Isabelle

  

Isabelle is 10 years old and she has been in special education since she was three. Strengths: She plays nicely on her own and does not bother the other children when they are playing. Weaknesses:
 

  

Isabelle has had difficulty producing a given sound correctly, notably with final consonants. She has also shown some delay with reading, writing, spelling and with receptive language. (i.e. she has difficulty learning the days of the weak in order). Isabelle has demonstrated some difficulty using correct tenses and plurals. For example, them throwed and a balls. She has also shown difficulty following a sequence of given instructions Isabelle has difficulty working in groups.

Jose
 

Diagnosed with autism at age 3. Jose is 9 years old. Strengths:

   

Jose does not present significant cognitive or language delays He understands straight forward cause-and-effect relationships cause-andJose interacts well with adults and children only if children initiate the interaction Jose also demonstrates fine motor skills

Weaknesses:
    

Jose has difficulty understanding idiomatic expressions and using correct tenses and plurals He does not initiate interaction with peers Jose also has difficulty understanding the subtleties of humor Jose appears uncoordinated in many activities and not motivated to participate in physical activities He also tends to exhibit an over responsiveness to sensory stimuli

Unit Rationale


The rationale for our multidisciplinary unit on matter is based on the notion that children, as early as kindergarten, begin to learn about matter from objects and shapes all around them. As children progress through each grade, they begin to build on these concepts. This unit introduces students in grade four to the basic phases of matter and gives them an understanding that matter is as simple as a glass of water, yet can be as complicated as using the suns energy, which is another form of matter. When students can relate a lesson to their everyday thinking, they will learn to apply these concepts to future lessons.

Name: Suzanne Hession and Andrea Barroso Date: Date: November 14, 2006 Content Area: Physical Science- Matter Area: ScienceGrouping Arrangement: Whole group Instruction with Arrangement: cooperative groups of three and four when necessary. Grade Level: 4 Level: Est. Time-On-Task: 35-40 minutes Time-On-Task: 35Lesson Concept: Teaching children that matter constitutes Concept: everything in our universe and that matter exists all around us.

Matter is all around us, so, Whats the matter? Atoms, Elements, Molecules. Elementary, my darling! Solids, liquids & gases, Oh My! Solids, liquids & gases, Oh My!

Density, Dont be so dense! Writing a short story. If we could liquidate all the elements in low density what would be the matter with that, you say!!! UH OH!

Lesson I
Matter

Whats the Matter?

Lesson I Matter

NYC Standards: ScienceScience- S1: Demonstrates understanding of properties of objects and materials. MathMath- M2i: Select and use units for estimating and measuring quantities. TechnologyTechnology- S3: Students use technology tools to enhance learning. ACEI Standards: 2.2: Science Candidates know, understand and use fundamental concepts in the subject matter of science- including physical life, and earth and space sciences scienceas well as concepts in science and technology, science in personal and social perspectives, the history and nature of science, the unifying concepts of science, and the inquiry processes scientists use in discovery of knowledge to build a base for scientific and technological literacy. ACEI Standards: Standards: 3.2: Adaptation to Diverse Students Candidates understand how elementary students differ in their development and approaches to learning, and create instructional opportunities that are adapted to diverse students.

ACEI Standards 4: Assessment for instruction Candidates know, understand and use formal and informal assessment strategies to plan, evaluate and strengthen instruction that will promote continuous intellectual, social, emotional and physical development of each elementary student. CEC Standards 7: Instructional planning Relationships among reading instruction methods and learning disabilities. Sources of specialized curricula, materials and resources for individuals with learning disabilities.

I. Prerequisite Skills: Students should be able to describe objects around them as completely as possible, noticing their properties and that one object can have many properties. Students should also be familiar with the concepts of more or less. II. Goals and Objectives Goal: Students will learn that everything around them, in the universe, is made of matter. 1. Objective 1-1: Students will define Matter. 2. Objective 1-2: Students will define Mass and Volume. 3. Objective 1-3: Students will explain the effect of temperature on Matter. 4. Objective 1-4: Students will identify the units of measurement for mass and volume.

III. Materials and Instructional Aids

White Board Markers Pictures of trees, tables, toys, cars, balls etc. Equal-pan balance Childrens dictionary 1 bottle of soda filled of the way Blown up balloon Full box of cereal Empty box of cereal 1 empty bottle of soda 1full bottle of soda Golf ball

IV. Procedures
A. Introductory Activities: Teacher will hold up pictures, one at a time, of trees, cars, balls, tables, chairs and bottles of soda filled to different capacities. The students will be asked to describe the objects in their notebooks in detail. Teacher will ask the students to pay particular attention to which objects are big, bigger, biggest and which objects appear to have more or less liquid, if applicable, than the others.

B. Sequence of Instructional Procedures & Learning Activities: The teacher will give the students a few minutes to jot down their answers and then the teacher will ask students (Isabelle and Jose will be called on) to describe the pictures they saw. Which objects were big and biggest and which bottles had more or less liquid?

