PLAN—Planning Instruction and Assessment Purpose: Describe your plans for the learning segment and explain how they are appropriate for the students and content you are teaching. Demonstrate your ability to select, adapt, design, and organize curriculum, instruction, and assessment to help diverse students learn and meet the standards for the curriculum content as well as develop academic language related to that content. (InTASC #7 Planning for Instruction)

A. Unit Foundation 1. Unit Summary (connects with Rubric 1 in Planning) This unit will focus on the states of matter, physical change, chemical change, and we will touch on the properties of matter. This unit will take about 1 month to finish. During this unit, we will do different experiments to further our understanding of matter, chemical and physical change, and physical properties. These activities will be done in groups. For our experiment involving chemical and physical change, the 7th grade science classes will come to our classroom and do the experiment with us. We will also watch different videos the days we do our notes to help us better understand and discuss the topics from that day. The students will be given different study tools to use during the unit, including notes and quizlet. At the end of the unit, we will review using Jeopardy and then testing.

2. Standards to be met (List and write out. Identify source: National standards, state standards, core standards, etc.) (connects with Rubric 1 in Planning) NGSS www.nextgenscience.org IP5d Differentiate between physical and chemical changes IP5c Describe the properties of matter

3. Objectives/Learning outcomes (based on above standards) (connects with Rubric 1 in Planning) The students will: Students will be able to explain the different states of matter. Students will be able name different states of matter. Students will be able to compare the differences of chemical and physical changes. Students will be able to categorize chemical and physical changes.

4. Academic Language to be emphasized (List and define in student-friendly terms) (connects with Rubric 4 in Planning) Matter-anything that takes up space Solid-particles are close together, has its own shape Liquid-particles are spread enough to move, takes the shape of its container Gas-particles can move freely, has no shape Physical Change-changes where the type of matter stays the same (no new substances form) Chemical Change-changes where the type of matter changes (matter changes and cannot be reversed) Physical Properties- using your 5 senses (what you can see, smell, feel, taste, hear) 5. Unit questions

a. Essential “overarching” or “big idea” questions (connects with Rubric 1 in Planning) What is matter? What is not matter? What are the three states of matter? What is chemical change? What is physical change? Why are physical properties important to science?

b. Questions for students (developed using Bloom’s taxonomy, Kaplan’s icons for depth and complexity, English Learner Oral Language Questioning Techniques, etc.) for all levels of thinking (connects with Rubric 4 in Planning)

Why is important we be able to identify the states of matter? How to we identify what matter is? Why should we categorize what matter is and what it isn’t? Why do we investigate the difference between a chemical and physical change? How do we identify the difference between the states of matter? How do we identify the difference between chemical and physical change? How do we identify a physical property? B. Context for learning (all of section B connects with Rubric 2 in Planning) 1. Complete the context for learning form (Appendix A) 2. Describe what you know about your students.

a. Describe what students know, what they can do, what they are learning to do (e.g., prior knowledge, key skills, developmental levels). The students have been learning about the scientific method. When learning about the scientific method, they did many different experiments where they worked through the different steps of the scientific method. The have also worked with technology to do research on different scientists and then presented what they found. This group of 5th graders is academically below grade level. They really struggle with staying focused and organized so it is best to find activities that are interactive and interesting for them. I have also found that it helps to have them leave items they will need for class in the classroom because then they do not have to leave to find it during class time.

b. Describe your students’ language development, including abilities to understand and produce oral and written language in English.

There are many students in this grade that struggle with writing out language. They do not retain the basic information of writing complete sentences, starting sentences with capital letters, or ending with punctuation marks. Most of the students are very capable of producing and understanding oral language, but there are a few that struggle with explaining what they mean through spoken language. They have a better chance remembering what a term means when they say it over and over, instead of hearing it said to them multiple times. There are also some students that do not comprehend as well when hearing something the first time, but once they are visually shown what they should be doing then they have a better understanding of what they should be doing.

