contextual factors -...

Teaching Work Sample

Maggie Johnson

Science- Matter

Journey Elementary School

2nd grade

November 6th – November 27th

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Table of ContentsContextual Factors.......................................................................................................................................3

Standards included in unit...........................................................................................................................4

Lesson Plans, Timeline and Reflections.......................................................................................................5

Assessments and Data...............................................................................................................................24

Sample Letter............................................................................................................................................29

References.................................................................................................................................................30

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Contextual FactorsWhen teaching it is important to consider factors of the students’ communities and their lives

outside of school when planning and teaching lessons. Journey elementary is a school in the Harrisburg school district, but it is located in Sioux Falls. Upon researching Sioux Falls, I saw that according to the 2017 census the population of Sioux Falls was 176,888. It is a very urban area that seems to always be growing, it is the largest city in the state of South Dakota. When breaking down the population of Sioux Falls, 84.9% of the citizens are white, 5% are Hispanic, 4.9% are African American, 2.8% are two or more races, 2.7% are American Indian and 2.4% are Asian. 91.2% of people have a high school degree and 33.4% have a bachelor’s degree of higher. The median household income in Sioux falls in 2016 was $54,110. The unemployment rate in Sioux Falls in May 2018 was 2.5%, with 11.7% of people were living in poverty. There are 9 schools in the Harrisburg school district and there is a total of 4,149 students.

Journey elementary school is on the south side of Sioux falls, it has 504 students, in grades K-5. The teacher to student ratio is 16:1. Males students make up 51% and females make up 49% of the school. The students are 93% white, 3% two or more races and 1% Hispanic, American Indian, African American and Asian. 4% of the students come from low income families. 61% of the students are proficient in English, 51% in math and 94% in science, all of which are above the state averages. The students who come from low income families fall below the state average.

In Mrs. Johnsons 2nd grade class there are 20 students, 11 boys and 9 girls. 3 of the students go to title for reading and math, 8 have IEPs, 3 of those IEPS are for speech and one is an English language learner. There is one student who is African American, one who is Hispanic, one who is American Indian, and the rest are white. The reading levels of the students in the class range from an 8 DRA to a 28 DRA. Three students go to the title room during math and reading, and one student leaves to go to the special education room at different times throughout the day, but they are all in the general classroom for most of the day. There is access to an interactive board at the front of the room and every student has an iPad. The seating in the classroom is traditional and the student’s desks are in groups.

Based on the information discovered from the contextual factors of the classroom and based on my observations from being in the classroom, I will need to focus on differentiation to help me keep the student’s attention and focus. After spending time with the students, I have really come to know them and what they need to help them learn. I have also found out some of their strengths and even some of their weaknesses. That will help me to differentiate the instruction to help me reach all of the students.

With all the students at different levels, differentiation is very important. The students are at all kinds of different levels. One way to use differentiation would be to with the use of technology. The classroom has an Interwrite board and each student has an iPad. Starting in the 2nd grade, the school has a 1:1 iPad to student ratio. There is also a good variety of other technology tool that can be used. With the use of technology, it can help enhance my lessons and also help to reach all the different students at their different levels.

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GOALS AND OBJECTIVES

After the lesson students will be students will be able to define matter with 80 percent accuracy.

After the lesson students will be students will be able to recognize that matter exists in three states: solid, liquid and gas.

After the lesson students will be students will be able to describe the properties of matter.

After the lesson students will be able to describe the properties of matter with detail, with 90 perfect accuracy.

After the lesson, students will be able to state two examples of how matter can change.

After the lesson, students will be able to identify solids, liquids and gases and define the difference between them with 100% accuracy.

After the lesson students will be students will be able to complete the worksheet with 75% accuracy.

After the lesson students will be able to complete worksheet with 75 percent accuracy.

After the activity students will be able to correct their worksheets with 100% accuracy.

After the lesson students will be able to complete the activity with 80% accuracy.

