximum score 3/3

Fall 2014

Professor Shaeley Santiago

Name:_Andrew Mickunas_______

Wrap-Up/Closure: Students will be brought back to the carpet after the short answer questions are collected. Students will be shown

the lesson objectives again. They will appear on the smart board. The teacher will read these objectives and the class will echo the

objectives with the teacher again. The students will be told that it is a time for a roam and review. Students will walk around the room

and talk about one thing that they learned today. After this is complete, students will sit down again. The teacher will then ask the

students to give thumbs up if they feel they mastered the content objective. The teacher will ask the class to do the same if they have

mastered the language objective. The teacher will then ask again if anyone has questions. Based on this, the teacher will then transition

to the next content area.

Additional Features:

Preparation/Lesson Delivery

_X_ Adaptation of Content

_X_ Links to Background

_X_ Links to Past Learning

_X_Strategies Incorporated

_X_Lesson Pacing

Integration of Processes

__Reading

_X_Writing

_X_Speaking

_X_Listening

Scaffolding

_X_Modeling

_X_Guided Practice

__Independent Practice

_X_Comprehensible Input

_X_L1 Support

Application

_X_Hands-on

_X_Meaningful

_X_Linked to Objectives

_X_Promotes Engagement

Group Options/Interaction

_X_Whole Class

__Small Groups

_X_Partners

_X_Independent

__Technology

Assessment

_X_Individual

__Group

_X_Written

__Oral

Cognitive learning strategies: establishing a purpose for the lesson, consciously making personal connections

Potential Metacognitive Learning Strategies: predicting, monitoring and clarifying, visualizing

Language Learning Strategies: breaking words into component parts, guessing and deducing, using verbal and nonverbal cues to know

when to pay attention, making logical guesses based on contextual clues

*These strategies should be taught on a case-by-case basis during independent work time or explicitly during primary lesson.

Differentiation:

Gifted learners:

Fall 2014

Professor Shaeley Santiago

Name:_Andrew Mickunas_______

These students will be given more challenging extension activities. For instance, they will be asked to measure different things

in other units.

These students will also be encouraged to include more detailed language and depth of explanation in their writing.

Students that need more support

These students will be given more time when asked questions in large group.

These students will perhaps be directly prompted with leading questions to answer questions if they do not typically raise their

hand.

Teacher will provide direct instruction to students during the measurement lesson.

These students will be grouped with a student that may be able to assist them if necessary.

ELL students

If there are other students that speak the same native tongue, these students will be grouped with each other only if the need is

there.

If students need to use a translation dictionary, that will be available.

Academic language can be defined for these students during lesson (for instance, the word data collection)

Fall 2014

Professor Shaeley Santiago

Name:_Andrew Mickunas_______

Example of Image that could be shown to Students to Make Data Collection More Tangible

(Taken from Clip Art in Word)

Other Potential Images: Ruler, Telescope, MRI, Video Camera, Microphone, Lab Supplies (Graduate Cylinder, for instance)

Fall 2014

Professor Shaeley Santiago

Name:_Andrew Mickunas_______

Grade/Class/Subject: 5th Grade/Math and Science Integrated

Key Vocabulary: Convert, Meters

Standards:

5.MD.A.1

Vocabulary can potentially be taught through explicit

Convert among differentsized standard measurement units

instruction, through an interactive dialogue, a partner activity within a given measurement system (e.g., convert 5 cm to 0.05

(Think, Pair, Share), or potentially a prior lesson could

m), and use these conversions in solving multistep, real world

involve a pretest to determine which words students do not

problems.

know, so the teacher can target certain students for

L.5.1

vocabulary.

HOTS: Analysis

DemonstratecommandoftheconventionsofstandardEnglish

Questions scripted out for higher order thinking:

grammarandusagewhenwritingorspeaking.

Why do we need different units of measurement?

Can you think of a time when meters would more a useful

Visuals/Resources/Supplementary Materials: Khan Academy

unit than centimeters?

Video, Guided practice on board, graphic organizers

Connections to Prior Knowledge/Building Background:

1. Because of the last lesson, students will know the value of centimeters prior to this lesson

2. Students should have watched the Khan Academy video titled Unit Conversion: centimeters to meters, which should provide

students with prior knowledge about how to convert centimeters to meters.

Content Objective(s):

Meaningful Activities/Lesson Sequence:

Review/Assessment:

After watching a relevant video and

practicing as a class, students can convert

centimeters to meters with 90% success.

I can statement:

I can correctly convert centimeters into

meters

to watch the Khan Academy video titled

Unit Conversion: centimeters to meters.

This will also be communicated to parents

by email.

2.1

Students will all be brought to the carpet

9

This will occur through the following

checklist:

_____Conversion for height appears to be

correct.

Fall 2014

Professor Shaeley Santiago

Name:_Andrew Mickunas_______

yesterday, we recorded measurements with

the measuring tape and that was a form of

data collection. Students will be shown

the lesson objectives. They will appear on

the smart board. The teacher will read these

objectives and the class will echo the

objectives with the teacher. So, last night

you were all supposed to all watch a video

in Khan Academy about converting

centimeters into meters. For a moment talk

to your neighbor about why we would need

to convert from centimeters to meters. In

other words, why is it important that we

have multiple units of measurement for

length? After students have discussed this

with their neighbor, give a few groups an

opportunity to share their thoughts. For

every good idea they have, make a note of

it on the smart board. A mind map would

be possible here. After some groups share,

tell the class, yes, sometimes it is easier to

make sense of things when they are in a

certain. Can anyone think of a time when it

would be more useful to use meters than

centimeters? The teacher will use these

DOK questions to get students thinking.

