Bachelor of Education, Primary Education (EPR) EPC3903

Student Teacher Science Lesson Planning - EPR 3903

Student teacher name: MST name: School name:

Nahla Ali Jaclyn Hummel The WellSpring School private
school
Date: Class & grade: No.Ss
13th of March, 2017. Grade 3 Students 23 Students
Monday Section 1
Unit: Lesson: Time from: 1:20 PM
California Curriculum Component of Mixtures To: 2:00 PM
Standards LS5b Theme: Soil and combined things. 45 minutes
Unit.3 Lesson.1 Part 1
PURPOSE Why am I teaching this lesson? What do I want the students to know/to be able to do by the end of the
lesson that they could not do before? (LOs and SOs)

- By the end of the lesson, students will be able to identify and explore that mixture is created when
two or more components combined together such as soil and water, oil and gravel.

GROUPING: What is the group size? How is every student going to be able to participate? Will you be
differentiating and how?

1. The grouping strategy is flexible and every week the student has different seating arrangement.
The level of student is highly up to the good. The lowest one in the class achieved the goal of the
lesson.

2. Students firstly, will have whole class grouping during the engagement stage. Students will be
sitting in the plenary circle or in front of the board and they are going to listen to the teacher and
interact with her individually. I will discuss with students the key terms and what does components
means.

3. Then, students will work together in exploration stage which they are going to follow the direction
on the card. Student will work as groups, as each table includes 6 students. In this way, student
will participate with each others.

4. Lastly, 3rd graders will be in their tables working on the formative assessment that I would talk
before the activity about the (explanation of the second stage). Then, students are going to work
again in individuals.
Materials:

teacher books None - California Curriculum Standards LS3a L.O.

student book(s) - Students have a notebook that they can put all the activities
sheets in it and important notes related to science + the key
terms of the lesson.

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worksheets/ papers - Key Terms (definition A5 sized papers stick it in notebook):

- Direction Card (with materials) to create a mixing up the

materials provided for them.

- I will some materials in explanation stage to clearly explain

what components mean. (This is the activity card).

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Expectation: I expect that students are capable record their

observations by creating a table of in their science book or sticking this
card in their science journal books.
Students will be able to solve cards individually, but they are going to work
in groups as teams because students in 3rd graders are able to think and
write during science experiment.

As a formative assessment, students will create a poster consists how to

bake a cake by writing down the materials needed and procedures and
drawing, coloring some pictures.

Poster papers A3 for

HOW TO BAKE A CAKE
ACTIVITY?

teacher materials - Data Show Power Point.

- Procedures, materials Card.
- Lesson Plan sheets.
- Reinforcement stars/points/clips.
- Activities sheet
student materials/ - Experiment tools:
manipulatives - 1. Water
- 2. Food color
- 3. Plastic cups
- 4. Soil
- 5. Spoons
- 6. Gloves
- PROCEDURES CARDS.

- Worksheet paper (included above in worksheet, papers for

learners).

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technology Data show which will be used for showing slides in the beginning of the
class after giving key terms.
other

Key terms with definitions (and pictures if appropriate):

word glossary definition image

Component A constituent part; element;

ingredient.

Combined Taken as a whole or considered

together; in the aggregate.

Mixed Composed of different

constituents or elements.

Mixture An aggregate of two or more

substances that are not chemically
united and that exist in no fixed
proportion to each other.

Solution The process by which a gas, liquid,

or solid is dispersed homogeneously
in a gas, liquid, or solid without
chemical change.

Students Prior Knowledge:

- As I think, students will be able to recognize the meaning of the components because in
plants Biology last chapter they have been taken about planting using cotton when we put
the cotton and pour it with water it creates a new component.

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Possible Problems :
Electricity problem (1):
- The Data Show may not work, so the slideshows will be printed in A3 papers and the teacher will
explain it orally and with visual pictures (PowerPoint and Key Terms Meaning).
Interaction problem (2):
- Students may not like the flexible grouping, and maybe they could not work in experiment together.
Management problem (3):
- Students may not listen to the teacher and distract other students by chatting with them or
whispering.

Solutions for the Possible Problems:

Solution (1):
- Addition plan B which is A3 papers and laminated pictures of lesson.
- Teacher will orally explain for students and they will take notes normally (PowerPoint and Key
Terms Meaning).

Solution (2):
- Student (a) which does not like to interact or he is embarrassed, will convert his place that he is
feels comfortable with student (b).

Solution (3):
- The teacher will remind students about the classrooms rules at the beginning of the class. I will
use my mentor classroom management strategies. I will use the whole class individual and I will
apply my consequences in the classroom if one student is not listening at all.
Misconceptions:
- Students may not be able to get concept of procedures cards so I convert the complex word
procedures with steps, or directions to follow which will let students feel like it is an
accommodation for them.
Solutions of this misconception:
- I will orally simplify the words if learners have difficulties in reading the cards.

Misconception (2):
- Students may not get the point of separate the components.
Solution (2):
- I will explain the meaning of the key terms that we are going to do. I will exemplify and give real
instances to make it easy for learners to recognize the meaning and pictures to make it clear.

Solutions for other Misconceptions:

- I will write the sentences or the words that students need to write down in their activity
worksheet to make it easy if students ask about a word in formative assessment.

