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5E Planning Guide for Inquiry Teaching!

Your Name: Unit Name: Lesson Name: Brandon Hermes Matter What is matter? Tyler Nye Learner outcomes: (content and inquiry – measurable): The students will:

• Learn what matter is. • Learn the properties of matter. • Be introduced to two of the three phases of matter (solid and liquid).

Grade Level Standards, Grade, Theme, & Topic Standard (highlight one): Earth Life Physical Grade: 3rd Grade Band Theme: Interconnections within Systems Topic: Matter and Forms of Energy

Condensed Content Statements • All objects and substances in the natural world are composed of matter. • Matter exists in different states, each of which has different properties. •

5-‐E Phase Planned Activity/Event Guiding Questions Notes: Materials, Safety,

Modifications Engage Time: 40 min

• Tap prior knowledge • Focus learner’s

thinking • Spark interest in topic

Day 1 • 3-‐question entrance slip • Bill Nye video on matter

• What do you think matter is?

• What objects are made of matter?

• What does the mass of an object measure?

• Entrance slip • Writing utensil • Bill Nye video • Internet access • Smartboard to view video

Explore Time: 40 min • Provide learners with

common, concrete, tactile experiences with skills and concepts

• Observe and listen to students

• Ask probing questions • Act as a consultant

Day 3 Time: 5 min

Day 2 • Phases of matter (solid and liquid) • Obleck activity

Day 3 • Balloon activity

• What happens when matter goes from a solid to a liquid or vice versa?

• Is it still matter when it changes phases?

• What characteristics do you notice when it is a liquid?

• What characteristics do you notice when it is a solid?

Day 3 • Does it feel like something

• Obleck lab sheet • Obleck materials • Writing materials • Paper towels Day 3 • Balloons

Academic Language: • Matter • Solid • Liquid • Gas

o Extension from obleck activity showing gas phase

• Air represents the gas phase which is the third state of matter

is inside the balloon? • Do you feel anything when

you release the air from the balloon

• What do you think air is? Is it matter?

• What properties do you notice with a gas?

• Strong lungs (hehe)

Explain Time: 25 min • Encourage students to

explain concepts in their own words

• Ask for justification • Use students previous

experiences as the basis or explaining concepts

• Clarify and correct misconceptions

• “Book that matters” o Vocabulary workbook

• Explain definition and properties of each phase individually using “book that matters” o Generate examples for each phase

• Can you think of anything that can change phases?

• Is it possible to change phases?

• Can a substance change phase and then change back to its original phase?

• What properties define each phase?

• “Book that matters” • Writing utensil

Extend Time: 5 min • Apply same concepts

and skills in a new context resulting in deeper and broader understanding

• Encourage the students to apply the concepts/skills to new situations

• Tyler Nye video o Melting ice experiment to show three phases of

matter o http://www.youtube.com/watch?v=lULTMf6n2QA

• What is the phase that the ice cube is in?

• What is happening when the ice cube is melting?

• What phase is the ice cube melting into?

• When would the water be in its gas phase?

• Smartboard to view video • Tyler Nye’s video • Internet Access

Evaluate Time: 5 min • Observe as students

apply new concepts and skills

• Assess, formally and/or informally student progress toward achieving the learner outcomes

• Assess students’

• Exit slip

• Give an example of each phase.

• Explain the properties that make up each phase.

• Is it the same substance when it changes phases?

• What are you still confused about?

• Exit slip • Writing utensil

knowledge and/or skills

• Allow students to assess their own learning and group process skills


Your Name: Unit Name: Lesson Name: Brandon Hermes Matter Physical change Tyler Nye Learner outcomes: (content and inquiry – measurable): The students will:

• Learn what a physical change of a substance is. • Learn how a substance can physically change. • Learn what makes matter change states


Condensed Content Statements • Matter exists in different states, each of which has different properties.

5-‐E Phase Planned Activity/Event Guiding Questions Notes: Materials, Safety, Modifications Engage Time: 5 min

• Tap prior knowledge • Focus learner’s thinking • Spark interest in topic

• Day 4 • 3-‐phases rap

• What parts of the rap can help you remember characteristics of the phases?

• What parts of the rap can help you remember what the three phases are?

• 3-‐phases rap lyrics





• Crumbled paper experiment o Students will tear, rip, fold a

piece of paper to show physical change

o Group discussion over what students believe is occurring with crumbling the paper

• What happens when you take the piece of paper and crumble it up?