c. Describe students’ social and emotional development (e.g., relationships with each other; abilities in self expression, collaboration, etc.). Many of my students are very well developed socially and emotionally. They are able to express when they need help, when something is bothering them, and when they are happy. There are a few students that struggle with controlling their emotions when they are having a rough day. They will either not cooperate with their group members, leave class without permission, argue with teachers, or even hiding in lockers. We have one student that cannot control their emotions when very frustrated and has threatened to harm others. To help these students we try to talk to them about why they are frustrated, and what they need to do instead when they are frustrated or that they need to communicate with us that they need a break.

d. Describe family/community/cultural assets (e.g., cultural norms, student interests, relevant experiences and resources). There are many students that have a ‘normal’ family home life. There are also many students that either live with just mom, just dad, or a grandparent. We have many migrate students that have either left and moved back to Texas or will be moving back very soon. In their home lives, many students live without a lot of structure and struggle during non-structured time during the school day. Many of my students’ interests involve sports, videogames, and reading. They like to come and tell us about their basketball game the night before or what happened during their intramural game that morning.

e. Describe subgroups and individual requiring differentiated instruction (SPED, Title 1, ELL, Gifted and Talented, etc.). I have a wide variety of student skill levels in my classes. As I said before, this grade is very low academically. We have about 3 students that are on IEPs, about 24 students in title one (this school also teachers title one in the classroom so all students are exposed to it, some students get it twice a day), and 2 that are ELL. We have no students that qualify as gifted and talented. We also have many students that are academically low, but do not have IEP’s because their difficulties stem from not being able to focus when the topic does not interest them. 3. Describe how this knowledge influenced your planning.

a. Describe how this knowledge influenced your choice of strategies to engage all students. This information helped me choose very interactive activities to do with my students. We do many in class projects in groups, and even had older students come in and do the experiments with them. I think that doing activities that are more hands-on and interesting to them will help them better understand our content. We will also use fun videos as an aid to help increase our understanding of topics. This will help because they will not have to sit and listen to me lecture but instead listen to a goofy character explain what the topic is about.

b. Describe how this knowledge influenced your choice of strategies for scaffolding academic language. (Rubric 4 in Planning) Because my students struggle to remember words, we go through the vocabulary for this unit almost every day. To do this, I ask the class what the meaning of a word is and then we discuss it. Then, I ask for examples of our vocabulary word to discuss more what the word means and see if they understand the definition enough to give an example. I also have anchor charts hung up in the room with our vocabulary words and the definition on them so that my students will see them every day during class and can use them to help them if they cannot remember what the definition is. I also have my students study their vocabulary words every day after the lesson so that they have more exposure to our words.

c. Describe how this knowledge influenced your choice of activities for differentiating instruction. When differentiating instruction, I make sure that I explain very slowly what we are doing. I also restate the instructions two or three times and then have my students tell me the instruction so that I know that they were listening and understand what we will be doing. We do more assignments in class together so that I can see if they are understanding the topic right away or if we need more practice on it. When we are doing group projects, I try to put my lower students with higher students so that they can discuss with students that understand the topic and can get help from their peers.

C. Instructional Technology and Materials to be used in Unit (Section C connects with Rubric 1 in Planning) a. Technology to be used by the teacher (hardware, software, websites, etc.)

Computer, mimio board, youtube.com, quizlet.com, teachertube.com, pinterest.com. teacherspayteachers.com

b. Technology to be used by the students (hardware, software, websites, etc.) Computer, quizlet.com

c. Materials and supplies

Science Notebook Scissors Glue Pencil Food coloring Water Cornstarch Bowls Stir sticks Paper clips Ping pong balls Marbles Dish soap Hydrogen peroxide Yeast Plastic bottles

d. Other resources “The Matter Song” https://www.youtube.com/watch?v=_8MI8akAR_Y “Chemical Changes: Crash Course Kids #19.2” https://www.youtube.com/watch?v=37pir0ej_SE “Physical and Chemical Changes for Kids” https://www.youtube.com/watch?v=BOr76Zx48QM “Bill Nye Phases of Matter” https://www.schooltube.com/media/Bill_Nye_The_Science_Guy_Phases_of_Matter/1_eonor5q7 “What is Plasma” https://www.youtube.com/watch?v=94tReSbyPYc#action=share Elephant Toothpaste Experiment https://fromabcstoacts.com/elephant-toothpaste-science-experiment/ Oobleck Experiemnt https://www.livescience.com/21536-oobleck-recipe.html

