Shannon Kelly

EDUC 540
Writing Piece Three
Domain Three, Instruction
 Lesson Plan Format: Introduction to Mixtures Investigation, Day One

Teacher: Shannon Kelly Grade Level: Second Grade

I. Content and Standards: Science, Foss

 Standard 3.2.2.A4: Experiment and explain what happens when two or more
substances are combined (e.g. mixing, dissolving, and separated (e.g. filtering,
evaporation)
 Standard 3.2.2.A6: Understand that all scientific investigations involve asking and
answering and comparing the answer with what is already known.
 Standard 3.2.2.A6: Plan and conduct a simple investigation and understand that
different questions require different kinds of investigations.
 Standard 3.2.2.A6: Use simple equipment (tools and other technologies) to gather
data and understand that this allows scientists to collect more information than
relying only on their senses to gather information.
 Standard 3.2.2.A6: Use data/evident to construct explanations and understand that
scientists develop explanations based on their evidence and compare them with their
current scientific knowledge.

II. Prerequisites: Prior to completing this lesson, students must have a deep understanding of
solids and liquids. For example, students must be able to identify a solid and a liquid.
Students must also be able to identify properties of a solid and a liquid. Students must be
able to identify and use vocabulary terms such as rigid, brittle, smooth, rough, hard etc.
Additionally, students must take the assessment on solids, liquids, and gases, prior to
beginning the investigation.
III. Essential Questions:

 Who can give me some examples of solid objects?

 Is a desk a solid?
 Is a pencil a solid?
 Would water be a solid?
 Who can remind me some properties of a solid material?
 Discuss with a partner, and then we will share.
 Would water be a solid?
 Do all solid materials have the same properties? Why or why not?
  What do you think will happen if a solid material is mixed with a liquid, like water? For
example, I were to take a solid, such as a cookie, do you think the cookie will look the
same?
 Do you think that the water will affect the cookie?
 Will there be a reaction?
 Will the cookie’s properties change?
 Why do you think this might happen?
 Do you think that every solid material will have the same reaction, as the cookie?
 You will each be presented with a variety or solids. Can you identify some properties
of each solid material?

IV. Instructional Objective:

 Given a solid object, students will be able to identify the properties of the solid, with
an 80% accuracy.
 Given a solid object, students will be able to write a description of the solid object on
their investigation worksheet, with an 85% accuracy.
 Given a solid object, students will be able to illustrate a picture of the solid object on
their investigation worksheet, with a 90% accuracy.

V. Instructional Procedures:

Before:

 The teacher will introduce the lesson by asking the class, “Who can give me some
examples of solid objects?”
 The teacher will allow the students to give examples of some solid materials.
 The teacher will then say “Think of some of the properties of a solid. Now turn to the
person sitting next to you and discuss some properties of a solid.” The teacher will Commented [TD1]: 3b Using Questioning and Discussion
allow the students some time to discuss properties of solid materials. Techniques: Think, Pair, Share, was a TPT strategy used for
this particular lesson.
 The teacher will instruct the students to stop and to raise their hand to share some
properties of solids. The teacher will write the responses on the white board.
 The teacher will then continue to ask students a variety of questions. The teacher
may then follow up with, “What do you think will happen if a solid material is mixed Commented [TD2]: 3b Using Questioning and Discussion
Techniques: Discussion was used to introduce the topic of
with a liquid like water?”
solids.
 The teacher will allow students to respond to this question.
Commented [TD3]: 3b Using Questioning and Discussion
 During this time, the teacher may follow up with the classes responses such as, “Do Techniques: During the introduction to this lesson, I was
sure to use a variety of questions to elicit student
you think there will be a reaction?” etc. background knowledge.
  After allowing students time to answer the questions, the teacher will explain to the
students that over the course of the week, they will exam what happens when a solid
material meets a liquid.

During:

 The teacher will explain to the students that they will be conducting an investigation
of when solid materials mix with a liquid, such as water.
 The teacher will tell the class that they will have a variety of solid materials such as
rock salt, cookies, raisins, a popsicle stick, mints, beans, etc. The teacher will show
the bag of each solid material to the students.
 The teacher will explain that during today’s science time and the following day, the
students will observe the solid materials current state.
 The teacher will present to the class the worksheet that they will use. The teacher will
explain the directions to the students, as well as model what they will do. The teacher
will use the first solid object, raisins. The teacher will ask the students to describe its
appearance and its properties. The teacher will write a description of the raisins and
draw a picture on the worksheet to show the students. The teacher will also explain
to the students that they should color each solid material, in order to create an
accurate image of each material.
 Once the teacher has modeled to the class what they will be doing, the teacher will
place the students in assigned groups. The teacher will tell the class that each
student in the group has a job. It is up to each student to decide their role in the Commented [TD4]: 3e Demonstrating Flexibility and
group. For example, one job is to write all names of each group member on the solid Responsiveness: By allowing the students to choose their
job within their groups, I have demonstrated flexibility.
material’s bags, another job is gathering each solid material from the teacher, and the
last job is returning all solid materials back to the teacher.
 Once the teacher has placed the students in groups and explains the jobs, the
teacher will then pass out the worksheets and the bag of raisins to each group. The
teacher will also be sure to go over the rules and expectations for each bag of solid
materials. For example, students are not expected to open the bag. Students are
only required to observe the materials with their eyes. Additionally, the teacher will
remind students that they are not to eat any of the presented items. The teacher will
remind students that if they do not follow the expectations, they will sit out of the
investigation. The teacher will also tell the students that once they are finished with
their first solid material, go to retrieve the next solid material from her. Commented [TD5]: 3a Communicating with Students: I
made sure to provide clear directions and expectations for
this lesson.
  The teacher will then allow the students to work on recording their solid materials on
the investigation worksheet and investigate their first solid materials. Students may sit
anywhere in the classroom when conducting the investigations.
 During this time, the teacher will circulate the room, pass out bags of solid objects,
and observe groups.
After:
Commented [TD6]: 3c Engaging Students in Learning:
Cooperative learning groups was the TPT strategy used for
this lesson investigation. I also was sure to used timed
lecture, by chunking the discussion, directions, and
expectations.
Commented [TD7]: 3e Demonstrating Flexibility and
Responsiveness: By allowing the students to sit anywhere in
the classroom, I have demonstrated flexibility.

 Once groups have recorded at least three solid materials, the teacher will direct the
students to return the solid objects and to sit in their seats.
 After collecting the solids, the teacher will instruct the class to glue their investigation
worksheets into their science journals.
 The teacher will tell the students that they will continue to investigate new solid
materials the following day.

VI. Materials and Equipment:

 Whiteboard: the teacher will use to whiteboard to record responses from the
discussion. The teacher will also use the white board to model the investigation
worksheet.
 Investigation Worksheet: students will record the material, a description, and an Commented [TD8]: 3d Using Assessment in Instruction:
image on the investigation worksheet. One type of assessment used for this lesson was the
investigation worksheet, in which students were required to
 Science Journal: students will glue their investigation worksheet into their science record a description and illustrate a picture of their solid
materials.
journal.
 Pencils: students will use their pencils to write their description.
 Crayons: students will be expected to color in their illustration of each solid material.
 Glue: students will use glue to glue in their investigation worksheet.
 Solid Materials: rock salt, cookies, raisins, a cardboard square, mints, beans, chalk,
and rice.
 Plastic Bags: the solid materials will be individually placed in clear plastic bags.

VII. Assessment/Evaluation: In order to determine whether the students have met the
instructional objective, I will be sure to evaluate whether the students are able to define
properties of a solid material, during the introduction discussion. When providing directions
for the activity to the students, I will also be sure to model the worksheet and provide an
example for the first solid material. I will leave the example on the whiteboard for students to
reference to. Additionally, I will also observe the students as they work through the activity. If
Commented [TD9]: 3d Using Assessment in Instruction:
One assessment strategy used for this lesson was an
observation of the classes response to the questions and
discussion.
Commented [TD10]: 3d Using Assessment in Instruction:
Observation of the class completing the investigation.
 I feel as if the students are unable to meet the instructional objective, I will require the
students to show me their work, prior to presenting their group with a new solid material.
VIII. VII. Differentiation: Individualized Activities:

 This investigation will occur throughout the course of approximately a week. The first
two days will be dedicated towards investigating and recording a description of each
solid object. Once this occurs, the students will then add 100 mL of water to their
solids. During this day, the students will also take time after about 5-10 minutes of the
solids being exposed to water to observe changes. The following day, the students
will also take time to investigate the materials after sitting in water over night. Overall,
this investigation will occur throughout the course of one week.
 Since there are approximately seven students in the class that require an
Instructional Aide, students will be grouped together, so the Aides can work with their
designated students. The teacher may also provide additional assistance, if needed.

IX. Technology: The use of technology will not be required for this lesson.
X. Self-Assessment: As I have previously mentioned, I will circulate the room to monitor each
student’s progression throughout the investigation. If necessary, I will require that students
show me their work, prior to being presented with the new solid material. Additionally, I will
assist students that may need extra guidance, along with my Instructional Aides.
 Lesson Reflection

Overall, I was very pleased with the outcome of this lesson. All of the students

participated very well in the first day of the investigation. Additionally, the students were able to

meet all three of the instructional objectives. Teaching the content area of science was something

I had been quite nervous to teach. However, through my student teaching experience, I have

learned that it can be quite fun and engaging. Though I am pleased with the outcome of this

lesson, there are still many aspects of the Domain of Instruction that I can still improve upon.