Would it make sense for me to tell you that

I am about 75 inches tall or that I am 6 feet

and three inches tall? Yes, it would not

make sense for me to give you my height

in inches because it is harder to imagine.

Would I want to measure the number

10

be correct.

_____ Conversion for arm appears to be

correct

_____ Conversion for foot appears to be

correct.

_____ Conversion for hand appears to be

correct

_____ Adequate work strategy is shown.

_____ Height in cm. and meters is written

on board.

Maximum score: 6/6

Fall 2014

Professor Shaeley Santiago

Name:_Andrew Mickunas_______

would tell me about how far it is, but the

number of inches would not tell me very

much about how far it is. Does that make

sense? All right, so now we are going to

learn how to convert centimeters into

meters. As a refresher, we are quickly

going to watch the Khan Academy video

again. The teacher will then play the three

minute Khan Academy video titled Unit

Conversion: centimeters to meters. Does

anyone have any questions about how to

convert centimeters into meters?

2.2

Using a dry erase or smart board, the

teacher will put 59 cm. on the board.

Students will be told to talk to their

neighbor for a minute to share ideas on

how they would convert those centimeters

to meters. Having given students an

opportunity to think about the problem, the

teacher now will let a few students share

their strategies. The teacher will then

model a few ways to solve this problem.

During this period of guided learning, the

instructor will confirm that key vocabulary

(Convert, Meters) is understood by

all: Using the method showed by khan

academy the teacher will multiple 59 by

1/100 and talk about how centimeter means

one hundredth of a meter. The teacher then

will show the alternative method that

involves moving the decimal place. If

11

Fall 2014

Professor Shaeley Santiago

Name:_Andrew Mickunas_______

will try to use those, too. The teacher will

ask if anyone has any questions about

converting to meters from cm.

2.3

The teacher will then tell the students their

job is to independently convert all of their

measurements from yesterday into meters.

At this point the teacher will remind them

to show their work or list a strategy used.

The teacher will let them go progressively

by asking them each to explain why we

need more than one type of unit. This is a

chance for the teacher to assess the

language objective. Why do we need

more than one unit of measurement for

distance This is an informal assessment.

As students answer this question, they will

be let go to work on their assignment.

2.4

During this period of time, the teachers

will let the students work independently for

about ten minutes. Again, if necessary,

ELL students may be given a

graphic organizer to help facilitate

and organize their work. Those

students who finish without assistance will

turn in their conversion to the teacher.

When students are finished, they will be

told that they can right their height in cm

and meters on the board, so that we can put

the class in order from shortest to tallest.

The teacher will prepare a chart relevant

12

Fall 2014

Professor Shaeley Santiago

Name:_Andrew Mickunas_______

they complete this, they will be instructed

that they can work on activities in Khan

academy to develop their avatar or they can

play math games on their computer.

Teacher will not stop students that assist

others at this time. Those students who are

not done after fifteen minutes will be

allowed a conference with the teacher at

his or her desk. The teacher will try to give

verbal advice without completing the

problem for the student. The teacher will

do everything to help students be

successful without giving them the answer

or doing the problem for them. Eventually,

the teacher will collect all of the

conversions and ask all of the students to

come back to the carpet. Rereading them,

the students will review the objectives. The

instructor will then ask them to show five

fingers if they feel like they have mastered

the first objective and zero fingers if they

feel like they feel lost. The instructor will

do the same for the language objective.

The teacher will make mental note of

students that seem to be lost. The teacher

will then transition into the next section of

the day.

13

Fall 2014

Professor Shaeley Santiago

Name:_Andrew Mickunas_______

Language Objective(s):

Meaningful Activities/Lesson Sequence:

1. After discussing the value of

different types of units, students can

express verbally why we need more

than one type of unit of

measurement.

Assessment of language objective will be

done with a checklist:

_____ Student was able to adequately

explain why we need more than one unit of

measurement

I can statement:

I can explain why we need more than one

Maximum score 1/1

unit of measurement.

Wrap-Up/Closure: Eventually, the teacher will collect all of the conversions and ask all of the students to come back to the carpet.

Rereading them, the students will review the objectives. The instructor will then ask them to show five fingers if they feel like they

have mastered the first objective and zero fingers if they feel like they feel lost. The instructor will do the same for the language

objective. The teacher will make mental note of students that seem to be lost. The teacher will ask if anyone has any specific

questions. The teacher will then transition into the next section of the day.

Additional Features:

Preparation/Lesson Delivery

Scaffolding

Group Options/Interaction

_X_ Adaptation of Content

_X_Modeling

_X_Whole Class

_X_ Links to Background

_X_Guided Practice

__Small Groups

_X_ Links to Past Learning

_X_Independent Practice

_X_Partners

_X_Strategies Incorporated

_X_Comprehensible Input

_X_Independent

_X_Lesson Pacing

_X_L1 Support

_X_Technology

Integration of Processes

Application

Assessment

__Reading

_X_Hands-on

_X_Individual

__Writing

_X_Meaningful

__Group

_X_Speaking

_X_Linked to Objectives

__Written

_X_Listening

_X_Promotes Engagement

_X_Oral

14

Fall 2014

Professor Shaeley Santiago

Name:_Andrew Mickunas_______

Cognitive learning strategies: establishing a purpose for the lesson, consciously making personal connections

Potential Metacognitive Learning Strategies: Monitoring and clarifying, Making mental images

Language Learning Strategies: Self-monitoring and self-correcting while speaking English, Paraphrasing, Drawing Pictures and/or

gestures to communicate when words do not come to mind.