Standards included in unit

2-PS1-1 Plan and carry out an investigation to describe and classify different kinds of materials by their observable properties. (SEP: 3; DCI: PS1.A; CCC: Patterns)

2-PS1-2 Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose. (SEP: 4; DCI: PS1.A; CCC: Cause/Effect, Technology)

2-PS1-3 Construct an evidence-based account of how an object made of a small set of pieces can be disassembled and made into a new object. (SEP: 6; DCI: PS1.A; CCC: Energy/Matter)

2-PS1-4 Construct an argument using reasoning and evidence that some changes caused by heating or cooling can be reversed and some cannot. (SEP: 7; DCI: PS1.B; CCC: Cause/Effect)

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Lesson Plans, Timeline and Reflections Date/Lesson Tuesday November 6th, 2018 /Lesson 1Standards and Objective

2-PS1-1 Plan and carry out an investigation to describe and classify different kinds of materials by their observable properties. (SEP: 3; DCI: PS1.A ; CCC: Patterns)

2-PS1-2 Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose.* (SEP: 4; DCI: PS1.A; CCC: Cause/Effect,Technology)

After the lesson students will be students will be able to define matter with 80 percent accuracy.

Reflection from Prior Lesson

The students just finished a science unit about thinking like a scientist and the engineering process. The students did well with that unit and enjoyed it. They also were excited for science.

Materials Needed

Interwrite board Pink container https://jr.brainpop.com/

Contextual Factors/Learner Characteristics

This lesson will be taught in a large group science setting. The students are very energetic and have a great energy to learn. They especially get excited about science. The students are around the same level with about 5 students who are below grade level, with 3 who have IEPs. There are also about 5 students who are above grade level. At times it can be hard to keep the classes attention because of the different behaviors of the students in the classroom. It is important to keep them interested and engaged in the lesson.

Introduction Getting students attention – Review the engineering process and what they learned. We will talk about how we can use that process in our everyday lives and what we learned from it. Need to know- “Today we are going to start matter and the different forms of matter” Relating to past experience and/or knowledge - “Yesterday we finished how unit on thinking like a scientist, today we are going to continue thinking like scientist and learn about matter”. Sharing objective - ...Today we are going learn about matter”.

Content Delivery

I will hold up a cup● Ask “What is this cup made out of?”● Talk about what they think the cup is made out of. ● “It could be made out of all of those things, but it is really made up of

matter”● “does anyone know what matter is?”● Talk about what they think it could be ● “has any one ever heard of matter?”

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● Talk about where they might have heard it ● “did you know that everything, everything is made out of matter?” ● Talk about if they did ● Say “Matter It's everything around you! It is anything that has mass and

takes up spaces.”● “does anyone know what mass is?”● Talk about what mass is ● Now that we have a small idea of what matter is let’s watch a video that

will help explain to us more. Activity Watch a brain pop video that explains matter, the states and properties. Talk about what they learned in the video

Closure As a class we will talk about what matter is, and we will talk about the 3 states of matter. I will tell them tomorrow we will talk about the different sates of matter.

Assessment Used

Before the students can line up for lunch, they need to be able to tell me one thing they learned about matter.

Differentiation Remediation- For the students who have an IEP, I will have them sit by me. If the struggle in anyway during the lesson I can be right there to help them. Enrichment- For students who are at a higher level than the others, I will have them tell me 3 things that they learned about matter.

Resources https://jr.brainpop.com/science/matter/solidsliquidsandgases/

Approximate Length of time for the lesson

25 minutes

Reflection This lesson went well, one thing that I would chance would be to spend more time explaining matter and maybe introducing it in a different way. Spending more time describing more objects to help the students think more about matter. To help reinforce the idea that everything is made out of matter. The students loved the video and I think it cleared up the questions that they had and brought the whole lesson together.

Date Wednesday November 7th, 2018 / Lesson 2

Standards and Objective



After the lesson students will be students will be able to recognize that matter exists in three states: solid, liquid and gas.

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https://jr.brainpop.com/science/matter/solidsliquidsandgases/


The students just started a unit on matter and its states. They seemed to understand what matter was. Some students were able to identify the three states of matter. In the lesson prior the three states of matter were introduced but we did not really talk about them. The students did watch a video that really talked about the states of matter, but we as a class did not really talk about it and will be focusing on it in this lesson.