IV. Procedures (Contd.)

From this discussion, the teacher will introduce the concept of matter and explain that matter is everything and anything and that matter is all around us. The teacher will continue to explain that all matter has two components, mass and volume. The teacher will then explain that mass is defined as a measure of the amount of matter in an object, not to be confused with the weight of an object, which is determined by gravitational force. The next concept to be discussed will be volume. Volume will be defined as the measure of how much space an object takes up. The teacher will then ask the students to look at the pictures again and determine which ones, if any, are matter.

IV. Procedures (Contd.)



Students will work in groups of three while writing their responses in their notebooks. The teacher will then call on each group to describe which pictures, if any are matter. The teacher will then explain that all the pictures are matter, because matter is everything and anything around us that has both mass and takes up space. It will also be discussed that matter is also made up of tiny particles called atoms and that temperature plays an important role in determining the state of matter. The teacher will then reiterate that all matter has mass and takes up space.

IV. Procedures (Contd.)

The discussion will then turn to how we measure the mass and volume of an object. Mass is measured in units of kilograms and by using an equalpan balance. It is also important for the teacher to note that the mass of an object can also be determined by comparing it with known masses. The volume of an object is determined by the amount of space it takes up, or for liquid measurement we would use a graduated cylinder. The teacher will help the children visualize the concept of mass and volume by placing a golf ball and a blown up balloon on an equal-pan balance.

IV. Procedures (Contd.)

The teacher will explain that because the golf ball tips the balance of the equal-pan balance, it contains more mass, but the balloon has more volume because it takes up a greater amount of space. The teacher will then have three students at a time come to the front of the classroom and use the cereal boxes, soda bottles, rock and childrens dictionary to determine which one has a greater mass and which one has a greater volume. (A set of instructions will be left next to the equalpan detailing the order in which the items are to be compared and how the results should be recorded). While the children are weighing the objects and determining their mass in kilograms, the groups will draw objects within the classroom that are made of matter and make a chart to group them into big, bigger and biggest.

IV. Procedures (Contd.)

The students will also have to explain why these objects are matter: indicating that they are matter because they have mass and volume. Within each group, students will be asked to describe the objects and discuss their properties.

IV. Procedures (Contd.)

C. Culminating Activities: Teacher will conclude the lesson by reviewing key terms, Matter, Mass and Volume. Teacher will hand out a work sheet with the following questions: 1. How do we define Matter? 2. What are its components? 3. What is Mass? 4. What is Volume? 5. What unit of measurement do we use to measure mass?

V. Modifications to Accommodate Individual Differences:

For students who have not mastered the concept, they can use the computer to review the R.I.T.A story Whats the Matter? (This story will define the key terms we reviewed for this lesson?)

For those who have mastered the concept, they will be asked to create their own R.I.T.A story either on PowerPoint or on regular loose leaf paper.

VI. Student Evaluation:

A. Formative Evaluation: Teacher will assess students by their responses to the pictures shown in the introductory activity. The teacher will also assess the children while they are measuring objects on the equal-pan balance. While children take turns measuring the objects, the teacher will also walk around the room and observe students work while they are drawing objects of matter and then grouping and classifying those objects. B. Summative Evaluation: Students will be given a worksheet for homework which will be checked and reviewed prior to the next lesson on matter.

VII. Evaluation of Teaching Effectiveness: At the end of each discussion, were the students able to answer
questions pertaining to the subject matter? Were the students able to draw objects of matter and group these objects according to size? Were students able to explain that these objects are matter because they contain both mass and volume? Did the same children raise their hands to answer the questions? Were the students able to use the equal-pan balance with understanding and were they able to distinguish which items had more mass or volume?

Activities for Isabelle and Jose

Throughout the unit Andrea and I introduced many concepts and often had the students work in groups. With this in mind, several activities were implemented throughout the lesson to help Jose and Isabelle focus on their weaknesses and build on their strengths.
Throughout the lesson, students were asked to answer questions in their notebooks. By having students write in their books, Andrea and I were able to ensure Jose and Isabelle were working to use correct tenses and plurals. Throughout the lesson, students were also put into groups of three to perform certain tasks. This was to ensure that both Jose and Isabelle would have the opportunity to interact with their peers to build on their social skills.

Activities Continued


When the students worked in groups, the teacher would call on students individually to answer questions. This was to ensure that Jose would have adequate time to practice maintaining eye contact when being spoken to. It also enabled Isabelle to have time to work on articulating sounds, notably, final consonants. When the lesson called for students to determine objects of smaller and larger masses, the students were given a set of detailed instructions on how to compare the items on the equal-pan and how to record the results. Sequential tasks were a particular weakness for Isabelle.

