Lesson Plans

Subject/Grade:   Grade 5 Science                             Lesson Title: Investigating Solid, Liquid, and Gas                      Teacher: Haylee Evans

Stage 1: Identify Desired Results

MC5.1

Investigate the characteristics and physical properties of materials in solid, liquid, and gaseous states of matter. (CP, SI)

–        I can understand the difference between solid, liquid, and gases.

–        I can identify the different materials

–        I can investigate the differences within the characteristics of solid, liquid, and gas

–        I can investigate the physical properties of solid, liquid, and gas

–        Why is it important to understand the differences between solid, liquid, and gas?

–        Why do I need to identify the differences in these materials?

–        Why is it important for me to distinguish the physical properties between solid, liquid, and gas?

–        Can I identify the solid, liquid, and gas surrounding us in the world?

Prerequisite Learning:

Students can identify what a solid, liquid, and gas is.

Instructional Strategies:

–        Jeopardy type game in groups (This will allow the group to share their thoughts and ideas with one another, and communicate the different possibilities)

–        Journal log (Journal log after the jeopardy game and reflect on how they feel about the topics).

–        Exit Slip- Muddiest point? (Use this as the exit ticket and get the student to list one or more things they are struggling to understand before they leave)

Stage 2: Determine Evidence for Assessing Learning

Post-Assessment: Formative (Muddiest Point)- Students will be given a piece of paper that is numbered to write down 1 or more things that they are struggling to grasp. From this the teacher will have a better understanding what students understand and do not understand.

Stage 3: Build Learning Plan

1)Have the students watch the- “States of matter for kids- What are the states of matter? Solid, liquid, and gas” video-

2)Bring in a physical example of solid (brick), liquid (glass of water), and gas (Helium balloon).

Development:                                       Time: 25 mins

1)Students work in groups and have a white board each group. When the teacher asks the question each group writes their answer on a white board. The teacher will keep track to see which group gets the most points and wins the game!

– Ask the students to identify which is the solid, which is the liquid, and which is the gas.

-Ask if a student can explain the difference between the states of matter, and along with this is a new question that I, “how do the particles move within these states.”

-Ask the students various questions with the answers either being solid, liquids, or gases.

– This can be showing them photos and the          students answering state of matter it is.

2) Once the game is done the students will complete a graphic organizer to help them understand better (the graphic organizer is below).

Learning Closure:                                Time: 10 mins

–        The students will have 10 minutes to complete an exit slip. The exit slip will allow the students to list at least one or more topics from the lesson that they struggled to understand.

-The students will write these on a paper with lines that are numbered, and they can choose to put their name on it or hand it in anonymously before they leave the lesson.

–        Helium balloon

–        Brick

–        Glass of water

–        White boards

–        White board markers

–        Numbered paper

–        Pencils and erasers

–        Pictures of the objects along with pictures of objects that are not in physical form

–        Video:  https://www.youtube.com/watch?v=JQ4WduVp9k4

Possible Adaptations/

Differentiation:

–        So that everyone can see the examples there will be a physical example of the solid, liquid, and gas in the set portion of the lesson, and there will be also a picture of these objects on the board so everyone can always see a form of them

–        Have the groups pre- determined

–        For anyone who is visually impaired they can feel the physical forms

–        Any student with language barriers can get a better understanding being in small groups so their classmates can help explain

–        The graphic organizer will help students notice patterns in the objects that go into solid, liquid, and gases

–        For students who completely understand the concept they can look at a harder question such as, “How do the particles move in each state of matter?”

Management Strategies:

–        “One to three eyes on me.”

–        Make a clapping pattern for the students to respond back

–        Flick the lights on and off to get the classes attention

–        Stand in front of the classroom silently until the room gets quiet, but do not become upset or punish the class

Safety Considerations:

–        Students may want to play with the physical examples of solid, liquid, and gases; therefore, it is important to keep the examples at the front of the room and invite the students to come up to the front if they want to look at the objects.

–        Make sure it is verbalized not to try anything dangerous at home with the solid, liquids or gases.

CP3.8

Create art works using a variety of visual art concepts (e.g., contour lines), forms (e.g., drawing, sculpture), and media (e.g., pencils, pastels, found objects).

• I can understand the difference between the basic concepts of arts
• I can draw lines and abstract lines
• I can understand how lines affect the artwork
• I can understand how media affect the artwork
• I can understand how forms affect the artwork

• Why is it important to know the difference between art concepts?
• How can you tell the difference between lines, media, and form?
• Why is it important to know how to make shapes from lines?
• How can I find objects and shapes in lines?

The students know how to draw a vertical/ horizontal line. 

Explain to the students the importance of concept (specifically lines in this art piece), forms, and media. The students will then roll a dice to decide which line of the sheet of paper given to them they will draw because the number on the dice will correspond to a number on the sheet given to them. They will be colouring the shapes or objects they see once they complete drawing their lines this will show how the student will use their colour application skills, as well as show how they pick the colours.  

Pre-Assessment: Formative- Once observing the students will have time to individually engage in an activity that will showcase how they use the forms of lines, shapes, colouring/ drawing, and media (e.g., pencils, pastels, found objects). 

