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Click here or scroll down to respond to this candidateSection 1: Lesson PreparationCandidate's Name
Grade Level: 5th GradeUnit/Subject: English Language Arts (ELA)Title of Unit and Brief Summary:Day 1: "Introduction to Material Science: Exploring Properties"In this lesson, students will dwell on the basics of material science, focusing on properties such as hardness, flexibility, and conductivity. They will conduct experiments to observe and measure these properties in various materials, laying the groundwork for understanding how different materials are suited for different purposes.Day 2: "Material Composition: Unveiling the Elements"Students will analyze the elemental composition of materials in this lesson, learning about the periodic table and how elements combine to form compounds. Through hands-on activities and discussions, they will understand how the arrangement of atoms influences the properties of materials, connecting theoretical concepts with real-world examples.Day 3: "Material Applications: Designing with Purpose"In this lesson, students will apply their understanding of material properties and composition to design projects with specific purposes in mind. They will brainstorm, plan, and execute projects using materials they have explored, stressing critical thinking and problem-solving skills as they consider the best materials for their designsClassroom and Student Factors/GroupingIn this classroom, demographic factors such as socioeconomic status, ethnicity, and parental involvement differ, affecting students' prior knowledge and readiness to learn. Moreover, the presence of varied student factors such as English Language Learners (ELLs), students with Individualized Education Programs (IEPs), and gifted learners necessitates differentiated instruction to meet individual learning needs. Understanding these factors informs lesson planning by involving varied instructional strategies, providing scaffolding for ELLs, accommodations for students with IEPs/504s, and extension activities for gifted learners, ensuring equitable access to content and optimizing learning outcomes for all students.Day 1Day 2Day 3National/StateLearning StandardsNext Generation Science Standards (NGSS) for Grade 5:5: 5-PS1-4: Conduct investigations to determine whether the mixing of two or more substances results in new substances (Kruse et al., 2020).Common Core State Standards for English Language Arts (CCSS ELA):CCSS.ELA-LITERACY.RI.5.3: Explain the relationships or interactions between two or more scientific concepts presented in the text.Next Generation Science Standards (NGSS) for Grade 5:5-PS1-1: Develop a model to describe that matter is made of particles too small to be seen.5-PS1-2: Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances, the total weight of matter is conserved.Next Generation Science Standards (NGSS) for Grade 5: 5-ETS1-1: Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.Common Core State Standards for English Language Arts (CCSS ELA):CCSS.ELA-LITERACY.W.5.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly (Kaya, 2019).Specific LearningTarget(s)/ObjectivesThe students will be able to differentiate between various material properties such as hardness, flexibility, and conductivity through hands-on experimentation and observation.The students will be able to demonstrate understanding by categorizing materials depending on their observed properties and explaining their reasoning.To analyze how different materials respond to external forces, such as pressure or temperature changes, and relate their findings to the concept of material properties.Students will work together in small groups to design and conduct experiments exploring specific material properties, fostering teamwork and scientific inquiry skills.Students will construct models indicating the atomic composition of common materials, stressing the arrangement of particles and their interactions.To investigate chemical reactions through experimentation and data collection to understand how elements combine to form compounds.To analyze data collected from experiments to identify patterns and relationships between elements and compounds, strengthening their scientific inquiry and data analysis skills.To engage in discussions and presentations to communicate the students understanding of material composition, including the role of elements and compounds in the properties of materials.Students will identify real-world problems or needs that can be addressed through material design and recommend solutions based on their understanding of material properties and composition.Students will collaborate in teams to design and prototype solutions to the identified problems, considering factors such as materials availability, cost, and environmental impact.To evaluate the effectiveness of their designs through testing and iteration, making adjustments based on feedback and data analysis.Students will present their final designs to the class, articulating the rationale behind their choices and reflecting on the design process, enhancing communication and critical thinking skills.Academic Language.General Academic Vocabulary:PropertiesExperimentationObservationAnalysisComparisonContent-Specific Vocabulary:HardnessFlexibilityConductivityTextureDensityGeneral Academic Vocabulary:CompositionModelInteractionReactionData AnalysisContent-Specific Vocabulary:ElementCompoundAtomMoleculeChemical ReactionGeneral Academic Vocabulary:DesignSolutionPrototypeEvaluationPresentationContent-Specific Vocabulary:EngineeringPrototypeIterationCriteriaConstraints 2021-2022. Grand Canyon University. All Rights Reserved.Unit Resources, Materials, Equipment, and TechnologyResources:Textbooks or online resources on material science