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Sheltered Teaching Lesson

Title: What Can You See? Observable Properties


Subject/Grade Level/ Date(s): Science/ 1st grade/ Mainstream ELLs/ December
2015
Time Requirements: 45-50 minutes

Materials List:
Lime
Book (1 big, 1 small)
Rock
Stuffed Animal
http://www.cpalms.org/Public/PreviewResourceLesson/Preview/46090
Type of Lesson: Whole group, small group, individual
Connection to Standards:
AZ State Content Standards: S5PO 1. Classify objects by the following observable
properties: shape, texture, size, color, weight

Instructional Objective:
Students will be able to classify objects by their observable properties. Students will be able to
sort objects using their shape, texture, size, color, and weight.

Language Objectives: I can describe an object using properties that I can see, like color,
shape, texture, weight, and size.
Students will be able to discuss different observable properties.

Lesson Delivery:
Preparation: Teacher will present a lime to the class and ask students What can you tell me about the
lime? Students will then share their ideas about the lime, such as it is green, and it is round. The
teacher will then tell the students that they have just identified two observable things about the lime: its
color and shape. The teacher will then explain that when you describe something using your eyes, you
are describing their observable properties.

**What do we not want to do with these objects? Students should respond that they should not put
these objects in their mouth or do any other inappropriate things.
Teacher will then prompt students with questions about the apple using the vocabulary words.
(Vocab words: Size, Texture, Shape, Color, Weight, Properties, Observable)

Comprehensible Input: What shape is the line/ book/ rock?

Is the lime/book/rock/animal rough or smooth?


Which is bigger? The lime or rock? Book or animal?
What color is the book/ lime/ rock/ animal?
Which is heavier/lighter? The lime or rock? Book or rock? Animal or lime?
Are things that are heavy always smooth? Or light things always rough?
Can you give me an example of an item that is smooth and heavy? rough and light?
Building Background : KWLQ - whole group. As a group we will ask the students what they know
and what they want to know about observable properties. We will come back to this chart after the
students do the experiment with the given items, again as a whole group. We will present each
observable object to the students and go over what they are and what they will be doing with these
items.

Interaction: The teacher will pull up the scholastic matching activity, and the class will work
together to sort things appropriately according to their properties.

Practice/Application: The teacher will provide table groups of 3-5 students with some materials
for them to observe. Teacher will instruct the students to observe the items and decide which items

are heavier and which items are lighter. Which items are smooth and which items are rough. What
color each items are, and their size and shape.

Review/Assessment: Go over the students observations and share a few answers and thoughts.
Fill the L in the KWLQ chart, and answer any remaining questions. Teacher will bring out a new object
and students will use what they learned in the lesson to apply observable properties to the new object.

Review/Assessment:
Formative Assessment- Throughout the lesson we will be checking for understanding among our
students, by walking around to each table and monitoring their progress. The data charts will also act
as a formative assessment.
Summative Assessment- At the end of the lesson, the class as a whole will come back together and we
will discuss the vocabulary words. Students will be assessed on how well they know these words.
Students will also be assessed on if they know how to distinguish different observable properties of an
object, by applying their learned knowledge to a new object.

Effective Strategies: For students with ADHD, we will make sure that directions are clear, short,
and precise. This will allow students to stay focused and on task without getting distracted. We will also
have a few components of our lesson that are in spanish so that students who speak spanish will still
be able to follow along and understand.