Science 9:00-9:35 Monday, September 17, 2018 Number of Students: 23
Unit: Material Magic
Lesson 2: Can You Really Fry an Egg on a Hot Sidewalk?
Goals (Weekly Learning Targets):
I can describe the insulating property. I can describe the conducting property. I can write down my thoughts like a scientist. Rationale: It is important that students understand the insulating and conducting properties because this is a foundational understanding that will help students be successful throughout the rest of this science unit. It is also important that students understand their thoughts can be recorded because this unit allows them to practice making and sharing observations. Making and recording observations is a science skill which students will continue to employ throughout the second grade science curriculum. Additionally, the ability to make observations is an essential skill for students to master as they apply problem solving skills in their daily life. Objective: By the end of this lesson, students will be able to describe the insulating property and name a material that is an insulator. Standards: 2-PS1-1 Matter and Its Interactions Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. 2-PS1-2 Matter and Its Interactions Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose. Materials: Mystery Science, Unit: Material Magic, Mystery 2 Properties anchor chart, which was created during the previous week Prepared practice questions to model recording thoughts like a scientist Instructional Plans Introduction: Review properties chart from previous week Introduce insulating and conducting properties Indicate to students the weekly learning targets o I can describe the insulating property. o I can describe the conducting property. o I can write down my thoughts like a scientist. Tell students this week’s big questions is: Can you really fry an egg on a hot sidewalk? Body: Begin Material Magic Mystery 2 Stop Mystery after first discussion and model thinking aloud o “Hmmm, so it seems like an oven mitt and a cardboard sleeve can both be used to help pick up hot objects without burning our hands. I wonder what properties of these materials make that possible…” Continue Mystery 2 until the second discussion slide; stop here—activity will be completed another day Model and practice recording thoughts like a scientist Closure: Review the insulating property Ask students to turn to a partner and describe the insulating property Ask for volunteer to share their definition and give an example of a material with the insulating property; thumbs up if other students agree with what was stated Differentiation Plans: This lesson is the introductory lesson for the week’s science concepts. Students who do not grasp concepts today will have several more opportunities to gain understanding as the concepts will be reviewed each science lesson this week. Additionally, if a student who is unsure of the answer is called on, I will provide direct scaffolding/support to help them work toward an answer. For example, I might provide two choices for a student to choose from if they are unable to supply an answer themselves. Scaffolding or providing choices helps narrow students’ thinking, but still provides them with the opportunity to work towards answers independently. Assessment: Informal, formative assessment—Think-Pair-Share describing the insulating property; thumbs up if other students agree with what was stated. Reflection: Overall, I felt like this lesson went well. The kids were very engaged with the Mystery Science exploration video. This lesson served as the foundation for the students to be successful when completing the accompanying experiment later in the week. However, one of the things I thought this lesson lacked was emphasis on the concrete concepts students should understand after the lesson. Additionally, I believe that many of the Mystery Science lessons lack direct teaching. While Mystery Science lessons are excellent for engaging students in the exploration and investigation of science questions and topics, I believe these lessons need more direct teaching to conclude the inquiry-based style lesson. To help add more direct teaching to my lesson, I emphasized the vocabulary that I wanted students to know. In this particular lesson, I was emphasizing the conducting and insulating properties. Before beginning the lesson, I reviewed the vocabulary—the properties—from the previous week because this lesson continued to build on that vocabulary. Not only did this reinforce previous learning, but it activated prior knowledge about properties of materials and got students thinking about the properties we had already learned about before introducing new properties. I emphasized the vocabulary by showing students vocabulary words and reading the definitions. Additionally, I told students the learning target for the week was to be able to explain the conducting and insulating property. Showing students the learning target explicitly informs students what you want them to be able to do—something I find important. I also concluded my lesson with a quick think-pair-share about the insulating and conducting properties. If I was teaching this lesson again, I would continue to emphasize the vocabulary that I wanted students to know by employing direct teaching. This lesson was part of the second week of the Material Magic science unit. After teaching week 1, I learned that it was critical to use a backwards planning approach. The assessment that accompanied the Mystery Science lessons from week 1 was not directly aligned to the practice activities done in the lessons throughout the week. After reflecting on the first week of science, I incorporated more direct teaching towards the goals of my assessment at the end of the week. For example, in this lesson I made it a point to explicitly model and practice what they would need to do on the assessment. In this case, students needed to understand how to choose a word from a word bank to fill-in-the-blank and explain why they chose that word. I incorporated whole group guided practice into this lesson to help model to students the format of this style of question, helping them to be more successful on the assessment at the end of the week. In the first week’s science assessment, the formatting of the questions was confusing to students, so it was my goal to model and practice the type of questions students would need to do on the assessment.