Lesson II
Atoms, Elements & Molecules

Lesson II: Atoms, Elements & Molecules

NYC Standards: ScienceScience- S1: Demonstrates understanding of properties of objects and materials. MathMath- M6g: Read, create and represent data. TechnologyTechnology- S3: Students use technology tools to enhance learning. ACEI Standards: 2.2: Science Candidates know, understand and use fundamental concepts in the subject matter of science- including physical life, and earth and space sciences scienceas well as concepts in science and technology, science in personal and social perspectives, the history and nature of science, the unifying concepts of science, and the inquiry processes scientists use in discovery of knowledge to build a base for scientific and technological literacy. ACEI Standards: Standards: 3.2: Adaptation to Diverse Students Candidates understand how elementary students differ in their development and approaches to learning, and create instructional opportunities that are adapted to diverse students.

ACEI Standards: 4: Assessment for instruction Candidates know, understand and use formal and informal assessment strategies to plan, evaluate and strengthen instruction that will promote continuous intellectual, social, emotional and physical development of each elementary student. CEC Standards 7: Instructional planning Relationships among reading instruction methods and learning disabilities. Sources of specialized curricula, materials and resources for individuals with learning disabilities.

I. Prerequisite Skills: Students should know the terms matter, mass and volume. Students should also be aware that matter is all around us and that matter is made up of tiny particles called atoms. II. Goals and Objectives Goal: Students will distinguish between atoms, elements and molecules. 1. Objective 1-1: Students will define key terms atoms, elements, molecules. 2. Objective 1-2: Students will identify the three components of an atom. 3. Objective 1-3. Students will identify certain elements

III. Materials and Instructional Aids:

Computer with internet access Markers Small & Medium styrofoam balls White Board Toothpicks

IV. Procedures
A. Introductory Activities: Students will watch a four minute video called Exploring the Nature of Nature on www.inquiringminds.com

B. Sequence of Instructional Procedures & Learning Activities: From this video a discussion will follow introducing the following terms: Atoms Elements Molecules Protons Electrons Neutrons

IV. Procedures (Contd.)



The teacher will then explain that everything around us is made up of atoms, including air, water and even ourselves. The teacher will draw a diagram of an atom and explain the three components, proton, neutron and electron. The teacher will explain that the nucleus, the center of the atom, contains the proton and neutron. The teacher will then discuss that the proton has a positive charge while the neutron has no charge at all, it is neutral.

IV. Procedures (Contd.)



The teacher will then draw an electron on the board and explain that electrons exists outside the nucleus and that there are as many electrons as there are protons which is why atoms are electrically neutral. Sometimes an atom will have a higher number of protons, which would therefore make the atom positively charged. But, the atom could also have more electrons, which in that case, would make the atom negatively charged. The students will then be asked to draw a diagram of an atom in their notebooks showing equal numbers of protons and electrons. They will also indicate where the nucleus is located in relation to the electron and proton.

IV. Procedures (Contd.)



While the students are drawing their diagram, the teacher will walk around the room to see how the students are progressing. After a few minutes, the teacher will ask a student to come to the board and draw a diagram of an atom and explain its components. The next discussion will further explain that atoms with a particular number of protons are called elements and that elements are substances that cannot be broken down into simpler substances. The teacher will draw an H to indicate Hydrogen and explain that an example of the simplest element is Hydrogen with just one proton.

IV. Procedures (Contd.) The element Uranium (U), which has the biggest atom, contains 92 protons. Iodine (I) is an element in between Hydrogen (H) and Uranium (U) that contains 53 protons. The teacher will then introduce the term molecules and explain that molecules form when different elements combine. For example, the teacher will draw on the board, two Hs for Hydrogen and O for Oxygen. From this, the teacher will explain that the element Hydrogen has combined with another Hydrogen and element Oxygen to form the molecule H2O.

IV. Procedures (Contd.)

The teacher will explain that certain elements combine to form molecules based on the amount of electrons in the electron cloud, which is the path the electrons move along within the atom, to determine that the desired molecule will have a net charge of zero.

The teacher will reiterate that atoms generally have an electrically neutral charge, which means there is an equal number of protons and electrons. To make the molecule more stable, some elements tend to share their electrons with other elements.

IV. Procedures (Contd.) C. Culminating Activities: Students will now work in groups of three and make a Matter Data Table that shows that an atom is essentially the starting point for all matter, but when you combine certain atoms together, they form molecules. Students will call the small styrofoam balls Ss while the Medium styrofoam balls will be called Ms. Matter Data Table Substance Symbol/Formula Atom (1small styrofoam ball) Ss (1 medium ball) Ms Molecule (2 small styrofoam balls Ss2 connected by a toothpick) Molecule (1small ball and 1 medium Ms2 ball connected by a toothpick) And so on. Students should be able to make different combinations and give a formula/symbol to correlate with their substance. (A set of instructions will be left indicating steps to create an atom and various molecules)

V. Modifications to Accommodate Individual Differences A. For those who have not mastered the concept they can go to the computer center where they will go to the web site www.sciencespot.net where they will be directed to go to Matter Interactive. Here they will review matter while solving and answering questions. B. For those who have mastered the concept, they will create a model of an atom pointing out its three components and their charges. VI. Student Evaluation A. Formative Evaluation: Teacher will walk around the room and observe students as they work in groups of three to draw their atoms and label its parts. Teacher will evaluate students based on their participation and response to questions. B. Summative Evaluation: Teacher will have students write in their journals what they have learned about atoms, elements and molecules. The students writing will determine if they understood the terms and how they work together to create matter. Students will be called to share their writings when they are finished.