• Is it changing states? • Is it still the same piece of paper? • What is changing when you

crumble, rip, or fold the piece of paper?

• Piece of paper for every student




• Fill in physical change portion of “Book that matters”

• Whole group discussion on physical change

• How can you characterize a physical change?

• What has to happen in order for a physical change to take place?

• What ways can a substance physically change?

• “Book that matters” • Writing utensil

Academic Language: • Physical change • Molecule •



Extend Time: 17 min • Apply same concepts and

skills in a new context resulting in deeper and broader understanding


• Probe # 1Vol. 4 -‐ “Sugar Water” • Formative assessment # 61

o Think-‐Pair-‐Share • Present probe to students • Have students complete the

probe during the “Think” • Then p[air students up to share

ideas about what they observed

• Physical changes are any change size, shape, or state of substance where it remains the same substance (Definition)

• Why is a change in state a physical change?

• What observations did you make that shows the substance was physically changing?

• Can you think of any other examples of a physical change?

• Probe activity “Sugar Water” • Clear glass • Water • Sugar • mixing utensils • teaspoon • “Do not drink the water”

Evaluate Time: 3 min • Observe as students apply

new concepts and skills • Assess, formally and/or

informally student progress toward achieving the learner outcomes

• Assess students’ knowledge and/or skills


• Assessment from workbook • The evaluation for this lesson is

within the probe used in the extend portion. • The Think-‐Pair-‐Share • Informal assessment over

discussion/guiding questions after activity

• Define physical change. • What ways can a substance

physically change? • What do you notice is happening

with the sugar cube? • Is the sugar cube still a part of the

water, does it disappear, what happens to it?

• Do you think the sugar cube is going through a physical change? Why or why not?

• “Sugar water” activity sheet


Your Name: Unit Name: Lesson Name: Brandon Hermes Matter Chemical Change Tyler Nye Learner outcomes: (content and inquiry – measurable): The students will:

• Identify and define a chemical change • Differentiate between physical and chemical changes • Explain in what ways an object can go through a chemical change


Condensed Content Statements • Matter exists in different states, each of which has different properties.

5-‐E Phase Planned Activity/Event Guiding Questions Notes: Materials, Safety, Modifications Engage Time: 40 min

• Tap prior knowledge • Focus learner’s thinking • Spark interest in topic

• Day 5 • Probe # 3-‐ Vol. 4 – “Burning

Paper” • Four corners assessment before

probe is conducted • #19-‐Science Formative

Assessment • Present the probe/handout to

students • Whole group discussion over

probe after completion • Journal writing assessment after

probe

• “What do you think will happen when the paper gets set on fire?”

• “What happens to the paper?” • “Do you think the mass of the jar

with the paper will be the same when you burn the paper?”

• “What kind of change is the paper going through?”

• “After seeing the experiment what do you think happened to the paper?”

• “Is your prediction the same as the outcome that occurred during the probe?”

• Jar w/ lid • Piece of paper • Match • No student will be handling the

experiment • Students will be far enough back to

be away from paper on fire • Oven mitten for jar to sit on when it

gets hot • “Students please do not touch the

jar or any of the experiment to prevent injury!”




• Day 6 • Root beer float experiment with

handout • Students will be experimenting

with making a root beer float • Reviews solids, liquids, gases,

physical change, and chemical

• “In the root beer float what is the solid? What is the liquid? What is the gas?

• “Where is the physical change taking place?”

• “Where is the chemical change taking place?”

• Vanilla ice cream • Root beer • Plastic cups • Straws/spoons • “Students cannot use any of the

materials for anything more than what it is meant for!”

Academic Language: • Matter • Chemical change • Gas • Reaction • Combustion


change • Students will predict what they

think will happen • Students will enjoy their root

beer float after we make predictions, see the science involved, and have whole group discussion over it

• “What properties are being shown that tells you it is a physical change? A chemical change?”

• Paper towels






• Students will fill in the root beer float experiment handout to explain what they think occurred during their root beer float experiment

• “What ingredients make up a root beer float?”

• Which of those ingredients are solids? Liquids? Gases?

• “What tells you a physical change occurred?”

• “What tells you a chemical change occurred?”

• “Was your prediction accurate to what actually happened in the root beer float?”

• Root beer float experiment handout • Writing utensil

Extend Time: 40 min • Apply same concepts and

skills in a new context resulting in deeper and broader understanding


• Day 7 • Review game

• Jeopardy over main concepts taught throughout lesson

• “What is matter?” • “What is a solid?” “A liquid?” “A

gas?” • “What are the properties of a

solid?” “A liquid?” “A gas?” • “What is a physical change?” • “In what ways can a physical

change take place? What can occur for a physical change to be present?”