*These strategies should be taught on a case-by-case basis during independent work time or explicitly during primary lesson.

Differentiation:

Gifted learners:

After completion of main lesson, these students will be allowed to play math games or develop their avatar in khan academy

by completing sections.

These students will be asked questions with greater depth of knowledge during whole lesson.

Students that need more support

These students will be allowed to conference with the instructor during the independent work.

These students will be given appropriate wait time when responding to questions.

Graphic organizers are an option.

Teacher will use multiple examples and try to use varied contexts for examples.

ELL students

If there are other students that speak the same native tongue, these students will be allowed to help each other with language if

the need is there.

If students need to use a translation dictionary, that will be available.

Academic language can be defined for these students during lesson (for instance, the word conversion)

15

Fall 2014

Professor Shaeley Santiago

Name:_Andrew Mickunas_______

Name _________________________

Know these terms!

Data Collection

Measure

Convert -

1 cm = 0.01m

1 cm < 1 m

Measure this!

Centimeters

Meters

Height

_____cm.

_____m.

Wingspan

Arm

Foot

Hand

16

Fall 2014

Professor Shaeley Santiago

Name:_Andrew Mickunas_______

Grade/Class/Subject: 5th Grade/Math and Science Integrated

Key Vocabulary: Data Collection, Measure, Ruler, Record,

Science, Experiment, Variable, Observation, Hypothesis

Standards:

S.35.SI.3

Essential Concept and/or Skill: Plan and conduct scientific

Vocabulary can potentially be taught through explicit

investigations. Students should engage in systematic observation,

instruction, through an interactive dialogue, a partner activity making accurate measurements, and identifying and controlling

(Think, Pair, Share), or potentially a prior lesson could

variables.

involve a pretest to determine which words students do not

Students understand the concept of a fair test.

know, so the teacher can target certain students for

Students follow appropriate safety procedures when conducting

vocabulary.

investigations.

HOTS: Analysis

Questions scripted out for higher order thinking:

1. What does a scientist do?

2. How do you design a scientific experiment?

3. How do bubbles work?

L.5.1

DemonstratecommandoftheconventionsofstandardEnglish

grammarandusagewhenwritingorspeaking.

L.5.2

DemonstratecommandoftheconventionsofstandardEnglish

capitalization,punctuation,andspellingwhenwriting.

Visuals/Resources/Supplementary Materials: Rulers, Water,

plastic bags, straws, measuring tape, Dawn, Palmolive, and

Seventh Generation, Graphic Organizers for data collection.

1. Prior to this lesson, students will have already used rulers to record lengths. Students will have used cm. and m. to calculate volume.

2. Prior to this lesson, students will already have had experience collecting different types of data.

3. Students will have experience blowing bubbles

Content Objective(s):

Meaningful Activities/Lesson Sequence: Content Objective Review/Assessment:

1. After discussing how an

3.1

Assessment for content objective

experiment is conducted, students

Students will all be brought to the carpet

completed by checklist:

17

Fall 2014

Professor Shaeley Santiago

experiment regarding soap and

bubbles and record the resultant

data.

I can statement:

I can conduct an experiment and record

data.

Name:_Andrew Mickunas_______

we converted measurements into another

unit, that is, meters. Having mastered how

to record this type of measurement or data,

today we will be applying that knowledge

to an experiment. Students will be shown

the lesson objectives. They will appear on

the smart board. The teacher will read

these objectives and the class will echo the

objectives with the teacher. As you might

have figured out, today we are going to be

scientists.

3.2

Well, if we are going to scientists, we

should know what scientists do. I would

like you to talk to your neighbor about

what scientists do. How do scientists figure

things out? (Think, Pair, Share) The

teacher then gives the students a few

minutes to discuss this with their neighbor.

The teacher then allows numerous pairs

share their ideas. Groups that get to share

will be decided by drawing names on

popsicle sticks from a can. If the students

hit on any of the follow words, they are

written on the smart board: Data

Collection, Measure, Record, Science,

Experiment, Variable, Observation, and

Hypothesis. When students bring these

words up, the teacher asks the students

what they mean. The teacher then defines

them. (Teacher should focus on

simplifying language so it is

18

experimental trials and provided 15 data

points to show this.

____ Data is labeled in cm.

____ Data is organized effectively or

graphic organizer is used.

Maximum score 3/3

Fall 2014

Professor Shaeley Santiago

Name:_Andrew Mickunas_______

instance, in an experiment a variable is

something that can be changed or

controlled and it is something that could

influence the experiment. In other words, it

is anything that can be changed or

controlled (not changed). Regularly,

variables are intentionally changed in an

experiment to see the effect the variables

has on the experiment. If I wanted to do an

experiment to see which pair of shoes

helps me run faster, what is the variable in

the experiment that I am changing? It is

the pair of shoes, because the shoes are

what I am changing. A hypothesis can be

described as an educated guess that the

scientist makes. This hypothesis regards

one specific variable that the scientist is

focusing on. So, for example, if I was

testing to see whether or not my Nike

shoes help me run faster than my converse

all stars, what could be my hypothesis?

After letting a section of the class express

their ideas, the teacher will propose

another question. Because it is part of the

content objective, teacher must explicitly

define hypothesis and variable.