VII. Evaluation of Teaching Effectiveness Were the children able to draw and explain an atom and its components? Were the children able to draw a Matter Data Table without confusion? Were the same children raising their hands to answer questions? Was the material in their journals written with understanding?

Activities for Isabelle and Jose

In lesson II, Andrea and I discuss atoms, elements and molecules. Our approach is the same, the students will convene into groups after the mini lesson, but this time the students will work in groups of four.
Students were put into groups of four throughout the lesson to allow Jose and Isabelle to continue initiating interactions with their peers to focus on their social skills. During the lesson, when students were asked to draw and label an atom, the students were, again, given a set of detailed instructions on how to create an atom and various molecules. This allowed Isabelle to work on following a set of sequential tasks.

Activities continued
 For the summative evaluation, students were asked to write in their notebooks. This was to ensure that Jose and Isabelle had time to work on their writing skills. The focus was to make sure both Jose and Isabelle were using proper tenses and plurals.  During the shared reading, Andrea and I called on several students, making sure to include both Jose and Isabelle. While they read their work, we were able to determine if Isabelle was properly articulating her sounds and it also ensured that Jose was maintaining eye contact.

Lesson III
Solids, Liquids and Gases

Lesson III. Solids, Liquids & Gases NYC Standards: Standards: ScienceScience- S1: Demonstrates understanding of properties of objects and materials. MathMath- M6a: Add, subtract, multiply and divide whole numbers correctly. TechnologyTechnology- S3: Students use technology tools to enhance learning. ACEI Standards: 2.2: Science Candidates know, understand and use fundamental concepts in the subject matter of science- including physical life, and earth and space sciencesciences as well as concepts in science and technology, science in personal and social perspectives, the history and nature of science, the unifying concepts of science, and the inquiry processes scientists use in discovery of knowledge to build a base for scientific and technological literacy. ACEI Standards: Standards: 3.2: Adaptation to Diverse Students Candidates understand how elementary students differ in their development and approaches to learning, and create instructional opportunities that are adapted to diverse students.

ACEI Standards: 4: Assessment for instruction Candidates know, understand and use formal and informal assessment strategies to plan, evaluate and strengthen instruction that will promote continuous intellectual, social, emotional and physical development of each elementary student. CEC Standards 7: Instructional planning Relationships among reading instruction methods and learning disabilities. Sources of specialized curricula, materials and resources for individuals with learning disabilities.

I. Prerequisite Skills: Students should be familiar with the concept of matter and its components. They should also be aware that water can exist as a solid, liquid or gas. II. Goals and Objectives Goals: Students will identify the three phases of matter. 1. Objectives 1-1: Students will distinguish between the physical properties of the three phases of matter. 2. Objective 1-2: Students will explain how temperature affects matter as it exists as a liquid, solid and a gas.

III. Materials and Instructional Aids Computer with Internet Access White Board Markers IV. Procedures Introductory Activities:  Students will be shown a picture on the Internet at www.chem.purdue.edu/gchelp/liquids/character.html  This slide will show matter in its three phases, solid, liquid and gas.

IV. Procedures (contd) After the slide the teacher will call nine students to come to the front of the classroom and break into groups of three. One group will be a gas, the other a liquid and the last a solid. Each group will be asked to demonstrate how their property moves about in that particular state. (Isabelle and Jose will discuss to the class, for their individual groups, how their property moves about in their particular state) The group that is the gas should move about the room freely, while the liquid group moves about loosely, but closer together and the last group, the solid, should not move at all, but should stay huddled together.

IV. Procedures (Contd.)

B. Sequence of Instructional Procedures & Learning Activities The teacher will now explain the properties of a solid, liquid and a gas. The students, along with the teacher will make a chart to arrange the properties of the three phases of matter.
Solids

Liquids Does not have definite shape It has a definite mass

Gases

Have a definite shape

Does not have definite shape Does not have definite mass

Have definite mass

Have definite volume

It has a definite volume Does not have definite volume

IV. Procedures (Contd)

The teacher will now discuss temperature and its effects on matter.  The teacher will review the three phases of matter that exist as solids, liquids and gases. At any given time, the state a substance is in depends on its temperature. Adding or removing heat can make substances change from one state to another. The teacher will explain that when heat is absorbed by a solid, the molecules move faster and faster, which will be its melting point which is the liquid state. When even more heat or temperature is absorbed, it becomes a gas.

