Science with Seuss Unit

Horton Hatches the Egg!

By: Dr. Seuss

Science with Seuss Unit Name: Jana Emrich Date: July 19, 2012

Elementary Science Lesson Plan

Main Subject: Earth and Space Science Integrated Subject(s): Literacy, Technology Grade Level: 3 Common Core Standards/Benchmarks/Objectives: 3.1.1.1,2,3,4 Standard 1: Science as Inquiry Grades 3-4 Science as Inquiry - The student will experience science as full inquiry. In the elementary grades, students begin to develop the physical and intellectual abilities of scientific inquiry. Benchmark 1: The student will develop the skills necessary to do full inquiry. Full inquiry involves asking a simple question, completing an investigation, answering the question, and sharing the results with others. Grades 3-4 Indicators 1. Asks questions that he/she can answer by investigating. 2. Plans and conducts a simple investigation. 3. Employs appropriate equipment, tools, and safety procedures to gather data. 4. Begins developing the abilities to communicate, critique, analyze his/her own investigations, and interprets the work of other students. 3.2.1.3 Standard 2: Physical Science 3-4 Physical Science The student will increase their understanding of the properties of objects and materials that they encounter on a daily basis. The student will compare, describe, and sort and classify these materials by observable properties. Benchmark 1: The student will develop skills to describe objects. Grades 3-4 Indicators 3. Observes and records how one object interacts with another object. Measurement and Data 3.MD Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects. 2. Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem.

Science with Seuss Unit

Reading Strategies: (place an x by each one used) Before, During, After __ Graphic Organizer X Anticipation/Prediction __ Summarize X KWL __ Paired Reading X Note-taking __ SQ3R __ QAR __ Skimming __ Scanning Headings/Subheadings/Captions X Inference __ Preview X Teacher Modeling X Repetition __ Critical Reading X Vocabulary Review __ Other

Technology Integration: (place an x by each one used)

__ Projector __ Overhead X Interactive Whiteboard __ iPad X Laptop X Computer Lab __ E-reader __ iPod Touch __ Clickers __ CD __ Cellphone __ Calculator __ Television __ DVD __ Radio __ PC - Educational Game(s) X Digital Camera __ Scanner __ Copier __ Tape Recorder __ Microscope __ Watches X Other Student Blog Websites: Egg demonstration and explanation: http://www.youtube.com/watch?v=SSS3EtKAzYc&feature=related Red blood cell image retrieved from: http://ilovebacteria.com/eggosmosis.htm Osmosis explanation and worksheets adapted from: http://science-class.net

Community Resource(s): (place an x by each one used) __ __ __ __ __ __ __ Public Library Local College Guest Speaker Field Trip Outside Organization Local Business Other _______________________________________

Science with Seuss Unit Pre-Assessment: (used to determine prior knowledge/baseline data) Formative Assessment: (part of instructional process/used to adjust teaching and learning)

4 Summative Assessment: (given periodically/used to determine what students know and dont know/gauges learning relative to content standards) __ __ X __ __ __ State Assessments District Benchmarks End of Unit Test Chapter Test End of Semester Exam Other ________________

X KWL __ Turn & Talk __ Yes/No Cards __ SA/A/D/SD __ Squaring Off __ Graffiti Wall X Other __Discussion________

__ Peer Assessment __ Self-Assessment __ Goal Setting X Observations X Questioning Strategies X Student Record Keeping __ Flashcards __ Pop Quizzes X Oral Q & A X Other - Student Blog

Science Inquiry Guiding Questions: List at least five guiding questions that you will use for this lesson. Engage: Can anyone tell me what happens when you dont drink enough water? What is dehydration? What happens to your body? Explore: What happens when an egg is placed in vinegar? What did the egg look like after a night in water? What did the egg look like after a night in syrup? Explain: Why did the egg shell disappear in the vinegar? Why was the egg bigger in water? Why was the egg smaller in syrup? Elaborate: What happens to your body when you are dehydrated? Think of the foods you like to eat, can you give an example of a food that is dehydrated. Evaluate: Can you explain why your cells lose water?