Materials Needed

Interwrite board Big science book


This lesson will be taught in a large group science setting. The students will be sitting on the carpet while we read the book. The students are very energetic and have a great energy to learn. They especially get excited about science. At times it can be hard to keep the classes attention because of the different behaviors of the students in the classroom. It is important to keep them interested and engaged in the lesson. I will have to move some students to different spots on the carpet.

Introduction Getting students attention – Review what we learned about matter. We will talk about what matter is and how they know that.Need to know- “Today we are going to start to dig into matter and learn about the three states of matter” Relating to past experience and/or knowledge - “Yesterday we started to talk about matter and now we are going to understand the different types of matter there are”. Sharing objective - ...Today we are going to sit on the floor and read our big book to learn about the three states of matter”.

Content Delivery

● I will ask the students what they remember from the video yesterday

○ We will talk as a class what they liked about it and what they learned from it

○ Three students will share with the class what they learned from the video

I will open the book to the page 6, the page has a big picture of a city and has all 3 types of matter labeled

● Ask “what do you see in this picture?”● Talk about what they see in the picture. ● Talk about the buildings, the trees, the bridges, the people and the

boats. ● “does anyone know what type of matter those objects are?”● Solids ● Ask: “Do you see any liquids in this photo?”● The river ● “Do you see any gases in the picture?’ ● The air ● Talk about how gases can be hard to find because you can’t see a

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lot of them. ● Ask “how would you describe the things you found in the picture?”● “the things you just described are their properties”

○ We will talk more about those laterRead page 8 as a class-

● Pronounce solid as a class ● Say: hey salad is matter that has its own sheep● Say: you can tell the robot as a solid because it takes up space and

has a definite shape○ Ask: what would happen to the shape of the robot if you

tipped over■ Talk as a class about what would happen

Page 9 ● Ask: what is the shape of the bicycle wheel? ● Ask: Why do you think it is a solid

Page 10● Pronounce liquids as a class ● Say: a liquid is matter that takes the shape of its container● Ask: what liquids do you see in this picture

○ talk about the juice ● Ask: how can you tell the teachers are liquids

○ talk about how we know thatPage 12

● pronounce gas as a class ● Say: the word gas has a special meaning in science gas is matter

that spreads out to fill a space a gas does not have a definite size or shape it just takes the shape of its container it fills up its container if you left gas out of its container it can spread to fill the indoors or outdoors

● Ask: what are the gases that you see on this page○ talk about the gases on the page

Closure We will talk about the 3 different forms of matter and what makes them different.

Assessments used

I will have each student tell me one example of one form of matter before they can line up.

Differentiation Remediation-For the students who have an IEP, I will have them sit by me. If the struggle in anyway during the lesson I can be right there to help them.

Enrichment-For students who are at a higher level than the others, I will have them tell me tell a friend 3 different examples of each from.

Resources Bis science book

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30 Minutes

Reflection The lesson did well. The students did well with sitting on the floor for the whole lesson, which they struggle with sometimes. One thing that I would change the next time I do a lesson like this, I will have the sticks with the student’s names on them to pull for questions. I had the same three students participating the whole time, so for the next time I would involve more students.

Date Thursday November 8th, 2018 / Lesson 3




After the lesson students will be students will be able to define what a propriety of matter is with 90% accuracy.


The students just started a unit on matter and its states. They seemed to understand the topic of matter pretty well and they all passed their learning check and could state what matter is.

Materials Needed

Big science book


This lesson will be taught in a large group science setting. The students will be sitting on the carpet while we read the book. The students are very energetic and have a great energy to learn. They especially get excited about science. At times it can be hard to keep the classes attention because of the different behaviors of the students in the classroom. It is important to keep them interested and engaged in the lesson. I will have to move some students to different spots on the carpet.

Introduction Getting students attention – Review what we learned about matter. We will talk about the three forms of matter, I will ask for an example of each of the three forms. Need to know- “Today we are going to start to dig into matter and learn about the three states of matter and talk about their properties. Relating to past experience and/or knowledge - “We have talked about matter is and the three types of matter, know we are going to talk about the properties of each type of matter. Sharing objective - ...Today we are going to sit on the floor and read our big book to

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learn more about matter and its properties.