IV. Procedures (Contd.)

The teacher will now use the internet for the website www.iknowthat.com where the teacher will click on science , science Lab, Play, then matter to allow the students to see how water changes from one state to another when heat is added or removed. Once this video is complete, the teacher will explain that matter at 72 degrees is in the liquid state, when temperature added to that reaches 223 degrees, the state changes to a gas. The children will now be asked to find the difference between the temperature as a gas and the temperature as a liquid. (answer 151) The teacher will now change the state from a gas to a solid. The state of a gas reaches its boiling point at 223 degrees, and at 32 degrees Fahrenheit the state changes to a solid. The children will now be asked to find the difference between the boiling point of a gas and the temperature of a solid. (answer 191)

C. Culminating Activities: The teacher will write the following questions on the board. The students will work in groups of four and write their answers in their notebooks. After several minutes, the teacher will call on each group to answer a specific question. How does temperature effect matter? Name three properties of a solid. Name three properties of a liquid. Name three properties of a gas.

V. Modifications to Accommodate Individual Differences

A. For those who have not mastered the concept they will review the electroboard and the spin wheel. B. For those who have mastered the concept they will be asked to create a science experiment that illustrates how the three phases of matter are effected by temperature.

VI. Student Evaluation A. Formative Evaluation: The teacher will walk around the room to check to see that the students were able to answer the math questions relating to the difference in temperature. The teacher will walk around the room and check the chart on solids, liquids and gases. The teacher will call on students who have not participated to see if they are comprehending the material. B. Summative Evaluation: Students will be given a worksheet to take home and answer. The homework sheet will be due the following day and used to review prior to the next lesson on matter.

VII. Evaluation of Teacher Effectiveness: Were the children able to explain the effects of temperature in their own
words? Were the children able to explain the properties of all phases of matter? Were the same children raising their hands to answer questions? Did any students have difficulty following the matter chart or understanding their properties? Were there children who seemed disinterested or not involved in the discussion?

Activities for Isabelle and Jose

For lesson III, Andrea and I discuss solids, liquids and gases. Our objectives were to have the students identify the three phases of matter.
In this lesson, students were paired into groups of four as we continued to focus on both Joses and Isabelles social skills. When the groups were asked to present, Jose and Isabelle were asked to discuss their groups particular state (solid, liquid or gas). While presenting for their group, the teachers assessed to ensure that Isabelle was articulating her sounds correctly, notably her final consonants. The teachers also checked to make sure that Isabelle presented the material in sequential order. As stated earlier, this was an area of particular weakness for Isabelle.

Activities continued
 For the culminating activities, students were put into groups of four once again to allow Jose and Isabelle to work on social interactions.  The students were asked to respond to a series of questions that were written on the board in their notebooks. The teachers checked to make sure Isabelle was writing on fourth grade level while using correct tense and plurals. The teachers also checked to make sure Jose used proper tenses when he responded to the questions.  At the end of the lesson, the students were called to the rug for shared reading where several students, including both Isabelle and Jose, were asked to read their responses. The teachers assessed to make sure Isabelle articulated properly an Jose maintained eye contact while speaking.

Lesson IV
Density

Lesson IV: Density

NYC Standards: Science- S1: Demonstrates understanding of properties of objects and materials. Math- M3d: Use letters, boxes or other symbols to stand for any number, measured quantity or object in simple situations. Math- M6a: Add, subtract, multiply and divide whole numbers correctly. ACEI Standards: 2.2: Science Candidates know, understand and use fundamental concepts in the subject matter of science- including physical life, and earth and space sciences as well as concepts in science and technology, science in personal and social perspectives, the history and nature of science, the unifying concepts of science, and the inquiry processes scientists use in discovery of knowledge to build a base for scientific and technological literacy. ACEI Standards: 3.2: Adaptation to Diverse Students Candidates understand how elementary students differ in their development and approaches to learning, and create instructional opportunities that are adapted to diverse students.

ACEI Standards: 4: Assessment for instruction Candidates know, understand and use formal and informal assessment strategies to plan, evaluate and strengthen instruction that will promote continuous intellectual, social, emotional and physical development of each elementary student. CEC Standards 7: Instructional planning Relationships among reading instruction methods and learning disabilities. Sources of specialized curricula, materials and resources for individuals with learning disabilities.

I. Prerequisite Skills: Students should know the properties of a solid, liquid and gas and be familiar with the terms matter, mass and volume. Students should also be familiar with finding the area of an object by multiplying its length x width x height. II. Goals and Objectives Goal: Students will be able to determine an elements density and determine if an object is capable of floating in a specified liquid. 1. Objective 1-1: Students will define key terms: density and buoyancy 2. Objective 1-2: Students will measure the density of specified materials. 3. Objective 1-3: Students will determine if an object is capable of floating in liquid.