3.3

Well, if we know these different words

we use in science, how does design an

experiment? Talk to your neighbor again

and discuss how one would design an

experiment. What are the different things

19

Fall 2014

Professor Shaeley Santiago

Name:_Andrew Mickunas_______

teacher then gives the students a couple

minutes and then lets the students share

their ideas again. The teacher tried to let

other kids share this time. After letting the

kids share, the teacher announces, Today

we are going to be doing an experiment to

see which type of soap makes the best

bubbles. Who here likes bubbles? (Topic

that all kids should find relatable) Have

you ever wondered how to make the

biggest bubble? That is our question for

this experiment. How does the type of soap

we use affect how the size of bubbles that

we can make? Any idea what the main

variable is that we are going to have to

manipulate or change? The type of soap is

the main variable that we are going to

change. Our hypothesis is that the type of

soap is going to have an affect on the size

of the bubbles that we can make. We have

three different types of soap. Each table is

going to get one specific kind of soap. And

each table is going to be responsible for

collecting data for that type of soap. In

front of the class, the teacher will model to

the students how they are going to cover

their table with a black plastic bag. The

teacher will then demonstrate to them how

to blow bubbles on the black plastic with a

straw, measure, and record the size of each

bubble. The teacher will draw on the board

a way to record data and give an example

20

Fall 2014

Professor Shaeley Santiago

Name:_Andrew Mickunas_______

centimeters Those students who have

trouble with English and those students

that need more assistance will be able to

use graphic organizers to record their data

if needed. Also, table groups will be

organized in a way so that all students can

be successful linguistically and

academically. The teacher will show them

three different types of soap: Dawn,

Palmolive, and Seventh Generation. We

will hypothesize that Seventh Generation

is the best for making bubbles. Teacher

writes this on board. What is the variable

that we are changing? Yes, we are

changing the type of soap. That is the

variable that we are changing. Each table

will only get one type of soap and will be

instructed to record the type that they are

using. Each table needs to hand in one set

of data with everyones name on it. Also, I

would like each table to provide at least 15

measurements or data points and label

them in centimeters. These requirements

will be written on the board.

3.4

The teacher will then dismiss the group by

table and use designated helpers to hand

out materials. The students will be given

ten minutes to blow bubbles on the tables

and record their measurements in

centimeters. After the students have

recorded for ten minutes, the students will

21

Fall 2014

Professor Shaeley Santiago

Name:_Andrew Mickunas_______

their experience. The teacher will ask

which measurement or data point was most

common for their soap. Which number of

centimeters was most common for you to

see with your type of soap? The teacher

will then give a chance for each table to

say their most common data point. Raise

your hand if you think that your soap was

the best at making bubbles? Alright, now

everyone hand me their data. The teacher

should check that everyone has a name on

each paper. Tonight I will be making a

visual representation of this data on the

board and will be calculating averages so

we know which soap is the best for

blowing bubbles. (If there was additional

time in this unit plan, the class would do

this on another data or the same day)

Language Objective(s):

1. After discussing how to construct

an experiment, students can write

the meaning of the word hypothesis

and variable.

I can statement:

I can define the words variable and

hypothesis.

3.4

All right, now I need you all to complete

one last thing for science today. In your

journal I need to write 3-4 sentences that

say the meaning of these words that we

talked about: Hypothesis and variable. The

teacher will write these two words on the

board. The teacher may provide reminders

regarding their definition for students that

may not remember. The teacher provides

the students 10-15 minutes to write these

22

Language Review/Assessment:

Assessment of language objective will be

done with a checklist:

____ Student provided 3-4 sentences

____ Student adequately defined

hypothesis

____ Student adequately defined variable

____Studentdemonstratedcommandof

theconventionsofstandardEnglish

grammar,capitalization,punctuation,and

spellingwhenwriting.

Fall 2014

Professor Shaeley Santiago

Name:_Andrew Mickunas_______

students work. During this period, the

Maximum score: 3/3

teacher can provide scaffolding for those

students that require it. After this time

goes by, teacher will pick up these short

answer definitions.

Wrap-Up/Closure: Students will be brought back to the carpet after the short answer questions are collected. Students will be shown

the lesson objectives again. They will appear on the smart board. The teacher will read these objectives and the class will echo the

objectives with the teacher again. The teacher will then ask the students to give a thumbs up if they feel they mastered the content

objective. The teacher will ask the class to do the same if they have mastered the language objective. The teacher will then ask again if

anyone has questions. Based on this, the teacher will then transition to the next content area.

Additional Features:

Preparation/Lesson Delivery

_X_ Adaptation of Content

_X_ Links to Background

_X_ Links to Past Learning

_X_Strategies Incorporated

_X_Lesson Pacing

Integration of Processes

__Reading

_X_Writing

_X_Speaking

_X_Listening

Scaffolding

_X_Modeling

_X_Guided Practice

__Independent Practice

_X_Comprehensible Input

_X_L1 Support

Application

_X_Hands-on

_X_Meaningful

_X_Linked to Objectives

_X_Promotes Engagement

Group Options/Interaction

_X_Whole Class

_X_Small Groups

_X_Partners

__Independent

__Technology

Assessment

_X_Individual

_X_Group

_X_Written

__Oral

Strategies:

Applicable Cognitive Learning Strategies:

1. Consciously making connections between personal experiences, beliefs, and feelings and content

Applicable Metacognitive Learning Strategies:

1. Predicting and inferring, Evaluating and determining importance, generating questions and using questions to guide

comprehension.