conceptsPrinted worksheets or handouts for recording observations and dataMaterials:Various materials for experimentation (e.g., metal, wood, plastic)Measuring tools (rulers, calipers)Magnifying glassesContainers for holding materials (petri dishes, cups)Writing utensilsEquipment:Safety gogglesGloves (if handling potentially hazardous materials)Balance or scale for measuring massTechnology:Interactive whiteboard or projector for presenting information and demonstrationsComputers or tablets for accessing online simulations or videos related to material propertiesResources:Periodic table of elementsTextbooks or online resources on chemical composition and reactionsMaterials:Samples of elements (e.g., aluminum foil, iron nails)Chemicals for simple reactions (e.g., vinegar, baking soda)Safety equipment (gloves, goggles)Equipment:Test tubes or containers for mixing substancesBunsen burner or hot plate for heating reactions (if applicable)Thermometer for measuring temperature changesTechnology:Digital scales for measuring mass accuratelyInteractive simulations or virtual labs demonstrating chemical reactionsResources:Design briefs or prompts outlining real-world problems or needsExamples of existing designs or products for inspirationMaterials:Construction materials (e.g., cardboard, paper, glue)Craft supplies (scissors, markers, tape)Equipment:Prototyping tools (scissors, rulers, cutting mats)Optional: 3D printer or modeling clay for creating prototypesTechnology:Computers or tablets for researching and designing solutionsPresentation software (e.g., PowerPoint, Google Slides) for sharing final designs with the classDepth of KnowledgeLesson QuestionsLevel 1: What are some examples of properties we can observe in materials? Can you name different materials based on their properties, such as hardness or flexibility?Level 2: How do we measure the hardness of a material? Can you explain why some materials conduct electricity better than others?Level 3: How might the properties of materials affect their suitability for different applications? What strategies could we use to compare the properties of two different materials effectively?Level 4: If you were designing a new product, how would you choose the best material based on its properties?How might advancements in material science impact various industries in the future?Level 1: Do you know what an element is? Can you name some common elements found in everyday objects?Level 2: How do elements combine to form compounds? Can you identify the chemical symbol for different elements?Level 3: How might the arrangement of atoms affect the properties of a material? What factors influence whether a chemical reaction will occur between two substances?Level 4: How could understanding the composition of materials help scientists develop new materials with specific properties? What ethical considerations should scientists take into account when experimenting with chemical reactions?Level 1: What is the purpose of designing a solution to a problem? Can you remember some examples of products designed to address specific needs?Level 2: How do we identify criteria and constraints when designing a solution? Can you explain the difference between a prototype and a final product?Level 3: How might you modify your design to meet additional criteria or constraints? What steps would you take to test the effectiveness of your prototype?Level 4: How could your design be adapted to address similar problems in different contexts or environments? What implications does your design have for sustainability and environmental impact?Section 2: Instructional PlanningDay 1Day 2Day 3Anticipatory SetIn order to activate prior knowledge, the teacher will start by asking students to brainstorm and discuss common materials they encounter in their daily lives, such as metals, plastics, and wood. Then, the teacher will pose questions about the properties of these materials, encouraging students to share what they know about characteristics like hardness, flexibility, and conductivity. Moreover, the teacher can show visually engaging images or short video clips indicating different materials and their properties to capture students' interest and curiosity about the upcoming exploration of material science.To activate initial knowledge, the teacher will engage students in a discussion about elements and compounds they have learned about in previous science lessons. The teacher can ask probing questions such as "What are elements made of?" and "How do elements combine to form compounds?" The teacher can also conduct a simple demonstration or experiment to demonstrate the concept of chemical reactions, sparking curiosity and interest in the upcoming exploration of material composition.To activate prior knowledge, the teacher will present students with real-world examples of products or designs and ask them to identify the materials used and the purposes they serve. The teacher will then pose questions about the design process, such as "What factors do you think designers consider when choosing materials for a product?" and "How might different materials impact the performance or function of a design?" Furthermore, the teacher can show examples of innovative designs or inventions that indicate the importance of material selection and design thinking, generating excitement and interest in the upcoming exploration of material applications.Presentation of ContentMultiple Means ofRepresentationVisual: charts, diagrams, and images illustrating different materials and their properties will be presented. Color-coding and labels will be used to highlight key concepts for visual learners.Hands-on: hands-on exploration stations where students can manipulate different materials, conduct experiments, and observe properties firsthand will be