III. Materials and Instructional Aids White board Markers Four glasses filled way with water A rock Modeling clay Glass marbles Salt crystals Styrofoam

IV. Procedures Introductory Activities: In the front of the classroom will be two glasses of water, filled three quarters of the way with a rock next to one glass and a piece of styrofoam next to the other glass. The teacher will first ask the students to look at the objects and decide if they think the rock will float in the glass of water. The students will write down their answers with an explanation as to why or why not they believe the rock will or will not float. After two minutes, the teacher will then ask the students to decide if they believe the styrofoam would float in water. They will again write their answers down along with their reason. After waiting two more minutes, the teacher call on students to give their answers and explanations. From this discussion the teacher will segue into the lesson.

IV. Procedures (Contd.)

B. Sequence of Instructional Procedures & Learning Activities: The teacher will begin by defining density as the amount of matter contained in a specific volume. In order for us to find the density of an object, we first have to know its mass and its volume. For items in this lesson, each volume and mass will be given.  The teacher will then explain that density is measured by dividing its know mass into its know volume.  The teacher will write the formula to find the density of an object on the board, D= mass/volume, and ask the students to copy it into their notebooks.

IV. Procedures (Contd)

The teacher will then ask the students to make two columns in their notebooks. One headed Material and the other headed Density g/cm3. g/cm3.

Material Styrofoam Wood Water Sugar Salt Aluminum Iron Lead

Density g/cm3 0.1 0.7 1.0 1.6 2.2 2.7 7.9 11.3

IV. Procedures (Contd)

The teacher will write the materials and their densities in the columns as indicated above and tell the students to pay special attention to the density of water which is 1.0g.  The teacher will then explain that high density means that many particles are packed tightly into a given space. And low density means that only a few particles fill the same amount of space. Now, the teacher will write a word problem on the board and ask the children to solve it using the information from the chart. The children will get in groups of four and decide what material from the chart the word problem is referring to.

IV. Procedures (Contd)

Question: Given a rectangular object with a mass of 926g, which is 6cm long, 4cm wide and 2cm high, what is its density and what material is this problem referring to? Isabelle is given a written set of detailed instructions on how to solve the word problem. The teacher will give the students a few minutes to solve the word problem. While the students are working, the teacher will walk around the room and observe the students as they try to solve the math problem. .  After a few minutes, the teacher will call on volunteers to come to the board and solve the problem while writing the equation and the steps they used to find the answer. Students should have started with the equation D=mass/volume.  Given the mass as 926g, students should have know how to find the area of an object by multiplying 6cmx4cmx2cm which would give them 48cm. The answer to the problem on the board should read, D=926/48. The answer is 19.3 which is gold.

IV. Procedures (Contd)

The teacher would now pose another question for the students: When looking at a bowling ball and a basketball, both have nearly the same volume, but the bowling ball has greater mass because it feels heavier.  The teacher will then go off the subject for a moment by reminding the children that mass is the amount of matter an object contains, whereas volume is the amount of space an object takes up. So just because an object appears small, doesnt mean it has less mass. The teacher will refresh the students memory by reminding them of the golf ball and the balloon. The golf ball had more mass because it tipped the balance scale, whereas the balloon had more volume because it took up more space.

IV. Procedures (Contd)

Now, the teacher will return to the original topic of the bowling ball and basketball. They both appear to have the same volume, but the bowling ball has a greater mass, because it feels heavier. With this in mind, the teacher will now ask the students, which of the two has a greater density? The teacher will give the students a few moments to ponder the question and then call on students to give their responses. Several children will be called on to see who answered basketball and who answered bowling ball. After hearing the students answers, the teacher will ask someone to explain the definition of Density again. The students should respond that density is the amount of matter contained in a specific volume.  With that definition in mind, students should conclude that the bowling ball has more density because it has more mass.

IV. Procedures (Contd)

The teacher will now introduce the term buoyancy which is defined as the upward force exerted on a body immersed in a fluid.  The teacher will explain by stating that an object weighs less in water than in air because the upward force of the water, called up thrust or buoyancy, partly supports the object. And, if an object is less dense than the water beneath it, the buoyancy will support its entire weight and the object will float.  To explain further, the teacher should state that the amount of up thrust exerted on the object equals the weight of this displaced water. An example the teacher would use to give the students a visual would be the ship, the Queen Elizabeth 2, which weighs tens of thousands of pounds, but the structure of the ship allows for it to float because the ship takes up a great deal of volume, but its overall density is less than the density of water. And if an objects density is less than that of waters density, the object will float.