D. Assessment Tools and Criteria (all of Section D connects with Rubric 3 in Planning) 1. Explain your thought process for planning a post-assessment, a pre-assessment, and at least one formative assessment within the learning segment. A pre-assessment should have a preview to everything you will be covering during the unit. The pre-assessment will be no longer than ten questions. These questions will help give me better understand what my students know and what they need to work on. My post-assessment will be covering everything that we talk about during our unit. It will be a smaller assessment, because we are only covering two standards during this unit. One of my formative assessments is a worksheet where the students are stating the three states of matter and then they will be given an object and have to tell what state of matter it is, for example: shampoo is a liquid. This formative assessment will tell me if my students can explain and identify the three different states of matter.

2. Provide samples of the assessments you will use. a. Sample pre-assessments

b. Sample formative assessments

c. Sample post assessments

3. Describe how you will use formal and informal assessments in order to monitor growth and provide feedback for students toward meeting the objectives. I will use formal assessments regularly in my classes through experiments and worksheets to see if my students are progressing and understanding the material each day. I will also use informal assessments by asking my students questions every day before class starts. These questions will review what we have already learned. The questions will include “How do we know what matter is? What is an example of matter? What is an example of what matter is not? What is physical change, give me an example? What is chemical change, give me an example?” If needed, I will correct students and help them if they don’t quite understand the question. I will provide feedback while asking questions and explain further when needed. I will also give back student’s worksheets with comments on them. 4. Describe any modifications or accommodations you have planned in the assessment tools to allow students with specific needs to demonstrate their learning.

In my assessments, I have made multiple accommodations to help my students succeed. I have created notes that are already filled in for my students so that they can focus on the material and not trying to write down what is being said. I have also modified assignments so that they can explain what they know to me verbally instead of trying to write it all out. I have also changed tests for these students that they do not have to write out answers but instead have options so that they have a better idea of what the answer could be instead of guessing.

E. Classroom Management Considerations (supports Rubric 6 in Implementation Section) 1. Detail the management strategies and procedures that will support the implementation of this unit. For classroom management, I use a number of attention getters with my students that are “call and answer.” The one that I use the most is I say “hocus pocus” and the class responds “everybody focus.” Another I use is that I say, “class class” and they respond, “yes yes.” I will also stop and wait for my class to realize I am waiting on them and wait for them to quiet down before I begin talking. I will also instruct that I want them to wait until I say go before, they move around the room.

F. Lesson Plans (connects in various ways with Rubrics 1-4 in Planning) 1. Provide lesson plans for 3-5 days of your unit. Day 1

Title of lesson: Matter Notes Research: Where did you gather background knowledge (websites, practicum, previous class, etc Internet, Mrs. Snyder’s binder. Rationale: Why is this lesson important for your students? This lesson is important because it introduces what matter is to the students and what we will be covering over the next month. Learner Outcomes/Objectives: What will your students be able to do as a result of this lesson? Students will be able to describe what each term means. Students will be able to fine the difference between each term. Students will be able to compare and contrast the different terms and the different properties of matter. Standards: Which state standards are addressed?

IP5c Describe the properties of matter Materials: What (book, paper, scissors, technology, etc) will you need Science Notebook, Pencil, Scissors, Glue. Learner Factors: How does this lesson accommodate different developmental levels of students: students with LD, ADHD, hearing impairments, sight impairments, and gifted and talented? I have a student will a hearing impairment. To accommodate to him, I will have him sitting towards the front of the room with his better ear facing me so that he can hear the instructions while I am talking. I have a few students that will be given the notes already filled out for them due to troubles with focusing and writing. Assessment Activities: What tools will you use to determine what the students are able to do as a result of this lesson? I will assess my students and their understanding by asking them questions throughout the lesson to check their understanding of the topic. Introductory Activities: How will you introduce this lesson? I will show a short video called “The Matter Song.” This will give students some information about what matter is before we start filling in our notes.