• “What is a chemical change?” • How do you know a chemical

change is taking place?” • “In what ways can a chemical

change occur?” • “What does mass measure?”

• Smart board • Jeopardy game created • Their bright and brilliant minds • They’ll be split into two groups • Rules and expectations laid out so

they know what to expect during game

Evaluate Time: 40 min • Observe as students apply

new concepts and skills • Assess, formally and/or

• Day 8 • Formative/Summative assessment

• Will assess the students over entire unit with a test

• “What is matter?” • “What is a solid?” “A liquid?”

“A gas?” • “What are the properties of a

• Assessment (Test) • Writing utensil • Reading book for when they finish

informally student progress toward achieving the learner outcomes

• Assess students’ knowledge and/or skills


solid?” “A liquid?” “A gas?” • “What is a physical change?” • “In what ways can a physical

change take place? What can occur for a physical change to be present?”

• “What is a chemical change?” • How do you know a chemical

change is taking place?” • “In what ways can a chemical

change occur?” • “What does mass measure?” • Test will include multiple

choice and short answer for real world applications

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MC Lesson P lan Template : Teacher Cand idate ’s Name: Brandon Hermes, Ty ler Nye Date : 11/12/12

Lesson Rat iona le and/or Summary During this lesson, students will explore the three states of matter and their properties. Students will interact with each of the phases of matter and gain understanding of each through multiple experiments and activities. Students will collaborate in an “Oobleck Experiment” and various demonstrations to see and understand the three states of matter. This will lead into learning about physical and chemical changes. Content focus : Essent ia l Quest ion or Endur ing Unders tand ing • What are the three phases of matter and their properties? Content , C lus ter , S t rand, or S tandard S ta tement/Connect ion : Add the Ohio Science Standards here.. use both current (benchmarks and indicators) and new (content statements) for your grade level. Be sure to include content and inquiry (ways of knowing, science and technology) standards. Students will be able to:

• Learn what matter is • Learn the three phases of matter • Learn the properties of the three states of matter

Common Core standard

• Grade 3 • Grade band theme: Interconnections within systems • Top ic : Matter and forms of energy • Content s ta tements :

• A l l ob jec ts and substances in the natura l wor ld are composed o f mat ter . • Mat ter ex is ts in d i f fe rent s ta tes , each o f wh ich has d i f fe rent proper t ies

OACS • Grade 4-Physical science • Nature of Matter ◦ Explain that matter has different states (e.g., solid, liquid, and gas) and that each state has distinct physical

properties O

Academic Language

• Matter • Solid • Liquid • Gas • Molecules • Observe • Predict • Obleck • Analyze

P lanned Assessments : Indicate the types of assessments you plan to utilize in your lesson, & then indicate within your plan where each will be implemented. (Not all are needed in each lesson.) Be sure assessments are clearly aligned with lesson objectives.

• Pre-assessment: Entrance slip, What is Matter? Brainstorming activity • Formative Assessment: Oobleck Lab Activity Sheet, Exit Slip, Informal assessment of students “A Book that Matters” vocabulary books • Summative Assessment: A unit test after completion of all the lessons have been taught.

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D i f fe rent ia ted Ins t ruc t iona l S t ra teg ies : • I will wear a microphone to make my voice louder for hearing impaired students. There will also be a translator in the room

doing sign. • During experiments, students will be grouped with various academic levels (Low achieving students paired with high

achieving students) Lesson Resources : . Daniel, L., Hackett, J., Moyer, R., & Vasquez, J. (2005). Science:physical science. New York, NY: Macmillan/McGraw-Hill. Shelby, N. (2012). Solid, liquid, & gas: science activities to engage students. Retrieved from http://mrsshelbysclass.blogspot.com Dr. Seuss. (1976). Bartholomew and the oobleck. New York, NY: Random House, Inc.

