Rationale: I selected this lesson because I thought it would be a good way to introduce a new science unit: Solids, Liquids, and Gases. This lesson is the first for this unit of study. It is being used as an introductory lesson to gauge students' understanding of the new topic prior to direct instruction.
Materials: I will use What is the World Made Of? All About Solids, Liquids, and Gases by Kathleen Weidner Zoehfeld. I plan on reading the entire book, pages one -- thirty-one. I will also use chart paper and markers for this lesson. I will use a total of five pieces of chart paper.
Focus (AIM): I will be doing a pre-reading strategy, Anticipation Guides. The purpose of this lesson is to activate students' background knowledge, motivate them to learn about solids, liquids, and gases, and create a class discussion.
Grouping Options: This lesson will be a whole group lesson. During the majority of the lesson students will remain in a whole group. They will break off into pairs for a think, pair, share after each statement is read. Students have assigned think, pair, share partners to ensure all students will succeed in the discussions.
Objectives: Students will be able to articulate their new or confirmed understandings of solids, liquids, and gases, using text evidence.
Motivation: After reading each statement, I will tally the students' opinions of whether or not the statement is true or false. Students will be motivated to find out whether or not their opinions were correct or not by listening to the book.
Mini-Lesson: I will be introducing the topic of solids, liquids and gases using Anticipation Guides.
Body of Lesson (Procedure):
Students will be brought to the carpet and informed of the new science unit.
The chart paper will already be prepared with the statements.
I will read one statement at a time.
After each statement I will give students an opportunity to think about the statement and make a decision if the statement is true or false.
I will take a tally of the students' opinions.
Before calling on students to share with the whole class, students will do a think, pair, share, for each of the statements. Students will be encouraged to share with their partner why they think this statement is true or false.
I will then call on students to share with the whole class their reasons for their opinion.
I will facilitate a class discussion around student responses.
o I will do this by asking questions such as, "Why do you think that? Where did you learn that? Do you agree with your classmate? Why or why not? What does this statement make you think of?"
I will record some student responses on the chart paper next to the tally marks.
Prior to reading the book, I will explain to students that this book will let them know whether or not those statements were true or false.
I will also explain that after I finish reading the book, there will be time to revisit the statements to see if students still think the statement to be true or false.
I will read the book to the class.
After I have read the book, I will go back to each statement and ask students whether or not they still think the statement is true or false and why.
Students will again do a think, pair, share to discuss their new understanding of the topic.
Culmination: The lesson will culminate by revisiting the chart paper and discussing why each statement is true or false based on the text.
Assessment: Students will be assessed on their responses after the book has been read. I will be listening for the correct answer based on text evidence.