Can you believe it's already November?! This school year is flying by! It's amazing to see how far I've come when I look back at past blog posts and see the growth I've made. It hit me that I'm making progress this week when my CT asked me to come up with next week's science plans and earlier this year, it would've taken me hours to plan one lesson, but I was able to put these lessons together in 20 minutes because of the 5E lesson template my science teacher, Jeni Davis, gave us in class. I can't wait for science next week and see how it all goes. These are my plans for next week:
Monday: STEM FAIR
Tuesday and Wednesday: ( this is the lesson I planned around the 5E model and will be teaching for my content coaching cycle)
Engage:
Start by putting the students into groups of 4.
Then once they are in their groups, explain that you will be giving each group a baggie of objects and you want them to sort these objects based on their similarities.
After every group has sorted their objects (some may have sorted by color, shape, size, weight, etc.), allow the students to walk around and observe and take notes on how other groups sorted their objects. Tell students that science is social and that scientists learn from each other.
Have a quick discussion about what the students observed between groups- similarities and differences. Ask for some examples of properties from groups.
Explore:
Teach vocabulary words based off what they just did. The words- properties and classify
Tell students they will be working with their group members to fill out a worksheet on the objects in their baggie. Explain that this worksheet will help them for the next activity they will be doing and they must make sure their information is accurate.
Explain:
After the worksheet is filled out, have students classify their objects into new groups based on a different property. Have a few groups share how they reclassified their objects and why. Be sure they use their chart as evidence (NOS- Science demands evidence)
Extend:
Ask- How else can we classify objects by their properties? We know about color, shape, texture, hardness, size, etc.
**Get students to think about properties such as ability to float, weight, type of material (answers will vary)
Evaluate:
In Science Journal- Pick 3 objects in the classroom and explain what property you can use to classify them in a group.
Thursday:
Have students use their books to take notes on each property. Pages 194-203
Friday:
Make a foldable on properties of objects. (Depending on your class, you may want to pre-make quick foldables for your students to fill out)
The foldable should have six flaps consisting of the property of object, definition, and example.
Size: How tall or wide something is Example: Tall- skyscraper Wide- whiteboard
Color: Property you observe with your sense of sight Example: blue, green, red, yellow
Shape: The external form of something or the outline of a figure Example: round, square, oval, rectangle
Texture: Describes the surface of an object Example: fuzzy, rough, bumpy, smooth
Length: How long something is Example: pencil- 8 inches long
Volume: The amount of space an object takes up Example: milk jug- 1 gallon
Monday: STEM FAIR
Tuesday and Wednesday: ( this is the lesson I planned around the 5E model and will be teaching for my content coaching cycle)
Engage:
Start by putting the students into groups of 4.
Then once they are in their groups, explain that you will be giving each group a baggie of objects and you want them to sort these objects based on their similarities.
After every group has sorted their objects (some may have sorted by color, shape, size, weight, etc.), allow the students to walk around and observe and take notes on how other groups sorted their objects. Tell students that science is social and that scientists learn from each other.
Have a quick discussion about what the students observed between groups- similarities and differences. Ask for some examples of properties from groups.
Explore:
Teach vocabulary words based off what they just did. The words- properties and classify
Tell students they will be working with their group members to fill out a worksheet on the objects in their baggie. Explain that this worksheet will help them for the next activity they will be doing and they must make sure their information is accurate.
Explain:
After the worksheet is filled out, have students classify their objects into new groups based on a different property. Have a few groups share how they reclassified their objects and why. Be sure they use their chart as evidence (NOS- Science demands evidence)
Extend:
Ask- How else can we classify objects by their properties? We know about color, shape, texture, hardness, size, etc.
**Get students to think about properties such as ability to float, weight, type of material (answers will vary)
Evaluate:
In Science Journal- Pick 3 objects in the classroom and explain what property you can use to classify them in a group.
Thursday:
Have students use their books to take notes on each property. Pages 194-203
Friday:
Make a foldable on properties of objects. (Depending on your class, you may want to pre-make quick foldables for your students to fill out)
The foldable should have six flaps consisting of the property of object, definition, and example.
Size: How tall or wide something is Example: Tall- skyscraper Wide- whiteboard
Color: Property you observe with your sense of sight Example: blue, green, red, yellow
Shape: The external form of something or the outline of a figure Example: round, square, oval, rectangle
Texture: Describes the surface of an object Example: fuzzy, rough, bumpy, smooth
Length: How long something is Example: pencil- 8 inches long
Volume: The amount of space an object takes up Example: milk jug- 1 gallon