Day 1:

• Entrance slip • Writing utensil • Bill Nye video • Internet access • Smartboard to view video

Day 2:

• Obleck lab sheet • Obleck materials

• 4 cups of water • 4 boxes of cornstarch • Add another 1 ¾ cups of water • Mix thoroughly

• Writing materials • Paper towels • Large plastic bowls • newspaper (to cover desks) • small objects (pennies, marbles, paper clips, etc)

Day 3:

• “Book that matters” • Writing utensil • Balloons • Strong lungs (hehe) • Smartboard to view video • Tyler Nye’s video • Internet Access • Exit slip

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Procedures (Four Components) I . Read iness/Mot iva t ion for Lesson: Engage A l lo t ted T ime: 40 m in ; Day 1

• Entrance s l ip – Pre-assessment • 3-4 questions to activate/check prior knowledge • Get students minds working towards matter • “What do you think matter is?” • “What objects are made of matter?” • “What does mass measure?”

• Bill Nye Video • 25 minute video over matter and introducing its three phases

• Informal assessment • Whole class quiz from Bill Nye video on smartboard

• Quiz is a part of the video and follows the video showing of Bill Nye • Class will answer questions to quiz as a whole

I I . Lesson Deve lopment : Exp lore , Exp la in , Ex tend • This is the heart of your science lesson plan. You will be writing your unit plan in the 5E Model. You do not have to have all 5 E’s every day; however, you must follow the requirements noted below next to each phase. Basically, you should be in some phase or phases of the 5 E Model each day; you do not necessarily have to have all 5 E’s each day. • Describe the learning experience/tasks in a step-by-step sequence. Be concise and clear, yet include enough detail that a

substitute could follow your plan. • Include procedural information, identify sample questions you intend to ask, and embed classroom management (grouping,

attention signals, etc.) into your descriptions. EXPLORE: (40 m in ; Day 2) • Introduce the phases solid and liquid

• “What does it mean for a substance to change phases?” • “What is happening when a substance changes phases from a liquid to a solid?” • What happens when a substance changes phases from a solid to a liquid?”

Read Bartholomew and the Obleck by Dr. Seuss

• Tell students “This is the beginning of the unit on matter and today we are going to some experimenting to determine if something is a solid or a liquid.”

• Pass out the Obleck activity and the lab sheet that goes along with it • Read its instructions • Divide them into groups of three by drawing popsicle sticks with the students’ names on it • Make sure students understand the expectation

o During the Obleck activity I will be informally assessing the students by walking around the room and interacting with them during the experiment.

o I will ask guiding questions such as “What do you think is happening?” “Is it a solid or a liquid?” “How do you know if it is a solid or a liquid?”

o I want the students thinking broadly and conceptually about what they are doing with the Obleck activity • Students will be filling in their Obleck lab sheet while working with the Obleck • Wrap up the activity when students begin to finish their lab worksheet • Have them clean up their materials and stations • Students will turn in their lab worksheets from the activity

o When students turn in their worksheet have them place a tally under either the liquid category or the solid category to show what they think the Obleck is

o Compare what the students believed • Quick class discussion over Obleck experiment

o “What did you guys think of the activity?” o “How was the Obleck like a solid?” “Like a liquid?” o “What is your final analysis on if you think the Obleck is a solid or a liquid? Why?”

• I will fo rma l ly assess the students based on the lab experiment worksheets they turn in • I will in forma l ly assess them when I walk around in their groups and at the end of the experiment when we do

whole group discussion

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EXPLORE (CONTINUED) (5 M in ; Day 3) Balloon activity.

• “Yesterday we did the Obleck activity which allowed us to play with the solid and liquid phases. Today we get to the third phase. We are going to conduct a short experiment today and see if we can figure out together what that third phase is.”

• Students will each receive a balloon • Each student will blow up their balloon without tying it

o They will squeeze the balloon to keep it closed • Ask students “Does it feel like something is inside the balloon when you blow it up?” • “What do you think makes up the inside of the balloon?” • Have students release a little bit of the air in their face so they feel the air coming out

o “Do you feel anything when you release the air from the balloon?” o “What do you think the air represents?”

• Quick discussion on how the air in the balloon represents the gas phase of matter EXPLAIN : (25 M in) Pass out “A Book That Matters”

• Vocabulary workbook • Have students generate and explain kid friendly definitions for each phase of matter

o Allow them to generate the different properties that make up each phase o Allow them to generate their own examples for each phase o During this section I will be informally assessing them based on their prior knowledge and what they have

picked up so far in previous lessons

• So l id - A state of matter that has a definite shape and takes up a definite amount of space.