Content Delivery

I will ask the students what they remember from the lesson yesterdayo We will talk as a class what they liked about it and what they

learned about the 3 types of matter. o I will ask one student to share an example of each of the types

of matter. We will review what we read yesterday in the book and relook at the pictures to find the properties for each one. I will open the book to the page 6, the page has a big picture of a city and has A picture of big buildings, river some boats a bridge lots of trees and lots of open to air

Ask: what is one solid you see in this pictureo Talk about the solids in the picture such as the bridge the boat

the buildings Ask: what liquids do you see in this picture

o Talk about the water Ask: what is the gas you see in this photo

o Talk about the only gas we can see in this photo is the air Ask: Does anyone know what a property is?

Say: A property as something about an object you can observe with your senses.

Ask: can someone name your five senseso talk about the five senses o talk about what senses we can observe on the page 6

such as the blue water, the white bridge, the red boat and the green trees.

Ask: what do you think these objects would feel like? o What do you think these objects with taste like? o What do you think these objects would feel like?

Say: we just described all these objects properties without even thinking about

Page 8 Say: with the person sitting next to you I want you to describe the

properties of this robot Say: properties help us to picture objects of matter that we talk about.

Closure Now that you know what properties are, tomorrow be prepared to tell a lot about them.

Assessments used

I will point to a different object in the room and ask the student to tell me one property of that object before they can line up for lunch.

Differentiation Remediation-For the students who have an IEP, I will have them sit by me. If the struggle in

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anyway during the lesson I can be right there to help them.

Enrichment-For students who are at a higher level than the others, I will have them tell me three properties of that object I am pointing to.

Resources Bis science book Approximate Length of time for the lesson

30 Minutes

Reflection This lesson went well, the students seem to understand the topic well. I am glad that I decided to spend a good amount of time reviewing what we talked about yesterday and spent time really thinking about each state before we started learning about properties.

Date Friday November 9th / Lesson 4




After the lesson students will be students will be able to describe the properties of matter with detail, with 80% accuracy.


The students are in a unit based on matter, its states and their properties. They seemed to understand the topic of matter pretty well and they all passed their learning checks and could state what matter was, state all three types of matter and tell me one property describing an object.

Materials Needed

Science book


This lesson will be taught in a large group science setting. The students will be doing an activity the main part of the lesson. The students are very energetic and have a great energy to learn. They especially get excited about science. At times it can be hard to keep the classes attention because of the different behaviors of the students in the classroom. It is important to keep them interested and engaged in the lesson. This lesson will mainly be an activity, so it is important to set the expectations of the students so that they can stay on task for the lesson.

Introduction Getting students attention – Review what we know about matter and how to describe the properties of matter. Need to know- “Today we are going to practice describing the properties of objects

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to our friends”. Relating to past experience and/or knowledge - “Yesterday we talked about properties of matter and how to describe them, today we are going to practice that”. Sharing objective - ...Today you are going to get a partner and you will play a game of I spy with them, you will describe a form matter by describing it properties. They will have to guess what item you are describing.

Content Delivery

I will ask the students what a property of matter is and how they can describe it

o I will ask 2 students to give me an example of a property of matter

I will model to the students what I want them to do with a partner o “I spy something pink, it feels smooth, it doesn’t have a taste,

its sound can be rough. Activity

I will pick a partner for you to play I spy with You and your partner will describe things around the room describing only

their properties. Your partner will be able to guess three times, if they do not guess it within three tries you can tell what it is.

After they guess, or you tell him what it is, then it is the next persons turn you do this over and over again until the timer goes off

Make sure you’re using your senses when you were describing these object’s properties. You want your partner to guess so don’t try to make it to tricky.

I was set a timer for 20 minutes; you and your partner will have 20 minutes to play iSpy with objects from around the room.

I would like you to pick one spot to sit in and stay there the whole timeClosure Now that you are pros at describing the properties of matter, tomorrow we are

going to start changing the property.

Assessments used

Each set of partners will write one sentence describing one property of matter they described to their friend.