Applicable Learning Strategies:

1. Making logical guesses based on contextual and syntactic information, Guessing and deducing

23

Fall 2014

Professor Shaeley Santiago

Name:_Andrew Mickunas_______

*These strategies should be taught on a case-by-case basis during independent work time or explicitly during primary lesson.

Differentiation:

Group work during experimentation allows for natural differentiation. Certain kids volunteer for certain roles within the

group, but everyone has a responsibility, but every child should get a chance to try every group role.

Gifted learners:

These students will be asked questions with greater DOK when at large group.

These students will also be encouraged to include more detailed language and depth of explanation in their writing. Perhaps

students will be told to generate different examples of hypotheses or variables.

Students that need more support

These students will be given more time when asked questions in large group.

These students will perhaps be directly prompted with leading questions to answer questions if they do not typically raise their

hand.

These students may need greater scaffolding with their writing.

ELL students

If there are other students that speak the same native tongue, these students will be grouped with each other only if the need is

there.

If students need to use a translation dictionary, that will be available.

Academic language can be defined for these students during lesson (for instance, the word hypothesis)

One possibility is that academic language can be defined on graphic organizers.

These students will be given more time when asked questions in large group

24

Fall 2014

Professor Shaeley Santiago

Name:_Andrew Mickunas_______

Name _________________________

1.

9.

2.

10.

3.

11.

4.

12.

5.

13.

6.

14.

7.

15.

8.

16.

25

Fall 2014

Professor Shaeley Santiago

Name:_Andrew Mickunas_______

Key terms:

Variable -

Hypothesis -

Experiment -

Grade/Class/Subject: 5th Grade/Math and Science Integrated

Key Vocabulary: Data Collection, Measure, Ruler, Record,

Science, Experiment, Variable, Observation, Hypothesis,

Manipulation, Average (mean)

Standards:

S.35.SI.3

Essential Concept and/or Skill: Plan and conduct scientific

investigations. Students should engage in systematic observation,

Vocabulary can potentially be taught through explicit

making accurate measurements, and identifying and controlling

instruction, through an interactive dialogue, a partner activity variables.

(Think, Pair, Share), or potentially a prior lesson could

Students understand the concept of a fair test.

involve a pretest to determine which words students do not

Students follow appropriate safety procedures when conducting

know, so the teacher can target certain students for

investigations.

vocabulary.

L.5.1

HOTS: Analysis

DemonstratecommandoftheconventionsofstandardEnglish

Questions scripted out for higher order thinking:

grammarandusagewhenwritingorspeaking.

1. Based on the graph that you are seeing, which soap

from yesterday would you say was the best for making L.5.2

bubbles?

DemonstratecommandoftheconventionsofstandardEnglish

2. What would be the variable that we are changing or

capitalization,punctuation,andspellingwhenwriting.

manipulating in our new experiment?

3. What would be one possible hypothesis we could use

for this experiment?

Visuals/Resources/Supplementary Materials: Rulers, Water,

plastic bags, straws, measuring tape, Dawn, Palmolive, and

Seventh Generation, Graphic Organizers for data collection,

Graph on board, water, glycerin, corn starch

Connections to Prior Knowledge/Building Background:

1. Prior to this lesson, students will have already used rulers to record lengths.

2. Prior to this lesson, students already have had experience collecting different types of data.

3. Students acquired experience generating hypotheses in the prior lesson.

Content Objective(s):

1. After reading about the different

variables we will be researching,

students will be able to

successfully create and test a

hypothesis for our experiment.

4.1

Students will all be brought to the carpet for a

math lesson. Yesterday we recorded data or

measurements about bubble size and different

types of soap. Today we will be doing

something similar, but each of you will be

I can statement:

forming your own hypothesis about the

experiment. Students will be shown the lesson

I can create and test a hypothesis for my objectives. They will appear on the smart board.

experiment

The teacher will read these objectives and the

class will echo the objectives with the teacher.

4.2

Well, as you can see I have the data you

collected represented as a graph on the board.

The data will be shown as a simple bar graph

with each different type of soap represented on

the same graph but color-coded. The dawn soap

is shown as the green color, the Palmolive is

shown as red, and the Seventh Generation is

shown as purple. What do you notice about the

graph? Talk to your neighbor for a minute about

things that you notice. Based on this graph,

which soap looks like it was the best? The

teacher will give 4-5 groups a chance to share.

This will be decided by drawing names from a

can. Well, last night also calculated averages

for each type of soap. The teacher has the class

echo this word as a group. Talk to your

neighbor for a moment about what it means to

calculate an average. The teacher writes the

word average on the board. The teacher then

Students hypotheses will be assessed

with the following checklist:

________Students refer to variables in

hypothesis.

____Students make a claim in their

hypothesis that regards the effect that

the variable will have on bubbles.

____Student writes hypothesis with

standard English capitalization,

punctuation, and spelling.

Maximum Score: 4/4

calls on a student that can concisely explain the

meaning of average. If this is not sufficient, the

teacher will write the definition on the board and

describe how an average is calculated. An

average is calculated by adding up the data

collected from one type of soap. That number is

then divided by the total number of data points

that were collected. This tells us which soap

tended to blow the biggest bubble. The teacher

will then reveal the means or averages for each

bubble. Which average is the highest? This

tells us which bubble solutions was best at

making bubbles. As you said, Dawn had the

highest number. That means it was able to

regularly blow bigger bubbles.

4.3

Now, I would like you to read a little bit about

two new variables that we will be researching:

corn syrup and glycerin. The students will be

released to work with a partner at their desk.