Developmental Activities: The students will be filling in their interactive notebook. We will spend some time talking about what matter is and is not. We will do this by filling out an anchor chart together after they have finished their science notebook. We will also talk about the different properties of matter, solid, liquid, and gas. We will do this by discussing what makes them different and different things in our daily life that are made up of these properties. Closing: The students will finish their science notebook notes put them back in the bin so that they will not lose them.

Day 2

Title of lesson: Molecules in Three States of Matter Research: Where did you gather background knowledge (websites, practicum, previous class, etc Internet, Mrs. Snyder’s binder. Rationale: Why is this lesson important for your students? This lesson is important because it will show the students the different states of matter and how it can change. Learner Outcomes/Objectives: What will your students be able to do as a result of this lesson? Students will be able to identify the different states of matter. They will be able to describe the differences between each state. Standards:

IP5c Describe the properties of matter Materials: What (book, paper, scissors, technology, etc) will you need

Worksheet, Pencil, Science Notebook. Learner Factors: How does this lesson accommodate different developmental levels of students: students with LD, ADHD, hearing impairments, sight impairments, and gifted and talented? I have a student will a hearing impairment. To accommodate to him, I will have him sitting towards the front of the room with his better ear facing me so that he can hear the instructions while I am talking. A few students with ADHD will work with the teacher to read the article and do the questions. Assessment Activities: What tools will you use to determine what the students are able to do as a result of this lesson? Students will on a worksheet Introductory Activities: How will you introduce this lesson? We will begin class by discussing the different states of matter, and what matter is not. We will also rewatch “The Matter Song” video.

Developmental Activities:

We will do one side of the Molecules in Three States of Matter together. Each student will read a sentence and we will fill in the blanks together. They will then do the back side on their own. When they are done, they will turn it in and study their notes from their science notebook. Closing: The students will watch a video about the different states of matter and how plasma is a type of matter.

Day 3 Title of lesson: Oobleck Activity Research: Where did you gather background knowledge (websites, practicum, previous class, etc Teachers Pay Teachers, pinterest. Rationale: Why is this lesson important for your students? This is a fun activity for the students to do to learn more about the different states of matter. The students will also see a substance that can be both a liquid and a solid. Learner Outcomes/Objectives: What will your students be able to do as a result of this lesson? Students will be able to compare and identify the different properties of the ingredients in oobleck. Standards:

IP5c Describe the properties of matter Materials: What (book, paper, scissors, technology, etc) will you need Paper, Pencil, food coloring, water, cornstarch, bowls, stir sticks, paper clips, ping pong balls, marbles. Learner Factors: How does this lesson accommodate different developmental levels of students: students with LD, ADHD, hearing impairments, sight impairments, and gifted and talented? I have a student will a hearing impairment. To accommodate to him, I will have him sitting towards the front of the room with his better ear facing me so that he can hear the instructions while I am talking. Assessment Activities: What tools will you use to determine what the students are able to do as a result of this lesson? I will look through the student’s worksheets after doing the experiment to see if they understood what the difference between each substance was. Introductory Activities: How will you introduce this lesson? I will explain to the students what we will be doing in class that day and the expectations I have for our experiment.

Developmental Activities:

We will be making oobleck to discuss the states of each ingredient and whether two or more substances can make new substance. We will also discuss why this substance is both a solid and a liquid. Closing: Students will throw away their oobleck, wash their hands, and hand in their experiment worksheet.

Day 4

Title of lesson: Bill Nye the Science Guy Video Research: Where did you gather background knowledge (websites, practicum, previous class, etc Mrs. Snyder’s binder, online. Rationale: Why is this lesson important for your students? This lesson will review everything we learned about matter during the week. Learner Outcomes/Objectives: What will your students be able to do as a result of this lesson?