IV. Procedures (Contd)

The teacher will now have students come to the front of the class in groups of four and determine if certain objects that are placed in front of them will sink or float in a glass of water.  While these students are experimenting with the glasses, the other students should also be predicting, which, if any, objects will float and which ones, if any will sink. After the students have taken turns testing to see which objects will float and which ones will sink the teacher will write the objects on the board with the words float or sink next to the object. Objects: Piece of wood Modeling clay Sugar Crystals Salt Crystals Styrofoam

Float____ Float____ Float____ Float____ Float____

Sink_____ Sink_____ Sink_____ Sink_____ Sink_____

IV. Procedures (Contd)

The teacher will take a vote to see which of the objects the children think will float and which ones will sink. After the class has voted, the teacher will have the children refer back to the Material/Density chart to determine which items were less dense or more dense than water. Modeling clay was the only object that was not recorded so the teacher could explain another important principal of buoyancy.  The teacher will ask the children if there was any way the modeling clay could float.  After giving the children a few minutes to think about the question, the teacher will ask for volunteers to answer the question.

IV. Procedures (Contd)

 The teacher will then explain that the ball of modeling clay will not float, but if you stretch the clay out to resemble a ship, its volume would now take up more space, therefore displacing a larger volume of water which is heavy enough to balance the weight of the modeling clay.

C. Culminating Activities:
 The teacher will review the terms density and buoyancy.  The teacher will ask the children to refer back to the material/density chart while the teacher asks the following questions: 1. If Aluminum has a density of 2.7g, will it sink or float? 2. If Lead has a density of 11.3g, will it sink or float? The students should recognize that the density of these two objects is more than the density of water, which would mean that these objects will sink.

v. Modifications to Accommodate Individual Differences: A. For those students who have not mastered the concept, they will review Density in the book The Way Science Works, which will explain density and give illustrations and examples of how density works. B. For those who have mastered the concept, they will be asked to find the density of any five objects and determine if these objects will float or sink. VI. Student Evaluation A. Formative Evaluation: Teacher will walk around the room while students are solving math problem. The teacher will observe students participation and answering of questions. B. Summative Evaluation: The teacher will give students a take home test that will summarize the weeks lessons.

VII. Evaluation of Teaching Effectiveness: Were the students able to solve the word problem? Did the students actively participate in the group discussion? Were the students able to test the buoyancy of the objects? Were the students having difficulty answering the questions in the culminating activity?

Activities for Isabelle and Jose

In lesson IV, Suzanne and I introduce the concept of Density. Throughout the lessons, adjustments were made to enhance activities for both Jose and Isabelle.
When necessary, students were asked to answer questions in their notebooks to ensure both Jose and Isabelle focused on using correct tenses and plurals when writing. Students were, again, placed into groups so Jose and Isabelle could work on initiating interactions with their peers. This time, though, the children were placed into groups of five. The idea was to build on Joses and Isabelles social skills.

Activities continued
 Throughout the lesson, the teacher called on individual students to answer questions pertaining to the lesson, notably Jose and Isabelle. This was to ensure that Jose worked on maintaining eye contact and that Isabelle worked on her articulation.  When the students were asked to determine which items would float or sink, The students were given a set of detailed instructions on how to proceed with the task. This activity was to help Isabelle focus on following a set of sequential tasks.

Activities continued
For the culminating activity, the teachers arranged the students into groups to continue working on both Jose and Isabelles social skills. The students received a handout with a series of questions. The students were asked to write their responses to the questions in their notebooks. While writing their responses, Andrea and I checked to ensure that Jose and Isabelle used correct tenses and plurals. Once the students completed this task, the students were called on to answer the questions. Jose and Isabelle were both called on again to allow the teachers to ensure that Jose maintained eye contact and that Isabelle correctly pronounced her words.

Lesson V
Writing

Lesson V: Writing
NYC Standards E 2c: Writing Produce a narrative account ACEI Standards 2.1: English Language Arts Candidates demonstrate a high level of competence in use of English language arts and they know, understand, and use concepts from reading, language and child development, to teach reading, writing, speaking, viewing, listening, and thinking skills and to help students successfully apply their developing skills to many different situations, materials and ideas. ACEI Standards: Standards: 3.2: Adaptation to Diverse Students Candidates understand how elementary students differ in their development and approaches to learning, and create instructional opportunities that are adapted to diverse students.
.

ACEI Standards: 4: Assessment for instruction Candidates know, understand and use formal and informal assessment strategies to plan, evaluate and strengthen instruction that will promote continuous intellectual, social, emotional and physical development of each elementary student CEC Standards 7: Instructional planning Relationships among reading instruction methods and learning disabilities. Sources of specialized curricula, materials and resources for individuals with learning disabilities.

I. Prerequisite Skills: Students should know matter, including its components and its three phases, solid, liquid and gases. Students should also know the layout for writing a story, including a beginning, middle and end. II. Goals and Objectives: Goal: Students will write a well written, detailed story about a science experiment gone awry that incorporates the science terms introduced in this weeks science lessons. 1. Objective 1-1: Students will create an original story using the terms and concepts discussed in the lessons on matter. 2. Objective1-2: Students will edit their work and hand in a final draft.

