LBS 405

5E Lesson Plan with Arts Integration

NAME: Erendira Alatorre

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GRADE LEVEL (S): 2nd Grade

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STANDARDS: 2-PS1-1 Plan and conduct an investigation to describe and classify different kinds of materials
by their observable properties.

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LEARNING OUTCOME/ OBJECTIVES: Students will be able to classify pictures and objects(materials) by their
observable properties (colors, patterns, etc.) while working cooperatively.

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RESOURCES/MATERIALS: Classification video, objects, classification handout (diagram), writing materials
(pencils, crayons)

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CURRICULUM CONNECTION (Identify how this lesson fits in the larger unit of instruction):
Classification is one of the ways scientists make sense of the world.
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ENGAGEMENT
 Describe how the teacher will capture students’ interest.
 What kind of questions should the students ask themselves after the engagement?
The teacher will capture students’ interest by demonstrating four objects that are familiar to students (red
heart, blue star, red apple, and a blue pencil) and asking students what different ways they would group the
objects. The teacher will then ask what made them group them into that way (the red star can be grouped
with the red apple because of their color property, the heart star and pencil can be grouped together because
they are not food and etc.). The teacher will then explain what properties are and how scientists use them to
classify (group) objects or materials.
Grouping: Tables of 4 with students working with their elbow partners.

Accommodations/Modifications for EL Student-Expanding Proficiency:

The objects are a visual aid that students will be able to see and make connections.
Accommodations/Modifications for Student with Auditory Processing Disorder:
The objects are visual aids and student’s elbow partners will be able to help them understand.
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EXPLORATION
 Describe what hands-on/minds-on activities students will be doing.
 List “big idea” conceptual questions the teacher will use to encourage and/or focus students’
exploration

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 The teacher will then leave the display of the objects students classified together to provide a visual aid to
remind the students of the properties they used.
The students will work in groups at different centers where they will look at objects that are familiar to
them (hat, basketball, soccer ball, shapes etc.) and either classify them by the observable properties
provided or classify them based on their own choice of properties. The students will record/draw their
classifications on their classification worksheets. The properties students will use include color, sizes,
patterns, and textures.
The teacher will facilitate the discussion amongst the groups by asking questions like “What “properties”
are you using to classify these objects into different groups”. The teacher will also observe and assess
student participation, and how they are using the properties to classify objects.
Grouping: Groups of four are at each station. There will be 4 stations.

Accommodations/Modifications for EL Student-Expanding Proficiency:

The centers will include group work and visual aids so that EL students will be able to understand what is
going on and take part.
Accommodations/Modifications for Student with Auditory Processing Disorder:
The centers will have diagrams, and written properties so they will be able to read what to do.
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EXPLANATION

 Student explanations should precede introduction of terms or explanations by the teacher. What
questions or techniques will the teacher use to help students connect their exploration to the concept
under examination?
 List higher order thinking questions, which teachers will use to solicit student explanations and help
them to justify their explanations.

The teacher will review the observable properties introduced earlier and ask questions while walking
around to check on the groups. These questions can include “Why did you classify these objects together?”
“Could you have classified these objects differently by using other properties?” “What properties did you
use to classify the objects?” The teacher will then once again ask a few students to share out their
classifications while using the properties mentioned earlier.

Grouping: students will remain in their groups but return to their designated tables.

Accommodations/Modifications for EL Student-Expanding Proficiency:

The board will have the definitions of vocabulary terms (properties mention earlier: color, size, pattern and
texture) written out which will serve as a visual aid. The students will still be in groups so the EL students can
work with group mates.
Accommodations/Modifications for Student with Auditory Processing Disorder:
The board will have the definitions of vocabulary terms written out which will serve as a visual aid. The
students will still be in groups so the students with auditory processing disorder can work with group mates.

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ELABORATION
 Describe how students will develop a more sophisticated understanding of the concept.
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  What vocabulary will be introduced and how will it connect to students’ observations?
 How is this knowledge applied in our daily lives?
The teacher will review the properties students used or can use to classify or reclassify their objects/materials.
The teacher will then give the students some time to finalize their classification recordings/drawings, and visit
each group and ask them about their reasoning for the classifications. The teacher will then have the groups
pick two scientists (walkers), and 2 interns (walkers), then the scientists will present their findings to the other
group’s interns. Students (interns) will rotate centers 4 times, and then switch roles with the scientists and
complete the activity 4 more times.
Grouping: Each group of 4 will split up into 2 scientists (presenters), and 2 interns (walkers).

Accommodations/Modifications for EL Student-Expanding Proficiency:

Each group will work together to review the terms, and reasonings used to present so the EL students will have
the support of their peers when presenting. Each presentation will have visual aids.
Accommodations/Modifications for Student with Auditory Processing Disorder:
Each group will work together and present visual aids so students with an auditory processing disorder will be
able to present their drawings or view the other student’s drawings.
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EVALUATION
 How will students demonstrate that they have achieved the lesson objective?
 This should be embedded throughout the lesson as well as at the end of the lesson
The teacher will informally assess student’s understanding by asking if the students made any changes on
their classification handout, and why. The teacher will ask for an example from each group on how they
classified their objects, and why they classified them that way with those clues/properties. The teacher will
write down student responses on the board. The teacher will collect all of the worksheets and record the
students answers to verify the met the objective.

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Erendira Alatorre #1

LBS 405

Dr. Navarro

VAPA Integration & Commentary

In my lesson plan I integrated VAPA into my elaboration portion. Students had the opportunity to draw

diagrams of their understanding of classification, and then present those drawings/diagrams to the other

students. This strategy supports the learning of other academic subjects such as science by allowing the students

to draw their classifications in order to organize and explain their thinking. The use of arts to explain their

thinking will help to clarify their thoughts, and explanations by allowing the students to express their thoughts

without having to write out responses. Students who complete fill in the blank worksheets or short answer

questions can lose interest in the assignment or feel intimidated by vocabulary. Through the implementation of

arts students are able to overcome those barriers and focus on their own verbal explanations in understanding

the content instead of feeling pressured to correctly spell all vocabulary or formulate long explanations.

I believe that allowing students to draw out their ideas will benefit those who prefer learning through a

hands-on experience. It will also foster engagement in students who enjoy art instead of completing fill in the

blank worksheets. Kinesthetic learners will also benefit because they will physically be able to classify the

objects. The integration of the arts will motivate the students to learn the concept being taught rather than

focusing on the grade they would receive for written explanations. I believe that breaking the traditional lecture

form of instruction and incorporating the arts (VAPA) into the STEM subjects will engage the students to

continuously want to learn, and overcome previous intimidation created by traditional ways of teaching.