Students will be able to name the different properties of matter. Students will be able to identify properties of matter in their daily lives. Standards:

IP5d Differentiate between physical and chemical changes IP5c Describe the properties of matter

Materials: What (book, paper, scissors, technology, etc) will you need Pencil, exit ticket Learner Factors: How does this lesson accommodate different developmental levels of students: students with LD, ADHD, hearing impairments, sight impairments, and gifted and talented? I have a student will a hearing impairment. To accommodate to him, I will have him sitting towards the front of the room with his better ear facing me so that he can hear the instructions while I am talking. Assessment Activities: What tools will you use to determine what the students are able to do as a result of this lesson? The students will be doing an exit ticket worksheet during the video that I will look over after class. Introductory Activities: How will you introduce this lesson? I will introduce this activity by reviewing with the class what matter is and what the states of matter are. After we will start watching the video.

Developmental Activities: We will be watching a Bill Nye the Science Guy video as a review for the week. Closing: Students will finish their exit ticket and turn it in before they leave. If time, the students will study their notes or quizlet before the end of class. Day 5

Title of lesson: Why Does Matter Matter? Research: Where did you gather background knowledge (websites, practicum, previous class, etc Internet, Mrs. Snyder’s binder. Rationale: Why is this lesson important for your students? The students will learn more about what matter makes up, what the properties of matter are, and why matter is important to us. Learner Outcomes/Objectives: What will your students be able to do as a result of this lesson? My students will be able to identify the different states of matter. They will be able to categorize what is made up of matter and what is not. Standards:

IP5c Describe the properties of matter Materials: What (book, paper, scissors, technology, etc) will you need Science Notebook, pencil, worksheet Learner Factors: How does this lesson accommodate different developmental levels of students: students with LD, ADHD, hearing impairments, sight impairments, and gifted and talented? I have a student will a hearing impairment. To accommodate to him, I will have him sitting towards the front of the room with his better ear facing me so that he can hear the instructions while I am talking. I will read the questions to my student with dyslexia to help him better understand what is asked of him. Assessment Activities: What tools will you use to determine what the students are able to do as a result of this lesson? Students will have a reading assignment and worksheet that I will grade at the end of class. Introductory Activities: How will you introduce this lesson? We will start class with a short discussion/review on what matter is and why it is important to us. Developmental Activities:

The students will be reading an article that discusses the importance of matter with groups of two or on their own.

Closing: Once done students will use their science notebooks or quizlets to study their notes. Title of lesson: Physical Change Notes Research: Where did you gather background knowledge (websites, practicum, previous class, etc Mrs. Snyder Rationale: Why is this lesson important for your students? This lesson is important because the students will be introduced to what physical change is and how to find objects that have been changed physically. Learner Outcomes/Objectives: What will your students be able to do as a result of this lesson? Students will be able to tell what a physical change is. Students will be able to find objects that have been changed physically.

Standards: Which state standards are addressed IP5d Differentiate between physical and chemical changes Materials: What (book, paper, scissors, technology, etc) will you need Science notebook, pencil Learner Factors: How does this lesson accommodate different developmental levels of students: students with LD, ADHD, hearing impairments, sight impairments, and gifted and talented? I have a student will a hearing impairment. To accommodate to him, I will have him sitting towards the front of the room with his better ear facing me so that he can hear the instructions while I am talking. I also have him sitting at the front of the room so that I can help him whenever he needs more guidance. This student will also be given his notes to him filled out. Assessment Activities: What tools will you use to determine what the students are able to do as a result of this lesson? I will assess the students understanding of this lesson by asking them questions about what physical change is and by having them give examples of physical change. Introductory Activities: How will you introduce this lesson? To introduce this lesson, I will play a video called “Physical and Chemical Changes for Kids.” This video will go over what a physical and chemical change is and different examples of it.

Developmental Activities: After the video, we will fill in the notes for physical change. We will take time to talk about what causes physical change and identify different physical changes that we see in everyday life. Closing: If there is time left over, the students will study their notes using either their science notebook or quizlet.