Differentiation RemediationFor the students who have an IEP, I will partner them with a higher student. If the struggle in anyway during the activity, their friend should be able to guide them along.

EnrichmentFor students who are at a higher level than the others, I will partner them with

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students at lower levels, so they will have to be there to help and guide their friends along though the activity.

Resources Science book All things around the classroom


30 Minutes

Reflection I was nervous to have the students do this activity. I was worried it might get out of hand, or that some students might struggle with it. It went great, I think that picking the partners really helped to keep the activity calm. Went I modeled the activity, some students had questions but once they started and I checked up on them, they were doing great. I wish I could have given them more time to “play”, they really enjoyed it and it was great for them to think and practice describing the properties of matter. By setting the expectations and making it clear if they were not meet, they would be done, it really helped to keep the activity under control.

Date Tuesday November 13th, 2018 / Lesson 5




2-PS1-3 Construct an evidence-based account of how an object made of a small set of pieces can be disassembled and made into a new object. (SEP: 6 ; DCI: PS1.A; CCC: Energy/Matter)


After the lesson, students will be able to state two examples of how matter can change.


The lesson prior the students did an activity that helped them to practice describing properties of matter. They did very well with this and have a good understanding of matter, its states and the properties of matter, and how to describe them.

Materials Needed

Interwrite board


This lesson will be taught in a large group science setting. The students will be sitting in their desks to watch the videos. The students are very energetic and have a great energy to learn. They especially get excited about science. At times it can be hard to keep the classes attention because of the different behaviors of the students in the classroom. It is important to keep them interested and engaged in

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the lesson.Introduction Getting students attention – Review how we can describe matter and its properties.

Need to know- “Today we are going to look into how the properties of matter can chance and what causes them to change.”Relating to past experience and/or knowledge - “Yesterday we started to talk about the properties of matter”. Sharing objective - ...Today we are going to watch videos that show us how states and properties of matter can change”.

Content Delivery

We will go through the presentation about how matter can change We will talk about what cause them to chance and if it can be changed

back we will watch the videos showing how matter and its properties can be

changed Watch video https://www.youtube.com/watch?v=qEW5yKjE2vM

o Review what condensation and evaporation are and what cause them

Closure We will talk about how heat and cold can change matter and what it changes into. Assessments used

On their white board’s students will write two examples of how matter can change and what it can chance into.

Differentiation Remediation-For the students who have an IEP, I will have them sit by me. If the struggle in anyway during the lesson I can be right there to help them.

Enrichment-For students who are at a higher level than the others, I will have them tell me what can be reversed, instead of the original question before they can leave.

Resources https://www.hmhco.com/one/#/discover/SCI_NA18E_SCIDIM_G02


30 Minutes

Reflection This lesson went really well. It was a slow pace video that broke down what can cause matter to change and it showed exactly what it can change into. I really liked this website because it showed exactly how and why things change. There were a lot of visuals that were good for the students to see. It also asked the students open ended questions that got good conversation following in the class. I had the students sit at their desk for the whole lesson which was good because it helped to limit distractions.

Date Wednesday November 14th, 2018 / Lesson 6


2-PS1-1 Plan and carry out an investigation to describe and classify different kinds of materials by their observable properties. (SEP: 3; DCI:

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https://www.youtube.com/watch?v=qEW5yKjE2vM

PS1.A ; CCC: Patterns)


After the lesson, students will be able to identify solids, liquids and gases and define the difference between them with 100% accuracy.


The students are doing well with matter and understanding what matter is, it’s states, its properties and how the properties and state can change. The students have done well with the ideas of all topics talked about in the unit. This is an activity for me to test the students understanding and pull everything from the unit so far together to see if they are understanding the basics.

Materials Needed

Student iPads Seesaw


This lesson will mainly be an independent activity for the students. It is important to set the standards for the students during the activity. They will enjoy being able to work on their iPads.

Introduction Getting students attention – Review what we know about matter, the states of matter, properties of matter and its chances. Need to know- “Today we are going to review what we know about matter”Relating to past experience and/or knowledge - “Yesterday we looked at ways matter can change and what causes it to change”Sharing objective - ...Today you are going to review matter by identifying the different forms of matter”.