Instructor will select these partners. ELL

students can be grouped with another student

that speaks their native language or someone

who can assist them. They will be given 5- 10

minutes to read a short essay explaining how

bubbles work and the properties of glycerin and

cornstarch. This essay will conflate quotes from

the following web articles:

http://www.scientificamerican.com/article/bringscience-home-best-bubbles/

http://www.ehow.com/info-tip_7957913_cornsyrup-bubble.html

The essay will provide important information,

but not give the answer away entirely. It will be

comprehensible for all students.

4.4

Students will be told that with their partner they

need to write a hypothesis that states what effect

glycerin and cornstarch will have on bubbles.

The teacher will show the students both of these

items. How will these two things affect the

creation of bubbles? Students will be given 5-10

minutes to write their hypothesis. Teacher

should provide scaffolding during this period for

students that are at an impasse. Teacher will

provide strategies for how to apply the

knowledge that they learned from the reading to

their hypotheses. They will be told that they

must turn in one cope of their hypothesis to the

teacher and both of their names must be on it.

Teacher should remind them to use good

grammar, spelling, and punctuation.

4.5

After completing this with partner, each pair will

be matched up with another pair. Each pair will

be asked to verbally justify their hypothesis to

the other pair. Each pair will then be given a

sheet they can use to assess the other pairs

justification. This justification will basically be

an assessment. It will include a checklist:

____Students make a claim in their hypothesis.

____Students provide a justification.

____Student speak clearly.

4.6

After students assess each other, they will be

brought back to the carpet. The teacher will

pick up the peer evaluations and the hypotheses.

Students will be told that now we will test their

hypotheses. Because it was the best at making

bubbles, we will be testing with Dawn soap. We

will test dawn with Dawn with corn syrup,

Dawn with glycerin, and Dawn without anything

else. It will be exactly like we did it yesterday.

You all attach the black bag to your table while I

hand out the straws and bubble solution. Please

record at least 15 data points or measurements

The teacher then releases the students gradually

and hands out the materials. Students will be

given 10-15 minutes to collect data. Graphic

organizers can be used if necessary.

4.6 Breakdown of soap solutions (for teacher

use)

Detergent only

3 cups of water

2 table spoons of detergent

Glycerin type

3 cups of water

2 tablespoons of detergent

One tablespoon of glycerin

3 cups of water

2 table spoons of detergent

One tablespoon of corn syrup

4.7

Students will be brought back to the

carpet. The teacher will collect the data.

Wrap-up will occur

Language Objective(s):

Language Objective

Review/Assessment:

Assessment of language objective will

be done with a peer evaluative checklist:

will be researching, student can

verbally express a justification for

their hypothesis to a peer.

hypothesis.

____Students make a claim in their

hypothesis.

____Students provide a justification.

____Student speak clearly.

I can statement:

I can explain why I believe my

hypothesis is correct.

Wrap-Up/Closure: Students will be brought back to the carpet after the short answer questions are collected. . Students will be shown

the lesson objectives again. They will appear on the smart board. The teacher will read these objectives and the class will echo the

objectives with the teacher again. The instructor will then ask them to show five fingers if they feel like they have mastered the first

objective and zero fingers if they feel like they feel lost. The instructor will do the same for the language objective. The teacher will

make mental note of students that seem to be lost. The teacher will ask if anyone has any specific questions. The teacher will then

transition into the next section of the day.

Additional Features:

Preparation/Lesson Delivery

Scaffolding

Group Options/Interaction

_X_ Links to Background

_X_ Links to Past Learning

_X_ Strategies Incorporated

_X_Lesson Pacing (Might be a bit long)

Integration of Processes

_X_Reading

_X_Writing

_X_Speaking

_X_Listening

discussion)

__Guided Practice

__Independent Practice

_X_Comprehensible Input

_X_L1 Support

Application

_X_Hands-on

_X_Meaningful

_X_Linked to Objectives

_X_Promotes Engagement

_X_Whole Class

_X_Small Groups

_X_Partners

__Independent

__Technology

Assessment

__Individual

_X_Group

_X_Written

_X_Oral

Strategies:

Cognitive Learning Strategies: Taking notes or outlining

Metacognitive Learning Strategies: Predicting and Inferring, evaluating and determining importance

Language Learning Strategies: Applying basic reading skills, such as previewing, skimming, scanning, and reviewing, Substituting a

known word when unable to pronounce an unfamiliar word.

*These strategies should be taught on a case-by-case basis during independent work time or explicitly during primary lesson.

Differentiation:

Gifted learners:

These students will be asked questions with greater DOK when at large group.

These students will also be encouraged to include more detailed language and depth of explanation in their hypothesis. Perhaps

these students will need to cite parts of the reading assignment in their hypothesis.

Students that need more support

These students will be given more time when asked questions in large group.

These students will perhaps be directly prompted with leading questions to answer questions if they do not typically raise their

hand. Perhaps the teacher will also provide additional contextual information within the question

These students may need greater scaffolding with their writing.

These students will receive simpler language during instruction.

Teacher may provide one-one-support that incorporates reading strategies/strategies focused on the content

Written section can be adapted to support a lower reading level.

ELL students

If there are other students that speak the same native tongue, these students will be grouped with each other only if the need is

there.

If students need to use a translation dictionary, that will be available.

Academic language can be defined for these students during lesson (for instance, the word manipulation and average)

One possibility is that academic language can be defined on graphic organizers.