• L iqu id- A state of matter that takes up a definite amount of space but has no definite shape

• Gas- A state of matter that does not take up a definite amount of space and has no definite shape

• “What does a liquid look like?” “How do you know it is a liquid?” What examples of liquids can you come up with?” • I will generate questions like this for all three phases

o Work together as a class to fill in their A Book That Matters workbook • I will be filling in my own workbook along with the students

o I’ll show my workbook under the document camera and fill it in as we go along with the class • Take the time to clear up any misconceptions that students may have

In forma l assessment o f s tudent progress in “A Book that Mat ters” EXTEND: (5 m in .)

• Tell students they are going to watch a short video. Tell them to keep in mind they will be looking for the different states of matter within the video

• Students will watch a short youtube “Three States of Matter” video (Tyler Nye the Science Guy) o Explains three states of matter, shows an experiment of phase changes o Melting ice experiment

• Questions to be asked about the video:

o What is the phase that the ice cube is in? o What is happening when the ice cube is melting? o What phase is the ice cube melting into? o When would the water be in its gas phase?

• Students will recognize that an object can take form of multiple phases. Ex. Water can be a solid, liquid, or gas • This will also be a building block for the next topic of physical changes

EVALUATE: (5 m in)

• Students will complete an exit slip about states of matter. o Give an example of each phase.

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o Explain the properties that make up each phase. o Is it the same substance when it changes phases? o What are you still confused about?

• There will be no summative assessment until the end of the unit. • Other evaluations are embedded within the lesson

SC IENCE SAFETY PRECAUTIONS:

• Don’ t dr ink or eat the oob leck • Don’ t throw the oob leck • When do ing the ba l loon exper iment , do not le t go o f your ba l loon when i t i s f i l led w i th a i r • Don’ t use the ba l loon as a weapon ( f l ing ing , snapp ing , s l ing shoot ing , e tc . a t o ther peop le)

I I I . Lesson C losure : Summar ize , L ink

• There has not been closure to the lesson yet.

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Cand idate ’s Name: ____________________ Cand idates Tota l Score ________ /400

Target (90 – 100%) Acceptab le (75 - 89 %) Not Met (Be low 75 %) RUBRIC FOR EFFECT IVE SC IENCE TEACHING DESIGN The unit plan included appropriate inquiry techniques including: discovery/play, guided and/or open-ended inquiry. Students had the opportunity to investigate their own questions and/or make decisions during the inquiry.

100 85 70 55 0 Comments:

The unit plan includes a thoughtful integration of real world science learning (authentic) that pertain to the content.

100 85 70 55 0 Comments:

The unit integrated science and technology ideas as well as integrated technological resources throughout the unit plan when appropriate.

100 85 70 55 0 Comments:

The unit integrated effective cooperative/ collaborative learning strategies as well as other effective “best science teaching practices” learned throughout the semester in EDTL 4480.

100 85 70 55 0 Comments:

The unit plan was comprehensive and included all of the outlined expectations in a meaningful and valuable way.

100 85 70 55 0 Comments:

Task 1a : SCORE FOR Un i t P lan Des ign = _______/ 100 5- E lesson plan was age-appropriate and aligned to state standards for 4 – 9th grades.

100 85 70 55 0 Comments:

Each of the 5E lesson plans includes an opportunity for the students to apply their knowledge in a hands-on or minds-on (inquiry-based) manner, teacher questions are included and are diverse (including higher order questions), and closure of the content big ideas is clearly stated.

100 85 70 55 0 Comments:

Each of the 5E lesson plans includes a section that details the safety and/or differentiated learning modifications and plans of action to be carried out during the lesson

100 85 70 55 0 Comments:

The 5E lesson plan depicted a true learning cycle and each phase of the lesson depicted appropriate activities/events for that phase of the 5E model

100 85 70 55 0 Comments:

The lesson plan was comprehensive and included all of the outlined expectations in a meaningful and valuable way.

100 85 70 55 0 Comments:

Task 1b: SCORE FOR Lesson P lan Des ign - _______/ 100 The Format ive Assessment effectively assesses one or more of the learning outcomes (clearly identified) and clearly shows what students have mastered during the lesson (a checklist /rubrics/scoring key is included)

100 85 70 55 0 Comments:

The reflective analysis of the formative assessment data is comprehensive, clearly communicated, and provides valuable information regarding what was learned in terms of effect of the effectiveness of your design on student learning.

100 85 70 55 0 Comments:

Task 3 : SCORE FOR Format ive Assessment - _______/ 100 Task 4 : The re f lec t ive ana lys is of the entire unit design and implementation is comprehensive, clearly communicated, and highly valuable for further professional growth.

100 85 70 55 0 Comments:

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