CONCEPT ATTAINMENT LESSON PLAN

Subject Area: Science Grade Level: 2nd

Specific Content: Liquids Lengt of Le!!on: 30 minutes

In!tructional Objective"!#: The learner will state two critical attributes of liquids taking the shape of containers and taking up space. State Content Standard $ %enc &ar' $ Grade Level E(pectation: All students will measure and describe the things around us. lassif! common ob"ects and substances according to obser#able attributes$properties Long)Ter& *nit Objective: The learner will describe the critical attributes of solids% liquids% and gases and will pro#ide e&amples of each state of matter. +e!terda,-! Le!!on: To&orro.-! Le!!on: ritical attributes of solids ritical attributes of gases

Prere/ui!ite 0no.ledge or %e avior! Needed: Skills: Concepts: '&perience with (categories lessons) ritical attribute or characteristic ritical attributes of solids *amiliar liquids +aising hands to contribute ideas

Behaviors:

1 , i! t e Content of Toda,-! Le!!on 2elevant for +our Student!3 States of matter is a fundamental concept in the natural sciences. States of matter compose the uni#erse. Material!: Teacher,s list of -'S$./ e&amples -'S /range ./ Soda pop

Apple "uice 0ced tea 1ilk orn oil 'lmer,s 2lue Lemon "uice

ookie loaf of bread scrambled egg clouds computer plastic pitcher

Later examples for students to categorize3 4ater Soccer ball up 5ishwashing soap Where are your materials to be kept until their use during the lesson? Table in front When ill your materials be passed out? !o ill materials be passed out? oncept Attainment .$A .$A

Model of Teac ing: Procedure!

List each procedure according to stages of Concept "ttainment: 6. 2. 3. 8. 9. ;. <. Sponge acti#it! 7 ommon characteristics of a *risbee and a 5 *irst -'S and ./ e&amples Second new e&amples Third e&amples 0ndi#idual work Ask for h!pothesis

Ask for h!pothesis

Ask for h!pothesis :artner work

2roup response to successi#e h!potheses onnection to concept from prior lesson 7 solids 5o not take the shape of their container 5efinite #olume 7 take up space.

=.

:ro#ide attributes of liquids 5o take the shape of their container

5efinite #olume 7 take up space >. 60. 66. 62. +e#iew their h!potheses to backtrack thinking ?uick re#iew of solids and liquids .ew e&amples for them to categori@e '&amples the! generate

#nclude each $uestion you are planning to ask students in the appropriate place in your lesson plan %& 2. 3. 8. 9. ;. < =. >. 60. Closure: 4hat do we call our guesses about categoriesA 4hat do think the categor! isA BThis is repeated throughout the lesson.C 4hat is !our h!pothesisA BThis is repeated throughout the lesson.C 4h! do !ou think this is soA BThis is repeated throughout the lesson.C 4hat do !ou think about what DDDDDD "ust saidA Attributes of solids from !esterda!,s lessonA 5o all the -'S e&amples ha#e these critical attributesA .ew e&amples 7 -'S or ./A 4hat were !ou first thinkingA 4hen did !ou know !our ideas were wrongA

Ticket out the door 7 4hisper a solid and a liquid as the! line up

4o. did ,ou addre!! !tudent learning !t,le! during t i! le!!on3 5e!cribe all t at appl,6 'isual +ecording successi#e e&amples on the board or chart Artifacts of -'S and ./ e&amples could be brought in for the lesson 5iscussion

"uditory

(inesthetic 5uring the closure of the lesson% creati#e mo#ement could be used to bring the critical attributes to life. )actile 0f artifacts are brought in% the! could be passed around .$A

*ther approaches: A!!e!!&ent Criteria:

What tangible evidence ill demonstrate your students+ learning today? group categori@ation of new e&amples and groupEgenerated e&amples What ill be considered $uality ork? orrect responses

*ull

,o you need a rubric to structure your assessment? .$A Will students also self-assess using this rubric? .$A

Gender or cultural concern! &a, affect ,our in!tructional or a!!e!!&ent c oice! in t i! le!!on6 If appropriate7 identif, t e!e and de!cribe o. ,ou .ill addre!! t e&6 Students will work in partners during the lesson. Table groupings are alread! made with a heterogeneous culture$gender mi&. 'SL student will ha#e a bilingual student or paraprofessional translate e&amples into nati#e language as needed. In!tructional Modification! 8 5e!cribe a !tudent in ,our cla!! . o a! !pecial need!6 Con!ider o. ,ou &ig t &odif, ,our in!truction and $ or a!!e!!&ent for t i! !tudent during t i! 5irect In!truction le!!on6 Traditional print7 Internet and NETS re!ource! can a!!i!t ,ou6 1icrophone s!stem in use b! teacher for the benefit of all students. /ne student is a lip reader. Fe is seated in the front of the room. Teacher remains forward when speaking. She does not speak when she is writing on the board. *requent #isual checks and questions will be used to assess his understanding during the lesson. Tec nolog, 8 1 at tec nolog, &ig t en ance t i! le!!on or t i! unit at !o&e point3 Traditional print7 Internet and NETS re!ource! can a!!i!t ,ou6 2ander Academ! website has multiple acti#ities to learn and re#iew solids% liquids% and gases. http3$$www.cdli.ca$ 0T'$matter.htm 4o. .ill ,ou provide practice for t i! objective3

Fomework about famil!,s use of liquids enter acti#ities making collages of pictures of states of matter 4eb resources School building search for use of states of matter 4orksheets $ pu@@les Bcrosswords% word searches% etc.C