provided.Verbal: concepts will be explained using clear and concise language, providing verbal instructions and explanations for auditory learners. Discussions and group interactions will be facilitated to reinforce understanding.Multimedia: multimedia resources such as videos, simulations, and interactive websites will be used to demonstrate material properties and engage learners through multiple modalities.Visual: visual representations of atomic structure, such as models or animations will be presented, to demonstrate how elements combine to form compounds. Diagrams and charts will be used to show chemical reactions and changes in composition.Text-based: written explanations and descriptions of chemical concepts will be provided, using textbooks, articles, or online resources. Reading materials at different reading levels will be offered to accommodate diverse literacy levels.Manipulatives: physical models or manipulatives, such as molecular model kits will be used, to allow tactile learners to explore the arrangement of atoms and molecules.Demonstrations: live demonstrations or experiments will be conducted to visually demonstrate chemical reactions and changes in composition, providing real-world examples for learners to observe and analyze.Project-based: Engage students in hands-on design projects where they can apply their understanding of material properties and design concepts to create prototypes and solutions.Digital: digital design tools and software, such as CAD (Computer-Aided Design) programs will be used, to allow students to explore design concepts digitally and create virtual prototypes (Olechowski & Nourimand, 2021).Peer collaboration: collaborative learning by facilitating group discussions and cooperative design activities will be encouraged. Students will be provided with opportunities to share ideas, provide feedback, and work together to solve design challenges.Visual examples of product designs and materials, including photographs, sketches, and diagrams will be provided. Visual aids such as slideshows or posters will be used to highlight key design principles and considerations.Multiple Means ofRepresentationDifferentiationEnglish Language Learners (ELL):a.I will provide opportunities for ELL students to create vocabulary flashcards with the English term on one side and the translation in their native language on the other side.b.I will offer sentence stems or sentence starters to support ELL students in writing about their observations or findings during experiments.c.I will use multimedia resources such as videos or interactive simulations with subtitles or captions in both English and the students' native language to emphasize key concepts.d.I will assign peer buddies or mentors who speak the same native language to ELL students, providing additional language support and reinforcing peer relationships.Students with Special Needs:a.I will provide visual schedules or task lists outlining the steps of the experiment or activity to support students with executive functioning difficulties.b.I will offer sensory-friendly materials and environments, such as noise-canceling headphones or fidget tools, to accommodate students with sensory processing disorders.c.I will adapt experiments or activities to accommodate physical disabilities, such as providing assistive devices or modified equipment for students with mobility impairments.d.I will assign classroom aides or paraeducators to provide one-on-one support and assistance as needed for students with special needs.Students with Gifted Abilities:a.I will offer choice-based assignments or projects that allow gifted students to select topics or experiments of interest within the scope of the lesson.b.I will provide access to advanced reading materials or online resources for independent research on material science topics beyond the curriculum.Early finishers:a.I will provide access to online resources or educational games related to material properties for early finishers to explore independently.b.I will assign extension projects or research tasks on specific material science topics for early finishers to delve deeper into areas of interest.English Language Learners (ELL):a.I will offer bilingual dictionaries or translation tools to support ELL students in understanding scientific terms and concepts related to elemental composition.b.I will use hands-on activities or illustrations with manipulatives to demonstrate the concept of atoms and molecules in a tangible way for ELL students.c.I will include cooperative learning activities such as think-pair-share or jigsaw discussions to encourage ELL students to collaborate and communicate their understanding of elemental composition with peers.Students with Special Needs:a.I will provide alternative modes of assessment such as oral presentations or visual projects for students with special needs to illustrate their understanding of elemental compositionb.Scaffolded worksheets or task cards with step-by-step instructions and visual cues will be used to help students with special needs complete activities related to elemental composition independently.Students with Gifted Abilities:a.I will provide access to advanced reading materials, online simulations, or virtual labs that allow these students to analyze complex concepts related to elemental composition.b.I will encourage students to apply their knowledge by designing and conducting their experiments to explore the properties of different elements or compounds.Early finishers:a.I will provide access to online resources or educational videos that offer additional information or demonstrations on elemental composition for early finishers to deepen their understanding.b.I will encourage early finishers to or assist classmates who may need additional support with their assignments