Multiple Intelligences: (place an x by each area included in your lesson plan) X X X X X X Spatial (ability to visualize) Linguistic (words spoken/written) Logical-Mathematical Kinesthetic (movement) Interpersonal (interaction w/ others) Intrapersonal (self-reflective ability)

Blooms Taxonomy: (place an x by each level included in your lesson plan) X Knowledge (tell, list, define, label, recite, memorize, repeat, find, name, record, fill in, recall) X Comprehension (locate, explain, summarize, identify, describe, report, discuss, review, show) X Application (demonstrate, construct, record, illustrate, research, order, display, practice)

Science with Seuss Unit X Naturalist (having to do with nature) X Analysis (compare, contrast, classify, critique, solve, experiment, examine, infer, categorize) X Evaluation (judge, predict, verify, rate, determine, decide, choose, forecast, estimate, prioritize) X Synthesis (compose, hypothesize, design, formulate, create, invent, develop, refine, produce)
Benjamin Bloom

Howard Gardner

Safety Precautions 1. With all experiments, we will first read aloud page 1 of our science notebook, which is a copy of our science safety poster that is also posted on the wall. 2. I have a classroom set of old t-shirts for the students to wear to cover their clothing. 3. We will wear goggles, to protect against the vinegar being used. 4. We are using a variety of tools for this experiment; correct use will be closely monitored.

5-E Model Provide specific plans for each of the areas below. Ensure that you include all of the marked items above into this portion of the lesson plan. Engage: How will you probe prior (s) knowledge and help (s) generate questions for investigation? This inquiry project will be an expansion on the previous lesson on taking care of our bodies. Since we will be using an egg to model what happens to a cell when our cells are dehydrated, the teacher will read Horton Hatches an Egg. The teacher will then pass out laminated cards to each group. There will be four cards and will contain a word. Each will research their word and upon completion, teacher will call upon 1s to explain their term to their group. She will then have 2s explain, etc. After all four terms have been discussed she will call on one person for each term and she will write the definitions in her science vocabulary sheet that is displayed on the Smartboard. Students will do the same in their notebook. The four words are; hypertonic, isotonic, hypotonic, and osmosis. Osmosis-the passage of material (as a solvent) through a membrane (as of a plant or animal cell) that will not allow all kinds of molecules to pass. Isotonic exhibiting equal osmotic pressure. Hypotonic having a lower
osmotic pressure than a surrounding medium or a fluid under comparison . Hypertonic having a higher osmotic pressure than a surrounding medium or a fluid under comparison. The teacher explains that they will now observe each of these terms using an egg and then revisit the terms for better understanding.

Explore: How will you provide the opportunity for (s) to gather,

Day 1: The materials person and the leader from each group will come to the front desk to retrieve 1 raw egg, graduated cylinder, vinegar, spoon, masking tape, a camera, and a small scale. Students will observe the egg and record their

Science with Seuss Unit organize, interpret, analyze, and evaluate data?

6 observations. With the help of the leader, the materials person will weigh the egg and the all will note the weight on their observation sheet. Record properties based on 3 of the senses. The ambassadors will fill the beaker with 200ml of liquid and the all will note it on their student work mat. The reporter will label the beaker with their group name and specify that the liquid is vinegar on a piece of masking tape. The leader will now gently set the raw egg into the beaker. The materials person will move the beaker over to the cabinet at the side of the room. The reporter will take a picture of the egg in the beaker. Now the students will each use their science notebook to fill out their prediction sheet. They will predict what the egg will look like, feel like, and smell like tomorrow. They can work together on this and upon completion, the ambassador will relay to the teacher who will fill out her own prediction sheet on the white board based upon each groups answers. Day 2: The materials person and the leader from each group will come to the front desk to retrieve a scale, a spoon, corn syrup, a bowl of water, a camera and paper towels. They will retrieve their group beaker from the cabinet. The leader will gently remove the egg from the beaker and carefully rinse in bowl of water. After patting it dry, they will each touch and smell the egg and each will record their observations. They will also record the weight of the egg and the amount of vinegar left in the beaker. They will then record whether their predictions were verified or disproved on their student work mat. The reporter will photograph throughout the process. After rinsing the beaker, the materials handler will pour 200ml of corn syrup into the beaker. The leader will gently place the egg in the syrup. The reporter will relabel the beaker noting the liquid is syrup. After returning the beaker to the cabinet, they will predict what the egg will look like, feel like, and smell like tomorrow. They can work together on this and upon completion, the ambassador will relay to the teacher who will fill out her own prediction sheet on the white board based upon each groups answers. Day3: The materials person and the leader from each group will come to the front desk to retrieve a scale, a spoon, a bowl of water, a camera and paper towels. They will retrieve their group beaker from the cabinet. The leader will gently remove the egg from the beaker and carefully rinse in bowl of water. After patting it dry, they will each touch and smell the egg and each will record their observations. At this point, the egg is very fragile. They will also record the weight of the egg and the amount of syrup left in the beaker. They will then record whether their predictions were verified or disproved on their student work mat. The reporter will photograph throughout the process. After rinsing the beaker, the materials handler will pour 200ml of water into the beaker. The leader will gently place the egg in the water. The reporter will relabel the beaker noting the liquid is water. After returning the beaker to the cabinet they will predict what the egg will look like, feel like, and smell like tomorrow. They can work together on this and upon completion, the ambassador will relay to the teacher who will fill out her own prediction sheet on the white board based upon each groups answers. Day 4:

Science with Seuss Unit

7 The materials person and the leader from each group will come to the front desk to retrieve a scale, a spoon, a camera and paper towels. They will retrieve their group beaker from the cabinet. The leader will gently remove the egg from the beaker. After patting it dry, they will each touch and smell the egg and each will record their observations. At this point, the egg is very fragile. They will also record the weight of the egg and the amount of water left in the beaker. They will then record whether their predictions were verified or disproved on their students work mat. The reporter will photograph throughout the process.

Explain: How will you set the stage so that (s) can clarify their understanding, reach conclusions, and communicate their knowledge? Elaborate: How will you afford (s) the opportunity to identify additional questions to investigate, collect evidence, and connect new knowledge? Evaluate: How will you assess and use the assessment data to determine what (s) know and do not know? How will you provide feedback and modify lessons?

The teacher will pass out the Egg Osmosis sheet and then they will read aloud as a class. The teacher will show the Osmosis in blood cells images on the Smartboard and use the diagram to explain why the egg grew when placed in water. It grew because water is hypotonic, containing a higher concentration of water than the egg. So in an attempt to even out, it fills the egg. Syrup is opposite; it is hypertonic, with a lower concentration of water than the egg, so the water leaves the egg in an attempt to even out. The teacher will ask for ideas on how this relates to dehydration and our bodys need to stay hydrated. The teacher will play this video http://www.youtube.com/watch?v=SSS3EtKAzYc&feature=related during which the same experiment is conducted but with explanations on how this can affect the cells in our body and why dehydration is dangerous. On their blog, they will respond to the lesson by stating whether they enjoyed the lesson, what they liked and didnt like, and each will add new questions they may have. The primary source of informal assessment will be observing their interactions and conversations during the egg exploration. For a more formal assessment, the teacher will collect science notebooks to review their KWL charts and student work mat to see if they have gained an understanding of osmosis and why it occurs. The teacher will also review their blogs to see what their reaction to the lesson is, whether there were aspects of it that needed to be modified or improved, and to take note of their new questions. Upon completion of this lesson, students will take the summative unit test and grade their science notebook and that of their partner.

Students w/ Exceptionalities Describe one specific way that you will adapt your lesson to meet the needs of the following: Emotional/Behavior Disorder As part of the permanent structure of the classroom, students are strategically paired ADD/ADHD Cooperative group work can be very effective for ADD/ADHD students. This lesson ESL/ELL Vocabulary instruction is imperative for ESL/ELL students. Teacher will monitor

Science with Seuss Unit and grouped. This will hopefully minimize conflict between students who do not work well together. Careful monitoring of the interactions will determine if there is a problem. If problems arise, student can join the teachers group at the front of the class to complete the experiment. If conflict continues students may be asked to work independently for responses to the lesson. incorporates a variety of resources and activities to grab and hold interest. Student response requirements are broken up throughout the lesson with short intervals of instruction as well as hands on activities

8 understanding throughout the lesson as well as provide an example on the white board for every activity and response taking place. Students will keep a record of all new vocabulary learned, in the back of their science notebook, for future reference.