III. Materials and Instructional aids: Paper Pens Story What is the World Made of? by Kathleen Weidner IV. Procedures Introductory Activities: Teacher will begin the lesson by doing a Read Aloud. The story is titled, What Is the World Made Of? The story discusses matter and reiterates the terms discussed in this weeks lesson.

B. Sequence of Instructional Procedures & Learning Activities: The teacher will discuss the story topic which is a science experiment gone wrong! The students will be scientists who are working on an experiment on matter until something goes terrible wrong! The students are reminded to have a title, a beginning, a middle and an end with lots of DETAILS! Isabelle will be given a set of written instructions on what should be included in her story and how the story should be written.  They are then told to proceed with their rough drafts, and when they have completed their drafts, they will bring them to the teacher to review for the editing process and final draft process.

C. Culminating Activities:

The teacher will call on students to come to the front of the class and read their story aloud. V. Modifications to Accommodate Individual Differences: A. For those who have not mastered the concepts, they will be asked to take at least four (4) of the terms they have learned and draw a picture of how they fit into the world around them. B. For those who have mastered the concepts, they will be asked to design a chart with illustrations that depict how the terms and concepts relate to our lives on a daily basis.

VI. Student Evaluation A. Formative Evaluation: The teacher will walk around the room and observe students as they prepare their drafts and their final writing copy. B. Summative Evaluation: Students will be asked to draw a picture illustrating their story. VII. Evaluation of Teaching Effectiveness  Did the students have a difficult time trying to use the terms in a story?  Were the students able to use key terms comprehensively in their story?  Were students spending a lot of time trying to think of what to write with nothing written on their papers?

Activities for Isabelle and Jose

In lesson V, Suzanne and I introduce a writing lesson. Here, the students will listen to a story called What is the world made of.
The teacher will review key terms and concepts after the story is read and students, notably Isabelle and Jose, will be called on to verbally respond. Suzanne and I will be checking for proper articulation from Isabelle and eye contact from Jose. Once the teacher and the students review the story, they will be asked to write a narrative account. This lesson was created to help Isabelle focus on her writing skills and to ensure that she is writing on fourth grade level. This assignment will also ensure that Jose is using proper tenses in his writing.

Activities continued
 Once the students finished their stories, they were asked to come to the rug and share their narrative accounts. Both Isabelle and Jose were called to read their responses. The teachers paid particular attention to Isabelles writing to ensure that it was on fourth grade level. In other words, the teachers checked for grammar, punctuation and comprehension. When Jose read, the teachers checked for correct usage of tenses and

grammar.

References
1. McGraw Hill Science National Geographic Society Publishing Division 2. www.TheSciencespot.net 3. www.iknowthat.com 4. www.chem4kids.com 5. Teaching the Fun of Science - Janice Van Cleave 6. The Way Science Works DK publishing, Incorporated 7. Middle Grade Book of Science Tests Imogene Forte and Marjorie Frank 8. What is the World Made of? Kathleen Weidner Zoehfeld 9. How can I experiment withAtoms? Cindy Devine Dalton

Unit Reflection
For our thematic unit, the objectives we sought were to have the students learn about matter, which encompassed many concepts and several formulas. Throughout each lesson, we reflected on our goals and added several activities that we felt would help our students gain a better understanding of the material we were covering. In each lesson, we focused on group settings rather than individual work stations to help both our students interact with their classmates. We also reflected upon each lesson and found several ways to assess our students in ways that would not single them out. With this in mind, we incorporated many tasks into our lessons, which allowed us to ensure Jose and Isabelle were on the right track.

Reflection continued.

Our goals were simple, to ensure that Isabelle and Jose met their goals. To accomplish this, we incorporated a variety of tasks for each lesson, which would allow us to assess both students on all the goals we had set out to help them attain. Both Jose and Isabelle had demonstrated a weakness in the social skills area. Keeping this in mind, we rearranged our lessons to incorporate groups starting with three students, then increasing to five as Isabelle and Jose showed signs of improvement.

Reflections continued.

We also focused our lessons to incorporate several writing assignments and shared reading responses. These tasks allowed us to monitor both Joses and Isabelles writing skills as well as their verbal skills. For Jose, the essential focus was on making sure that he maintained eye contact. One of the areas that Isabelle seemed to have a weakness was with following a set of sequential tasks. To help Isabelle overcome her weakness, without drawing attention to her, we set out several sheets with detailed instructions for all the students to follow if they needed assistance.

Reflection continued.

The activities we implemented enabled both Jose and Isabelle to meet their required goals to the best of their ability. The activities allowed us, as the teachers, to assess Jose and Isabelle at varying times throughout the lessons to ensure they were on the right track. Our goals were to maintain a steady pace throughout each lesson to make sure Jose and Isabelle had the opportunities they needed to attain their goals.