Title of lesson: Chemical Change Notes Research: Where did you gather background knowledge (websites, practicum, previous class, etc Mrs. Snyder Rationale: Why is this lesson important for your students? This lesson is important because the students will be introduced to what chemical change is and how to find objects that have been changed chemically. Learner Outcomes/Objectives: What will your students be able to do as a result of this lesson? Students will be able to tell what a chemical change is. Students will be able to find objects that have been changed chemically. Standards: Which state standards are addressed? IP5d Differentiate between physical and chemical changes Materials: What (book, paper, scissors, technology, etc) will you need Science notebook, pencil Learner Factors: How does this lesson accommodate different developmental levels of students: students with LD, ADHD, hearing impairments, sight impairments, and gifted and talented? I have a student will a hearing impairment. To accommodate to him, I will have him sitting towards the front of the room with his better ear facing me so that he can hear the instructions while I am talking. I also have him sitting at the front of the room so that I can help him whenever he needs more guidance. This student will also be given his notes to him filled out. Assessment Activities: What tools will you use to determine what the students are able to do as a result of this lesson? I will assess the students understanding of this lesson by asking them questions about what chemical change is and by having them give examples of chemical change. Introductory Activities: How will you introduce this lesson? To introduce this lesson, I will play a video called “Chemical Changes: Crash Course Kids #19.2.” This video will go through what chemical change is and how to identify objects that have been affected by chemical change. It will also go through the process of baking a cake and why each step is related to chemical change.

Developmental Activities: After the video, we will fill in the notes and talk about what chemical change is. We will also discuss how to identify chemical change and give examples of chemical change. Closing: If there is time left over, the students will study their notes using either their science notebook or quizlet. Title of lesson: Physical and Chemical Change Note Sort Research: Where did you gather background knowledge (websites, practicum, previous class, etc Mrs. Snyder Rationale: Why is this lesson important for your students? This lesson is a fun way for the students to review the difference between chemical and physical change. Learner Outcomes/Objectives: What will your students be able to do as a result of this lesson? Students will be able to identify items that have gone through chemical change. Students will be able to identify items that have gone through physical change. Standards:

Which state standards are addressed? IP5d Differentiate between physical and chemical changes Materials: What (book, paper, scissors, technology, etc) will you need Science notebook, scissors Learner Factors: How does this lesson accommodate different developmental levels of students: students with LD, ADHD, hearing impairments, sight impairments, and gifted and talented? I have a student will a hearing impairment. To accommodate to him, I will have him sitting towards the front of the room with his better ear facing me so that he can hear the instructions while I am talking. I also have him sitting at the front of the room so that I can help him whenever he needs more guidance. Assessment Activities: What tools will you use to determine what the students are able to do as a result of this lesson? I will walk around the room and check students sorted cards to see if they sorted them correctly. Introductory Activities: How will you introduce this lesson? I will start this lesson by reviewing what chemical and physical change is. We will talk about how to identify chemical and physical change. The students will also have to give examples of chemical and physical change.

Developmental Activities: Students will cut out the cards and separate them based on if they are a chemical change or a physical change. Closing: If there is time left over, the students will study their notes using either their science notebook or quizlet.

Title of lesson: Physical and Chemical Change Worksheet Research: Where did you gather background knowledge (websites, practicum, previous class, etc Mrs. Snyder Rationale: Why is this lesson important for your students? This lesson is important because the students will have a chance to review what chemical and physical change is. This also gives me the chance to see who is understanding and not understanding the difference between chemical and physical change. Learner Outcomes/Objectives: What will your students be able to do as a result of this lesson? Students will be able to identify physical and chemical changes. Students will be able to give examples of both chemical and physical changes. Students will be able to give examples of matter. Students will be able to name the states of matter. Standards: Which state standards are addressed? IP5d Differentiate between physical and chemical changes Materials: What (book, paper, scissors, technology, etc) will you need Pencil. Learner Factors: How does this lesson accommodate different developmental levels of students: students with LD, ADHD, hearing impairments, sight impairments, and gifted and talented? I have a student will a hearing impairment. To accommodate to him, I will have him sitting towards the front of the room with his better ear facing me so that he can hear the instructions while I am talking. I also have him sitting at the front of the room so that I can help him whenever he needs more guidance. Instead of writing out all of the answers to this assignment, some of the questions I have him explain his answer to me. Assessment Activities: What tools will you use to determine what the students are able to do as a result of this lesson? I will look through and grade the worksheets after the class is done. Introductory Activities: How will you introduce this lesson? We will start this class by going over what matter, physical change, and chemical change are. We will also give examples of each matter, physical change, and chemical change. Developmental Activities:

Students will do this worksheet during class time. Closing: If there is time left over, the students will study their notes using either their science notebook or quizlet. Title of lesson: Elephant Toothpaste

Research: Where did you gather background knowledge (websites, practicum, previous class, etc Mrs. Snyder Rationale: Why is this lesson important for your students? This lesson is important because it is an interactive way for the students to see a chemical change and identify the causes of a chemical change.

Learner Outcomes/Objectives: What will your students be able to do as a result of this lesson? Students will be able to identify signs of chemical change. Standards: Which state standards are addressed? IP5d Differentiate between physical and chemical changes Materials: What (book, paper, scissors, technology, etc) will you need Soap, hydrogen peroxide, water, water bottle, yeast, food coloring, bowls, stir stick, tray, pencil. Learner Factors: How does this lesson accommodate different developmental levels of students: students with LD, ADHD, hearing impairments, sight impairments, and gifted and talented? I have a student will a hearing impairment. To accommodate to him, I will have him sitting towards the front of the room with his better ear facing me so that he can hear the instructions while I am talking. I also have him sitting at the front of the room so that I can help him whenever he needs more guidance. This student will be placed with higher achieving 7th graders to help explain to him the process of what we are doing. Assessment Activities: What tools will you use to determine what the students are able to do as a result of this lesson? I will look through the classes lab sheets after class to evaluate what they learned during this activity. Introductory Activities: How will you introduce this lesson? I will start class by getting the 5th and 7th graders into groups and explaining what we are doing. I will go through step by step with them through out the entire experiment so that no one gets behind or confused.

Developmental Activities:

For this experiment, the 7th grade science classes will be coming over to help us with the experiment. They will be making elephant toothpaste to watch a chemical reaction happen between the yeast and the hydrogen peroxide. We will talk about how it is a chemical change. In their groups, they will talk about the different physical properties that occurred. They will also create a hypothesis and conclusion based on what they think is going to happen. Closing: Students will clean up all of the materials used before leaving class.

Title of lesson: Physical Properties Research: Where did you gather background knowledge (websites, practicum, previous class, etc Mrs. Snyder Rationale: Why is this lesson important for your students? This lesson is important because it will help the students describe what a physical property is and identify what an object is based only on their physical properties. Learner Outcomes/Objectives: What will your students be able to do as a result of this lesson? Students will be able to describe what physical properties are. Students will be able to use their senses to identify physical properties. Standards: Which state standards are addressed? IP5d Differentiate between physical and chemical changes IP5c Describe the properties of matter Materials: What (book, paper, scissors, technology, etc) will you need Pencil Learner Factors: How does this lesson accommodate different developmental levels of students: students with LD, ADHD, hearing impairments, sight impairments, and gifted and talented? I have a student will a hearing impairment. To accommodate to him, I will have him sitting towards the front of the room with his better ear facing me so that he can hear the instructions while I am talking. I also have him sitting at the front of the room so that I can help him whenever he needs more guidance. Assessment Activities: What tools will you use to determine what the students are able to do as a result of this lesson? I will look over my student’s worksheet after class. Introductory Activities: How will you introduce this lesson? I will begin this activity by talking about what physical properties are and how we use our sense to identify them. We will go through different examples together to help better our understanding of physical properties.