During my student teaching experience, I have dedicated my Study of Student Achievement

towards this domain. Although I am slowly coming to a close with this experience, I am grateful

for these opportunities that allow me to reflect upon my performance.

As I analyze and reflect upon my lesson, I seemed to have met each component of

Domain Three. Although I still have some aspects in the Domain of Instruction that I need to

continue to work on, I am really proud of my use of discussion and questioning strategies that

were used during this lesson. Component 3b, using questioning and discussion techniques in the

classroom, has been a working progress throughout my student teaching experience. In fact, it is

an aspect of my study that I am completing and working on. However, I seemed to have

performed this task fairly well, when compared to teaching previous lessons. When introducing

the lesson, I made sure to ask review questions about solids, followed the examples of solid

materials. Rather than having students independently answer the questions, I chose to incorporate

think, pair, share. This allowed the students to discuss some ideas with one another, followed by

providing feedback to myself. Many of the students seemed to enjoy partnering with one another

to share their ideas. One goal that I plan to set for myself is the incorporation of strategies such

as think, pair, share. Additionally, I hope to continue the use of questioning and discussions in
the classroom for all content and subject areas. For example, I hope to use a variety of questions

that challenge my students cognitively. I also hope to provide more opportunities for discussion

in the classroom, in order to provide a more meaningful learning experience.

Engaging the students in the investigation was an additional strength of mine for this

particular lesson. However, it has not always been this way. I have learned that communicating

with students can be a working progress. For this particular lesson, I tried to chunk each phase of

the lesson, with the limited lecture strategy. In the past, I have noticed some students seemed

unengaged or uninterested in what is going on. I always questioned, what I could do to avoid

this? However, through the last week, I have learned that their attention span is typically their

age in minutes. Therefore, I try not to talk or give many directions all at once. This strategy

seems to really benefit my students, as they are extremely engaged when there is time to discuss

and then work on a task. Due to this reason, I hope to strive to continue the incorporation of the

limited lecture, as this is extremely beneficial for my students. Therefore, I hope to continue to

work on the goal of limited lecture.

Additionally, the implementation of cooperative learning was another strength in this

lesson. The students loved working with one another during the first day of the investigation.

Although I assigned the students to their groups, I chose to do this for a few purposes. However,

I also demonstrated my sense of flexibility by allowing the students to choose their role within

the group and allowing them to sit anywhere in the classroom. The first reason I selected the

groups was due to the number of special education students that are in my class. As I had

mentioned in my lesson plan, all of these students receive instructional and behavioral support

from their Instructional Aides. Therefore, I grouped those students together, to try to make it
easier on the two aides in the classroom. Perhaps next time, I can try to group these students with

students who are very responsible and can help their peers throughout the activity. I will keep

this in mind in the future. A second reason as to why I selected the groups was due to behavioral

and classroom management strategies. In the past, many of the students chose to work with their

friends for group work. However, many of the students were not productive, when working on

the task. Additionally, I wanted the students to work and interact with peers they may not

typically work with, rather than working with their friends. Due to the positive outcome of this

experience, I would like to continue the implementation of cooperative group work. Therefore,

during the remainder of my time, I hope to continue the incorporation of group work, as the

students really benefitted from this experience. I will be sure to incorporate this in all subject and

content areas.

Component 3a, communication was an additional strength in this lesson. I believe this

was due to the limited lecture and the expectations that I had set for the investigation. After

providing the directions and modeling the activity, I made sure to set expectations and rules for

this experiment. For example, I reminded the students that the bag is to be sealed at all times.

Students were only to observe the solid materials with their eyes only. Additionally, I reminded

the students that they were not to eat any of the materials given. I reminded this to the students,

since some of the solid materials given were foods. Due to providing the students my

expectations and directions, the investigation was well organized. Had I not communicated the

directions and expectations for the students, the investigation could have had a much different

outcome.
 Using Assessment in Instruction is a final component that I could improve upon. The

assessment strategy I chose was observations during the investigation. I do believe that I could

have required the students to show me their investigation worksheets, prior to presenting the

grow members with their next solid. This could have provided me clarification as to whether the

students were able to meet the instructional objective. Additionally, this could have been each

group’s exit slip.

Although I am proud of the progression that I have made throughout my student teaching

experience, there are still many changes and goals that I can continue to make. As I reflect upon

this particular lesson, I will keep in mind its strengths and weaknesses, to improve upon for the

many days of teaching to come.