These students will be given more time when asked questions in large group

Teacher may provide greater focus on these students when students are working independent from teacher.

Have you ever wondered what makes a bubble form? The secret to making bubbles is surface tension. Adding soap (such as

the kind you use to wash dishes in the sink) to water changes the surface tension of that water, and this creates a great solution to make

bubbles from. (Scientific American, 2011)

Surface Tension

If water sticks to itself, why can't you just blow into it and get bubbles? Because of surface tension; the top of a water surface

has plenty of it. Have you ever seen a bug walk across the top of water? That's because the surface tension of the water is stronger than

the weight of the bug. It's this same strength that prevents water alone from being a good bubble solution (Hineman).

O

Corn syrup and glycerin

When you mix soap into water, the soap relaxes the bond between water molecules and weakens the surface tension, allowing

for it to stretch and envelope air to form bubbles. What is happening is that a thin layer of water is actually being trapped between two

layers of soap. When you add corn syrup to the mix, its physical properties of being a thick, starchy liquid further strengthen the soap

(Hineman).

O

In other words, when a soapy dish detergent is added to water, it lowers the surface tension so that bubbles can form. The

detergent molecules increase the distance between water molecules and reduce those molecules' ability to interact with each other.

This decreases the pullor attractionthat the water molecules exert on each other, lowering the surface tension of the solution.

(Scientific American, 2011) Other substances, such as corn syrup or glycerin, can be added to further strengthen the soap.

Works Cited

Hineman, G. What Is in Corn Syrup That Makes a Bubble? Retrieved from http://www.ehow.com/info-tip_7957913_corn-syrupbubble.html

Science Buddie. (2011, December 1). Blow the Best Bubbles. Retrieved from http://www.scientificamerican.com/article/bring-sciencehome-best-bubbles/

Grade/Class/Subject: 5th Grade/Math and Science Integrated

Key Vocabulary: Data Collection, Measure, Record, Science,

Experiment, Variable, Observation, Hypothesis,

Manipulation, Average (mean)

Standards:

S.35.SI.3

Essential Concept and/or Skill: Plan and conduct scientific

investigations. Students should engage in systematic observation,

Vocabulary can potentially be taught through explicit

making accurate measurements, and identifying and controlling

instruction, through an interactive dialogue, a partner activity variables.

(Think, Pair, Share), or potentially a prior lesson could

Students understand the concept of a fair test.

involve a pretest to determine which words students do not

Students follow appropriate safety procedures when conducting

know, so the teacher can target certain students for

investigations.

vocabulary.

L.5.1

HOTS: Analysis

DemonstratecommandoftheconventionsofstandardEnglish

Questions scripted out for higher order thinking:

grammarandusagewhenwritingorspeaking.

1. Looking at this graph of our data, what conclusions

can you make? What do you notice? What does this

L.5.2

make you think?

DemonstratecommandoftheconventionsofstandardEnglish

2. What do averages tell us about our research?

capitalization,punctuation,andspellingwhenwriting.

3. Can anyone think of something we could research after

this?

Visuals/Resources/Supplementary Materials: Graphic,

Organizers, Graph on board, paper, pencil, art supplies, smart

board (rubric)

Connections to Prior Knowledge/Building Background:

1. Prior to this lesson, students should understand how to read a bar graph

2. Prior to this lesson, students should understand what a means tells us.

3. Prior, to this lessons students should have experience thinking about how their hypotheses relates to the data we gathered.

4. Students will already be familiar with the notion of a visual representation.

Content Objective(s):

5.1 After discussing the results of the

data we collected, students can

summarize these results and create

a visual representation to show this.

I can statement:

I can summarize the results of our data

and create a visual representation that

shows these results.

5.1

assessment: Done via rubric.

Students will all be brought to the carpet

for a math lesson. Yesterday we saw the

See below for rubric.

bar graph that showed our first experiment

and completed a second experiment. Today

we will be finishing up this unit. Students

will be shown the lesson objectives. They

will appear on the smart board. The teacher

will read these objectives and the class will

echo the objectives with the teacher.

5.2

Students will receive their hypotheses and

data back. The data that students turned in

the day before will be represented on the

board in a bar graph. Soap with glycerin

will be green, soap with cornstarch in red,

and soap alone in purple. Looking at this

graph of our data, what conclusions can

you make? What do you notice? What

does this make you think? Talk to your

neighbor for a minute to help you think

about this. The teacher then brings the

class back to focus. Drawing names from

a can, the teacher lets a few groups share

ideas, but brings the focus to things that

students truly should be aware of. Thus,

although this is a dialogue, the teacher

draws all of the students attention to the

information that truly should be aware of.

For instance, the teacher will refer to the

mean of each type of soap. The teacher

the board. If the students seem prepared,

the teacher will discuss the medium of

each type and write that on the board. Of

course, when the teacher considers and of

these components of the data, the teacher

will define these terms and write them on

the board (mean, range, median).

All three colors will be represented in the

same bar graph. Based on means, the data

should show that Glycerin is the best for

blowing bubbles. The teacher should also

use the range as a way of considering

which bubble solution was best. The

teacher should describe the median as the

most common number. The teacher should

use this as a time to show the students

strategies to analyze the data.

Language Objective(s):

5.2

Having observed and discussed the

results, students should be able to write

conclusions that can be acquired from

the results.

I can write conclusions based on data

results.

