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C.

Wood ISTC 301/501

Practical Teaching Experience


Lesson Planning Template
This document is to be completed and submitted before you are scheduled to teach your lesson. Only one copy per
student pair (with both names on the template) need be submitted
Student Pair Names
Megan Dyer and Katie Frey
PLANNING FOR TEACHING
Lesson Content Area (i.e. math, language, science)
Science
Grade Level
3
Title of Lesson
Dissolving
Grade 3- Standard 4.0 Chemistry
Students will use scientific skills and processes to explain the composition, structure, and interactions of matter in order
to support the predictability of structure and energy transformations.
OBJECTIVES (from standard 4.0 A.1)
Classify objects based on their observable properties.
Provide reasons for placing the objects into groups.
Compare classifications with those of others.
Teacher Preparation/ Equipment & Materials
Data Collection Worksheets, oil, water, food coloring, salt, Kool-Aid, cups, promethean board, clickers, simulation
website
Technology
We will use the clickers so that students can predict if they think a substance will or will not dissolve. We will
also be using a simulation/ game from online that the students will play. We also used GoogleDrive to store our
information prior to the lesson. We will also use the promethean board to display the objectives as well as
write information as needed.

Standard 3.0 Technology for Learning and Collaboration: Use a variety of technologies for learning and
collaboration
TEACHING THE LESSON
Introducing the Lesson: (Your lesson objective(s) MUST be visible to students before you begin teaching)
Describe
Students will be able to identify what it means when something dissolves and the different materials that dissolve in
water and other liquids.

will pour Kool-Aid mix into a cup of water. We will then discuss what they see and what
they think is happening. I will then re-introduce our focus questions. And discuss what it means when
something dissolves. We will read the first definition :
In the dissolving process, the dissolved
particles (solid, liquid, or gas) become evenly mixed with the dissolving liquid particles.
Warm up: The teacher

Plans for DifferentiationStudents will be able to pour the materials into the liquids. We will also allow them to get up and look at the
dissolving process for visual and kinesthetic learners. We will also have data collection sheets for students
who need to write their information down. We will have definition strips and also an online simulation/game
that will differentiate the lesson.

C. Wood ISTC 301/501

Procedures for teaching the Content - describe (in steps) how you will teach the lesson. Remember that both
individuals in the team should present so pace yourselves accordingly.
Explore #1: I will have 3 cups of water on a desk. I will pour salt into one, food coloring in the next, then the pepper.
Before we begin I will hand out work sheets to each student and ask them to predict what will happen in each cup with
the clickers. Then we will observe the cups and write down whether or not the substance dissolved.
Explain #1: we will discuss what we saw and if our predictions are correct. I will also bring up focus question #2 and
discuss what materials dissolve in water. We will also read the second definition (When dissolving a substance in water,
you do not have to stir the water to get the substance to dissolve.)
Explore #2: similarly to Explore #1, I will place 3 cups of oil on a desk. I will put food coloring, salt and pepper into each
of the cups. We will predict what we think will happen in each cup with the clickers and record, and then observe the
results.
Explain #2: we will discuss what we observed and if our predictions were correct. We will then discuss focus question
#3- do materials that dissolves in water also dissolve in other liquids? We will then read the last definition. (Some
substances dissolve in water and some do not. Some substances that dissolve in water do not dissolve in other
liquids, such as oil.)
Summary and Lesson Closure describe how you plan to end the lesson and prepare students for further learning.
(example: discuss what comes next in the unit or the next step in learning). This step is important because it allows
you to sum up the lesson and preview the next lesson.
Students will play and explore the game/ simulation :
http://www.bbc.co.uk/bitesize/ks2/science/materials/reversible_irreversible_changes/play/
Formative Assessment - How will you conduct a quick assessment to determine who needs review or if this lesson needs to
be taught again in a different method. This need not be a test or quiz it can be a worksheet or other activity or an opportunity for
students to reflect on their learning (this could be oral, written, art, etc.)
Students will be given journal questions to complete.

Extension of learning- describe activities students can do (homework, online sites with games/tests) to practice their
skills? What would the next step be in the lesson/content? This will probably NOT be done in your lesson, but needs to
be present to encourage students to continue their learning.
We will ask students to go home and see if they can find anything else that dissolves in water but not another liquid or
vice versa. It should be stressed that this should be done with an adult.

C. Wood ISTC 301/501

Definition of Terms

Differentiating Instruction: To differentiate instruction is to recognize students varying background knowledge, readiness,
language, preferences in learning, interests, and to react responsively.
http://www.cast.org/publications/ncac/ncac_diffinstruc.html
Formative Assessment: Measurements which allow one to determine the degree to which students know or are able to do
a given learning task, and which identifies the part of the task that the student does not know or is unable to do. Outcomes
suggest future steps for teaching and learning www.journeytoexcellence.org/practice/assessment/glossary.phtml