_____________________________________________________________________________________ 1) Atom Diagram
Lesson Plan Design
Subject: Science Grade: 3rd Lesson Topic: Atoms Candidate’s Name: Sara Valafar ID # 022471275 Site Supervisor: Patti Einspar NU Supervisor: Shirley Rehkopf
Date: 1. Introduction: (Identify Grade Level K12 Academic Content Standard(s), rationale, focus learner, create bridges from past learning, behavior expectations)
1.e. Students know matter has three forms: solid, liquid, and gas. 1.h. Students know all matter is made of small particles called atoms, too small to see with the naked eye. 1.i. Students know people once thought that earth, wind, fire, and water were the basic elements that made up all matter. Science experiments show that there are more than 100 different types of atoms, which are presented on the periodic table of the elements.
Rationale:
To meet the common core standards for third grade science, students should understand that everything on earth is comprised of matter and that matter has three basic forms. Students should understand that atoms are the basic building blocks of all matter. Students should demonstrate a basic understanding of the periodic table of elements, which comprises the known atoms, how it is arranged and what information is given about each atom.
2. Learner Outcome(s)/Objective(s): (What will students learn from this lesson? How will you measure mastery of the outcome?)
Students will use the periodic table of elements to identify information needed to create a model of an atom: number of protons, number of neutrons, number and placement of electrons.
Students will demonstrate that an atom is comprised of three parts: protons, neutrons, and electrons. Students will work in pair to create a two-dimensional model of an atom using beans and lentils to represent the protons, neutrons and electrons.
Rationale:
Students will develop a better understanding of atoms as the basis of all matter by studying the periodic table of elements, which lists all known atoms. A hands-on project will require students to process information in multiple ways, helping them to transfer the knowledge to long-term memory.
Summary: After an introduction to atoms, elements, and molecules, students were given copies of the periodic table of elements. They worked in pairs to construct a model of an assigned atom using a printed sheet, beans and lentils. Students were taught how to find the correct number of protons, neutrons and electrons by using the information in the periodic table. The lesson was differentiated by pairing lower-achieving students with partners who could act as peer mentors. High-achieving students and early finishers used chrome books to research their assigned element. The students were excited by the lesson and the hands-on diagram. They were proud to display their models for others to see. The students were also eager to continue their research on their assigned element. The more they discovered, the more interested they became.
_____________________________________________________________________________________ 2) Color Poem
Lesson Plan Design
Subject: Language Arts Grade: 3 Lesson Topic: Color Poem Candidate’s Name: Sara Valafar ID # 022471275 Site Supervisor: Patti Einspar NU Supervisor: Shirley Rehkopf
Academic Content Standard 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 4. Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. 5. Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. 10. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently. b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings
Behavior Expectations Students are expected to listen to teacher directions when sitting on the carpet. They will be expected to work independently at their desks to complete the activity.
Rationale:
To successfully meet the California State Standards for Language Arts, third graders should understand the elements of a poem and distinguish how a poem is different from prose. They should be able to identify different forms of poetry, such as haiku or cinquain. They should understand how figurative language is used within poetry. They should be able to provide samples of their own poetry, and read with expression and understanding.
2. Learner Outcome(s)/Objective(s): (What will students learn from this lesson? How will you measure mastery of the outcome?)
Students will continue to refine their understanding of poetry and how it differs from prose. Students will complete a type of poem called a color poem, which is based on comparing colors to images or feelings. The teacher will use a book called Red Sings from Treetops by Joyce Sidman as the basis for this lesson. This book works through the seasons describing the colors of the seasons in various ways. Students will use figurative language, including metaphor and simile, in order to complete a rough draft of a poem in which seven different colors are thought of in new ways.
Rationale: This lesson focuses less on form and more on using figurative language, such as metaphors and similes. Understanding how metaphors and similes work is essential to not only becoming better and more expressive writers themselves, but also to furthering their understanding of literature and poetry in later years.
Summary: This lesson was part of a poetry unit that I designed. The students created portfolios with a variety of poems and a glossary of figurative language terms. The color poem required using figurative language to describe color. The book Red Sings from Treetops by Joyce Sidman acted as a mentor text. The students were required to describe seven different colors using a variety of senses. For example, red might sound as loud as a fire truck or feel as hot as a fire. The students were able to tailor the poem to fit their own interests. Some described color in terms of planets in the solar system and others used their pets. They enjoyed stretching their imaginations to come up with new ways of thinking about color. At the end of the lesson, each student shared their favorite color description.