Developmental Activities:

The students will be able to either work in groups or on their own and work through a worksheet. Closing: If there is time left over, the students will study their notes using either their science notebook or quizlet. Title of lesson: Review Research: Where did you gather background knowledge (websites, practicum, previous class, etc

Mrs. Snyder Rationale: Why is this lesson important for your students? This lesson is important because it is a fun way for the students to review the material we have been working with and prepare for our test. Learner Outcomes/Objectives: What will your students be able to do as a result of this lesson? Students can list the states of matter. Students can describe the states of matter. Students can explain the difference between a chemical and physical change. Standards: Which state standards are addressed? IP5d Differentiate between physical and chemical changes IP5c Describe the properties of matter Materials: What (book, paper, scissors, technology, etc) will you need White board, marker, eraser Learner Factors: How does this lesson accommodate different developmental levels of students: students with LD, ADHD, hearing impairments, sight impairments, and gifted and talented? I have a student will a hearing impairment. To accommodate to him, I will have him sitting towards the front of the room with his better ear facing me so that he can hear the instructions while I am talking. I also have him sitting at the front of the room so that I can help him whenever he needs more guidance. Assessment Activities: What tools will you use to determine what the students are able to do as a result of this lesson? I will assess the answers the students give for each question to see if they are prepared for the test tomorrow. Introductory Activities: How will you introduce this lesson? I will introduce the review day by telling the students that we will be playing jeopardy to review for their test tomorrow. After I tell them what we are doing, I will put them into groups and explain to them how jeopardy is played. I will give them a few minutes to ask any questions they may have about how to play the game or about the material. Developmental Activities: We will be playing jeopardy to review matter and physical/chemical changes. Closing: If there is time left over, the students will study their notes using either their science notebook or quizlet. Title of lesson: Test Research: Where did you gather background knowledge (websites, practicum, previous class, etc Mrs. Snyder Rationale: Why is this lesson important for your students? This lesson is important because it will show me what my students have learned during this unit. Learner Outcomes/Objectives: What will your students be able to do as a result of this lesson? Students can list the states of matter. Students can describe the states of matter. Students can explain the difference between a chemical and physical change. Standards: Which state standards are addressed? IP5d Differentiate between physical and chemical changes IP5c Describe the properties of matter Materials: What (book, paper, scissors, technology, etc) will you need Pencil, science notebook, computer Learner Factors: How does this lesson accommodate different developmental levels of students: students with LD, ADHD, hearing impairments, sight impairments, and gifted and talented? I have a student will a hearing impairment. To accommodate to him, I will have him sitting towards the front of the room with his better ear facing me so that he can hear the instructions while I am talking. I also have him sitting at the front of the room so that I can help him whenever he needs more guidance. This child will also be given a modified test. Assessment Activities: What tools will you use to determine what the students are able to do as a result of this lesson? I will grade the students test to see if they are meeting, approaching, or not meeting the standards we have been working will. Introductory Activities: How will you introduce this lesson? I will give the notes five to ten minutes to study for the test to begin class.

Developmental Activities: Students will take this test so that I can see what they have learned during the unit. There are also modified tests for those that need it. Closing: After everyone is done with the test, I will have them grab a laptop and we will play kahoots until the end of class.

2. Explain how key learning tasks are sequenced in the learning segment to build connections from prior knowledge to new knowledge. Include how you will help students make connections between and among prior and new content knowledge and reasoning strategies to deepen student learning. I used my prior knowledge of what is my students learned from previous class years about matter and what they had said they enjoyed doing in previous classes to come up with fun educational activities for my students to do. I made connections by using activities that they had done in previous years or seen online to explain our topic for the day. During this activity, we will talk about what we are learning about that day and making connections to previously learned topics. For example, during a lesson on volume and density, we discussed how a rubber band with float if it catches the water just right due to the surface tension of the water, which is a topic they learned about a few months ago.

G. Overall Reflective Commentary on Planning (connects in various ways with Rubrics 1-4 in Planning Section) 1. Communicate what you learned about planning and the role of planning in teacher effectiveness. Planning is extremely important when teaching effectively. If you do not plan and prepare to teach a lesson, then you go into the lesson not knowing what you are talking about. If you don’t understand what you are teaching, then it is even harder to explain it to young learners. It is always best to do research and plan to know exactly what you are teaching. It also helps to keep classroom management under control. If you are constantly stopping to think about what you want to do next the students will lose focus and it will get harder to bring their attention back. I have learned that it is always better to be over prepared and ready for anything than under prepared and scrambling to find something to do, confusing the class, or not having any classroom management.