Students will roll dice and the number on the correspond with the number of line that is drawn. The students will draw this line on the white piece from one edge of the paper to the other end of paper given to them. Eventually these lines will create shapes and the students will then colour in these shapes they see.

(Cultural/Historical)

• Explain the importance of lines in art: “Lines can help create shapes and figures, and once each of you get more advanced in art you can use lines to show motion. Lines have been used in art for many years by many different artists and it is one of the first basic steps”

Explain why forms are important: “Form can create a different look to your work”

Explain why media is important:

“It is important to know that different materials (pencils, markers, paint, crayon, pastels, pencil crayons, etc.) can make very different looks in artwork”

• Ask students how art makes them feel.
• Explain how abstract art has been used by many artists over the years.
• Ask the students “What are some of examples of lines you can create and how can you be creative with it?”

Development:           Length of Time: 12    Minutes

(Creative/Productive)

• Show a couple of examples rolling dice and whatever number is on the dice corresponds with a type of line that is numbered, then ask the students to complete this until they feel as though they have enough lines on their paper. 
• After 6 mins explain next step. Once they complete these they will start to colour the shapes they notice. Before they start this ask the students, “do you notice any shapes, or objects that the lines have created?” After they share get the students to start colouring in these shapes and objects they see.

Learning Closure:      Length of Time: 3 Minutes

• If they students do not finish this project, they will be able to work on it in the next class. 

(Critical/Responsive)

• Ask the students to complete a pair and share while they are sharing ask them to explain how making this art made them feel, then if time share with the teacher. 
• This project will lead into a unit in owls and drawing owls.
• This will lead into the environments of owls the lines, shapes and objects are important to recognize going forward.

• White drawing paper
• Pencil
• Crayons
• Markers
• The sheets with different types of lines on them (example down below)

Possible Adaptations/

Differentiation:

• Create different areas of space that is flexible for students to create their desired finished product
• For students who are more advanced with forms of art give them an object that is more difficult to create so it challenges this student
• Encourage students to help one another if they are struggling with a type of method or line
• For students who are hearing impaired have an option for students to see physical example of the artwork and abstract artworks done by other artists

Management Strategies:

• “One to three eyes on me.” 
• Make a clapping pattern for the students to respond back
• Flick the lights on and off to get the classes attention 
• Stand in front of the classroom silently until the room gets quiet, but do not become upset or punish the class

Safety Considerations:

• Make sure to make it clear that the students only roll the dice in front of them and do not throw the dice because throwing it can be dangerous and hurt someone. 
• Ensure the ground is clear from anything the students could trip on. 
• Always supervise children to ensure to answer questions and that everything is okay.
• Make sure the students know not to put the dice into their mouths, so they do not swallow the dice. 
• Watch that the students only use markers, pencils, etc. only on the paper. 

Subject/Grade:Science                                      Lesson Title: Similarities and Difference between bats and owls            Teacher: Ms. Masika & Ms. Evans

Stage 1: Identify Desired Results

Grade 2: AN2.1

Analyze the growth and development of familiar animals, including birds, fish, insects, reptiles, amphibians, and mammals, during their life cycles. (CP, SI)

Grade 3: PL3.2

Analyze the interdependence among plants, individuals, society, and the environment. (CP, DM, SI)

• I can understand the difference between owls and bats.
• I can understand the similarities between owls and bats.
• I can understand how environments for different animals benefit them. 

• Why is the environment the specific animal lives so important?
• Why are bats and owls nocturnal?
• Why is the environment important to these two animals?

Prerequisite Learning:

Students have pre-knowledge about owls.

Instructional Strategies:

• Pair and share
• Mini lesson
• Venn diagram on board with teacher
• Worksheet 

Stage 2: Determine Evidence for Assessing Learning

Stage 3: Build Learning Plan

• Ask the students everything they know about bats and then proceed to ask the students what  they know about owls as a review. 
• Students will complete a pair and share about what they know. 
• Then the students will be asked by the teacher to answer the question if they would like to share in a group setting

Development:                                      Length of Time: 25-30 mins

• Have 10 -15 minute lesson about bats Bats slides lesson 

• Using the lesson and prior knowledge about bats and owls, students and the teacher will compare and contrast bats and owls
• The teacher will draw a venn diagram on the board and the whole class will brainstorm similarities and differences together.

Learning Closure:                                Length of Time: 10-15 mins    

• Complete a worksheet given to them. The worksheet is below! 
• The students can share with the teacher if they would like to. 

• White board
• White board marker
• White board eraser
• Pencils
• Erasers
• Pencil crayons or markers or crayons
• Worksheets given to them

Possible Adaptations/

Differentiation:

• If students cannot see the board they can come closer and sit on the carpet
• Students will have the opportunity to do a pair and share so that they can feel more comfortable talking with one another
• Students can work wherever they feel most comfortable
• If students don’t finish their worksheet on time, they can finish during catchup time
• Adapt as needed

Management Strategies:

 – “One to three eyes on me.”

– Make a clapping pattern for the students to respond back

– Flick the lights on and off to get the classes attention

– Stand in front of the classroom silently until the room gets quiet, but do not become upset or punish the class

Safety Considerations:

• Watch to make sure students are okay if they have any questions especially with spelling on the worksheet
• Make sure desks are clear so they can have a clear space to focus on their work