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 Bachelor of Education, Primary Education (EPR) EPC3903

Lesson Schedule
Teacher (activity + exact instructions you intend to Purpose /
Student (what they do)
Phase give) objective of Time
the activity
In the first stage of science lesson Recognize 10
(ENGAGEMENT PART): - Students the minutes
- The teacher will ask different will discuss components
questions OPEN-ENDED :- and meaning
responded key terms.
1. What does this called? to the
teacher
2. When we put the water with about the Interacting
the gravel what do you think component and
we will have? questions. discussing
about
3. If we combined them we can - Students components.
call them? will have a
chance to
4. So, what do you think recognize
components mean? the meaning
of
5. What is the elements we components.
need to have a component?
- Students
- The teacher will introduce the will interact
Engage new topic through the students and ask
observation. teacher
- The teacher will illustrate the questions
key terms of the components. besides
teacher
questions.

- Students
will
recognize
the new
meaning of
key terms
and write
- Hint: I will not show students down the
the life cycle of plants because meanings of
they will be able to do the whole component
things. So, I decide to let them key terms
explore through the next stage down.
of plant life cycle by days and
we will go through it step by
step.

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In this stage (MOST IMPRTANT Students will work Students 15

STAGE) exploration and investigation: individually, then will explore minutes
they will share what and
- The teacher will have a small did they did in pairs. investigate
talk for about 2 minutes about how each
the materials and procedures Students will mix different
that students must use for the materials two
experiment. provided such as substance
(water and food creates a
- The teacher will make sure that coloring) and mixture.
students safety is good. observing/noticing
what happens to the Students
- She will gives each student a two substances. will creates
gloves to use it during a mixture
experiment. Students are going of two
to go through the components
- The teacher will tell students scientific method or more
the steps (procedures) of when the teacher is like, soil,
experiment. And she will going to guide them water, and
provides for them all supplies and ask them during food
this stage. coloring..
- The teacher will simplify the etc.
procedures when she is going Each one will have a
Explore
around the groups. card consists
procedures and
materials as helper
for their
Procedures & Materials Card experimenting.
as (Accommodation) :

Students will label

their plastic cup
with what
ingredients consists
in each cup.

All suppliers
materials for
students to do the
experiment will be
provided during the
science class.

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 Bachelor of Education, Primary Education (EPR) EPC3903

This is the stage that the teacher have Students are Students 5
the opportunity to explain and making a expected to: are going to minutes
discussion with students: recognize
- Students what does
- The teacher will discuss with will fill out components
students after they do the the cards. means by
experiment: What does the collecting
components creates at the - Students different
end? respond to objects
the together
- The teacher will have materials questions and look at
like earthworm or rocks but not given for the total of
real ones they are toys. them orally objects
by raising collected.
- The teacher will distributes their hands
them over the class and all and give
students are going to search. good, proper
answers.
- Then the teacher will ask
students how many components
in your hands do you collect? - Students
will collect
Explain
- After that, the teacher will the
handle the students small card materials
about the components and the and
total of the things collected. searching
around the
- The teacher will give the class.
students opportunity or a time
to fill in their papers and taking - Students
notes. will takes
notes and
write the
total of the
things
collected.

- The teacher will explain and give

hints about what to do (direct
students).

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 Bachelor of Education, Primary Education (EPR) EPC3903

The teacher will give students A3 I expect students 10

papers to create a poster. to: minutes
By the end
The teacher will ask students how to - Writes the of the
bake a cake. ingredients lesson,
- What do you think the main needed. students
ingredients that we need to will be able
have a tasty cake? - Color the to explain
drawings of the
- The teacher expects students the steps of components
to write the materials, doing of the cake.
ingredients and components of homemade So, by this
the cake? cake. process
students
- And the tools, procedures how - Write the will be able
to do it. components to say that
and how the
Elaborate
- The teacher will make sure that they put the component
the students get the right things in the of the thing
concept of this activity. oven. Is it is that the
mixed up or things
- She will explain that students separated? collapsed
could write word, sentence, or together
hint that reminds them about and creates
the things needed. new
substance.

Poster papers A3 for

HOW TO BAKE A
CAKE ACTIVITY?

- The teacher will let all students Students are 5

comes at the whiteboard with expected to: Students minutes
their Posters. will be able
Students will to give a
- The teacher will ask students in discuss in whole feedback
pairs to present their cakes and class what does a and their
Evaluate
what are the ingredients tasty cake needs. point of
needed. view about
Student is expected the lesson
- Before that, each pair will work to say that the of today
together to correct and add yeast, egg, flour, (components
thing that the other pair forget and they may forget and

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 Bachelor of Education, Primary Education (EPR) EPC3903

to put. the sub things like mixtures).

food coloring and
- Now, the teacher will make a designing things.
discussion and assessing
students what did they need to Students will give Students
put more in their cake? their point of view will be able
about the science to assess
1. The teacher asks students lesson of today, the poster
about the mixture meaning. what did they learn. by looking
at the
2. The teacher will ask students Example: things
what the tools that we need and I have been learned missing and
we cannot bake a cake without that each two or adding for
it. more substances it to have a
create a new good
3. The teacher may ask student if substance which is a mixture of
they enjoy doing the experiment mixture of two the things
or not. things or more. needed to
have a cake.
4. The teacher will give students Students will say if
opportunity to explain their they like the lesson
logic thinking about mixture, today, which part
components. they enjoyed doing
it.

Attachments:
Copy of procedures PowerPoint materials needed - Worksheet.
Pictures of students materials.
Pictures of slideshows.
Pictures of teaching parts explanation, and direct student.

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