or activities related to elemental composition.c.I will provide extension projects on specific elements, compounds, or chemical reactions for early finishers to investigate further and present to the class.English Language Learners (ELL):a.I will offer sentence frames or sentence starters to support ELL students in expressing their ideas and opinions during design activities or discussions.b.I will use real-life examples or case studies of material applications in different industries to make concepts more relatable and accessible for ELL students.Students with Special Needs:a.I will provide alternative modes of expression such as drawing, modeling, or using assistive technology for students with special needs to communicate their design ideas.b.I will use templates or graphic organizers to help students with special needs organize their thoughts and plan their design projects effectively.Students with Gifted Abilities:a.I will encourage gifted students to explore advanced topics or emerging technologies related to material applications through independent research or extension projects.Early finishers:a.I will offer additional resources or materials such as design software, engineering kits, or maker tools for early finishers to experiment with and create their design prototypes.b.I will provide opportunities for early finishers to present their design solutions to the class or participate in design competitions or exhibitions to showcase their work.Application of ContentMultiple Means ofEngagementIn this lesson, students will dwell in the world of material science through hands-on exploration, practice, and application (Furtak & Penuel, 2018). They will start by conducting experiments to investigate different material properties such as hardness, flexibility, and conductivity, allowing them to observe firsthand how different materials behave. Through group discussions and collaborative activities, students will practice articulating their observations and comparing the properties of different materials.Students will focus on the composition of elements through a series of exploratory activities and interactive demonstrations. They will analyze the structure of atoms and molecules using hands-on manipulatives and visual aids, gaining a deeper understanding of elemental composition. Through guided inquiry and practice exercises, students will reinforce their knowledge of elements and their properties.In this lesson, students will embark on a journey of design exploration, where they will apply their knowledge of material properties to solve real-world problems. Through hands-on activities, brainstorming sessions, and design challenges, students will analyze the design process and develop innovative solutions using different materials. They will practice applying design principles and criteria to their creations, refining their ideas based on peer feedback and evaluation.Multiple Means ofEngagementDifferentiation1.English Language Learners (ELL):Materials will be differentiated by providing bilingual glossaries or visual aids to support understanding of key vocabulary related to material properties. Instructions and explanations will be presented in clear, simple language to enhance comprehension. Pair or group work opportunities will be offered where ELL students can engage in discussions and share their ideas with peers, promoting language development through interaction.2.Students with Special Needs:They will be supported through differentiated materials such as simplified readings or visual aids to accommodate different learning styles and abilities. Hands-on activities with manipulatives and sensory-friendly materials will be provided to make abstract concepts more tangible. Moreover, individualized support from classroom aides or paraeducators will be available to assist students with special needs in completing tasks and participating in activities.3.Students with Gifted Abilities:Materials for these students will be differentiated by offering extension activities that allow them to go deeper into material science concepts. These may include designing more complex experiments, conducting independent research projects, or exploring advanced topics beyond the standard curriculum. Open-ended questions and challenges will be provided to stimulate critical thinking and creativity, encouraging gifted students to explore their interests and stretch their abilities.4.Early Finishers:They will be provided with additional sources of engagement to further explore material science concepts. Enrichment activities such as creating posters, conducting supplementary experiments, or exploring online simulations will be available for early finishers to deepen their understanding and extend their learning. These activities will be designed to challenge and stimulate early finishers while reinforcing key concepts covered in the lesson.1.English Language Learners (ELL):To support these students, varied materials will include visual aids such as diagrams and charts to demonstrate the composition of elements (Gupta, 2019). Bilingual dictionaries or translation tools will be provided to assist in understanding scientific terms. Cooperative learning activities, such as think-pair-share, will be included to encourage ELL students to collaborate and communicate their understanding with peers.2.Students with Special Needs:They will receive unique materials through simplified readings, audio recordings, or modified texts to accommodate various learning needs. Scaffolded worksheets with visual cues and step-by-step instructions will aid in comprehension and completion of activities. Additional support from classroom aides or peer mentors will be available as needed to assist students with special needs.3.Students with Gifted Abilities:Materials for