5.3

Students will be told that it is now their

responsibility to create a visual

representation that shows their hypothesis,

the results, and written conclusions from

the data. Teacher will bring the rubric up

on the smart board, so students know the

expectations for the assignment. (See

below for rubric) The teacher will show

the students a few examples of visual

These options include bar graph, line

graph, or any other teacher approved

representation. For instance, the student

may wish to involve more visual art of

performance to communicate the results.

The student may wish to make a visual

representation on the computer. This is an

option. Students will be told that they must

include the averages for each type of soap.

Also, this will be written on the board:

Requirements for Representation:

1. Hypothesis

2. Visual Representation of Data

3. Conclusions

5.4

The students will then be slowly released

to work independently on their visual

representation and conclusions and hand

out poster board. If time allows, students

will be asked to complete a prototype or

rough draft first. The teacher will tell

students that, if anyone has any questions

or wants things clarified, they should stay

behind. The teacher will continue to leave

up information on the board and the graph

for students to use. Students will be given

45 minutes to work on this representation.

After that time is half over, teacher will

allow students to conference with peers or

the teacher for guidance. Teacher will

require it, but will not do any writing or

creation for student. Because of time

requirements, this portion of the unit may

take additional time.

Eventually, students will be brought back

to wrap up the lesson.

Wrap-Up/Closure: Students will be brought back to the carpet after the short answer questions are collected. . Students will be shown

the lesson objectives again. They will appear on the smart board. The teacher will read these objectives and the class will echo the

objectives with the teacher again. The instructor will then ask them to show five fingers if they feel like they have mastered the first

objective and zero fingers if they feel like they feel lost. The instructor will do the same for the language objective. The teacher will

make mental note of students that seem to be lost. The teacher will ask if anyone has any specific questions. The teacher will then

transition into the next section of the day.

Additional Features:

Preparation/Lesson Delivery

_X_ Adaptation of Content

_X_ Links to Background

_X_ Links to Past Learning

_X_ Strategies Incorporated (Strategies

considered during analyses of data)

_X_Lesson Pacing (This lesson could

potentially be finished during free time or

the next day)

Integration of Processes

__Reading

_X_Writing

_X_Speaking

_X_Listening

Strategies:

Scaffolding

_X_Modeling (Through graph and

discussion)

_X_Guided Practice (Through large group

analysis)

__Independent Practice

_X_Comprehensible Input

_X_L1 Support

Group Options/Interaction

_X_Whole Class

__Small Groups

_X_Partners

_X_Independent

_X_Technology (Student has the option to

make their visual representation on

computer or tablet)

Application

_X_Hands-on

_X_Meaningful

_X_Linked to Objectives

_X_Promotes Engagement

Assessment

_X_Individual

__Group

_X_Written

__Oral

Applicable Metacognitive Learning Strategies: Evaluating and determining importance

Applicable Language Learning Strategies: Self-monitoring and self-correcting while writing and paraphrasing

*These strategies should be taught on a case-by-case basis during independent work time or explicitly during primary lesson.

Differentiation:

Gifted learners:

These students will be asked questions with greater DOK when at large group.

When completing assignment, these students will be pushed to dig deeper in their analysis/conclusions and be more creative in

their visual representation.

Students that need more support

These students will be given more time when asked questions in large group.

These students will perhaps be directly prompted with leading questions to answer questions if they do not typically raise their

hand. Perhaps the teacher will also provide additional contextual information within the question

These students will receive simpler language during instruction.

Teacher may provide one-one-support that incorporates reading strategies/strategies focused on the content

Teach will allow student-teacher conferences regarding visual representations.

Sentence starters can be given to students for the conclusion section of the assignment. For instance, the results showed me

that.

ELL students

If there are other students that speak the same native tongue, these students will be allowed to peer conference with each other

regarding their visual representation.

There will be a focus on visually engaging lessons and active learning.

If students need to use a translation dictionary, that will be available to student.

Academic language can be defined for these students during lesson (for instance, the words range, medium, and mean)

These students will be given more time when asked questions in large group

Teacher may provide greater focus on these students when students are working independent from teacher.

1

Unsatisfactory

2 Partially

Satisfactory

3 Satisfactory

4 Exceeds Expectations

Hypothesis

Students

hypothesis is

absent

hypothesis, but it

does not make a

specific claim or does

not mention the

variables studied.

complete hypothesis. It

includes a specific claim

about the variables

researched and implies the

intent of the researcher.

hypothesis that is fleshed out, well written,

and easy to understand. For example, I

believe that glycerin makes soap bubbles

bigger than corn starch, but corn starch

added will make bigger soap bubbles than

just dawn soap solution.

Visual

Representation

Of Data

Visual

Representation is

completely

absent

Visual representation

is present, but sloppy

and does not convey

all information

Visual representation is

complete, but effort does

not seem very high.

Conclusion

Conclusions are

completely

absent

Conclusions are

present, but are

minimal. (2-4)

sentences)

and well thought out. (5-6

sentences)

engaging to viewer. It appears that the

student spent a great deal of time designing

and thinking about how to represent the

data.

Conclusions are complete and extremely

well thought out. Conclusions effectively

summarize the data results. High detail is

present

Student appears to

have only put

minimal work into

assignment, work is

sloppy, and written

English has many

errors.

in sufficient work and

thought, work is clean,

and written English has

minimal errors.

complete any

work on

assignment

work and thought into assignment, work is

extremely neat, and written English has no

errors or very few errors.

References

Echevarra,J.,Vogt,M.,andShort,D.(2008)MakingContentComprehensibleforEnglishLearners:TheSIOP

Model.Boston:Pearson/AllynandBacon.

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