these students will be differentiated by providing advanced readings, research projects, or extension activities related to elemental composition. Opportunities for independent exploration and experimentation will be provided to allow gifted students to pursue their interests and deepen their understanding.4.Early Finishers:They will have access to enrichment activities such as designing models or conducting additional experiments related to elemental composition. Extension projects or research tasks on specific elements or chemical reactions will be provided to engage early finishers in independent exploration. Online resources and educational games will also be available for early finishers to further explore material composition concepts.1.English Language Learners (ELL):Materials used will include visual aids such as diagrams and pictures to demonstrate the design process and key vocabulary related to material applications. Sentence frames or sentence starters will be provided to support ELL students in expressing their ideas and opinions during design activities.2.Students with Special Needs:They will receive materials through simplified instructions, visual aids, and adapted activities to accommodate various learning styles and abilities. Templates or graphic organizers will assist students with special needs in organizing their thoughts and planning their design projects effectively. Individualized support from classroom aides or peer mentors will be made available as needed to assist students with special needs in completing tasks and participating in activities.3.Students with Gifted Abilities:Materials will be differentiated by offering open-ended design challenges or real-world problems to solve creatively. Opportunities for leadership roles, such as leading group discussions or mentoring peers, will be provided to engage gifted students in the design process.4.Early Finishers:They will have access to enrichment activities such as creating prototypes or models that address real-world problems related to material applications. Extension projects or research tasks on specific material science topics will be provided to engage early finishers in independent exploration.Assessment of ContentMultiple Means ofExpressionFormative Assessment:a.Observational Checklist- I will use an observational checklist to assess students' engagement and participation during hands-on experiments exploring material properties. This will help monitor individual student progress and identify areas where additional support may be needed.b.Group Discussions- in such discussions, students will share their observations and compare different materials based on their properties. The teacher will assess students' understanding by observing their contributions to the discussion and asking probing questions.c.Exit Tickets- these will be used to assess students' understanding of key concepts covered in the lesson. Students will respond to prompts related to material properties, allowing the teacher to gauge individual comprehension levels.Summative Assessment:a.Experiment Report- students will write a formal experiment report summarizing their analyses from the hands-on experiments exploring material properties. The report will include observations, conclusions, and explanations of the properties observed, demonstrating students' understanding of the concepts covered in the lesson.b.Quiz- a quiz will be provided to assess students' knowledge and understanding of material properties. The quiz will include multiple-choice, short-answer, and diagram labeling questions to assess various levels of comprehension.Formative Assessment:a.Concept Mapping- students will create concept maps or graphic organizers to visually represent the composition of elements and their properties. The teacher will use these to assess students' organization of information and understanding of elemental composition.b.Peer Feedback- students will be provided with constructive criticism on their classmates' models or diagrams indicating atomic structure. This will help students refine their understanding and communication of complex concepts.Questioning: The teacher will use questioning techniques throughout the lesson to formatively assess students' understanding of elemental composition. Open-ended questions will encourage critical thinking and allow the teacher to probe students' depth of knowledge.Summative Assessment:a.Model Presentation- students will present their models and diagrams demonstrating the atomic structure of elements to the class (Fatemah et al., 2020). The presentation will be accompanied by an explanation of the composition of elements and their properties, serving as a summative assessment of students' understanding.b.Written Reflection- students will write a reflective essay discussing what they have learned about elemental composition and its significance in material science. The essay will demonstrate students' ability to synthesize information and indicate their understanding in writing.Formative Assessment:a.Design Sketches- students will create initial design sketches or blueprints for their design projects, which will be reviewed by the teacher for feedback and guidance. Formative assessment will be conducted through discussions and suggestions for improvement.b.Peer Evaluation- students will participate in peer evaluation activities where they provide feedback on their classmates' design ideas and prototypes. This will help them refine their designs and consider alternative perspectives.c.Design Progress Check-ins- the teacher will conduct individual or small group check-ins to assess students' progress on their design projects. This will allow me to provide additional support or guidance as needed and ensure students stay on track.Summative Assessment: |