Content Delivery

Ask: can someone tell me what the three states of matter are? Review the three types of matter and what makes them different.

Activity There is an activity on our class seesaw. It is a picture of 30 things You will circle the solids in red liquids in blue gases in orange every picture should be circled Once all those are circled, you will then record yourself explaining to me

the difference between the three types of matter before you submit it.

Assessments used

Seesaw, I will have them some me their finished project before they can put their iPad away or work on other apps.

Closure We will talk about the 3 different forms of matter and what makes them different.

Differentiation Remediation-

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For the students who have an IEP, I will have them sit by me. If the struggle in anyway during the lesson I can be right there to help them.

Enrichment-For students who are at a higher level than the others, once they finish, I will have them help a friend who may be struggling.

Resources Science book Seesaw


30 Minutes

Reflection This lesson went well. It was mainly a practice for the students to practice identifying the different states of matter. It was a great practice because it showed lots of example that we had not talked about as a class, so the students really had to think about the properties before they identified the type of matter it was. The students really enjoyed this because it used their iPad and they had to record themselves which the love doing. In the future I need to note that to record themselves, they should go in the hallway. I really enjoyed listening to their explanations of what makes the forms matter different.

Date/Lesson Thursday November 15h, 2018 /Lesson 7Standards and Objective





After the lesson students will be students will be able to complete the worksheet with 75% accuracy.


The lesson prior the students practiced identifying the three types of matter and explaining what makes them different. They did well with that, so I know that they are ready to move on to explaining how matter can change. They have had lessons on what causes matter to change, so this will be a good review of that.

Materials Work sheet

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NeededContextual Factors/Learner Characteristics

This lesson will be taught in a large group science setting. The students are very energetic and have a great energy to learn. They especially get excited about science. The students are around the same level with about 5 students who are below grade level, with 3 who have IEPs. There are also about 5 students who are above grade level. At times it can be hard to keep the classes attention because of the different behaviors of the students in the classroom. It is important to keep them interested and engaged in the lesson. It is very important to state expectations before beginning the lesson. Students will get to work with a partner, that will be chosen for them to work on the worksheet with.

Introduction Getting students attention – Review the three types of matter. I will show an example of what they did yesterday showing the three types of matter. Need to know- “Today we are going to do a worksheet showing how matter can change and what caused it to change”. Relating to past experience and/or knowledge - “Yesterday we reviewed the three types of matter, you guys did a great job identifying examples of three types of matter and explaining to me what the difference between the three is”. Sharing objective - ...Today we are going to do a worksheet explaining what changes matter and what the different forms become”.

Content Delivery

Ask “If I had ice cream that melted on a summer day, can someone tell me what caused my ice cream to melt?”

Talk about what caused it to help “The heat caused it to melt” I want you all to think about what causes properties of matter to change Ask “If one is changed can it go back to it old form?” Talk about how sometimes it can be changed about and how sometimes I cannot

be changed back. Ask “what would be one that could not be changed back and what caused it to

change”. Activity - Work sheet

● We will do the third one together as a class ● We need to add heat to make the gas a liquid and it would be called

condensationClosure We will talk as a class about what they thought was hard and easy about the work sheet.

Assessment Used

Cut and paste work sheet

Differentiation Remediation- For the students who have an IEP, I will have them sit by me. If the struggle in anyway during the lesson I can be right there to help them. I will also put them with a friend who is at a higher level than them, so they can be there to help them with the worksheet. Enrichment- For students who are at a higher level than the others, I will have them sit by a friend who might need their guidance while doing the worksheet, they will get extra practice.

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Resources Student science book Approximate Length of time for the lesson

25 minutes

Reflection For this lesson, I would definitely spend more time explaining exactly what to do on the worksheet. I would also have the students do one with me instead of just showing them, I would have them cut and paste with me. I would also reiterate the fact this is just for them to practice and that it is not a test or anything like that.

Date/Lesson Friday November 16th, 2018 /Lesson 8Standards and Objective





After the lesson students will be able to complete worksheet with 75 percent accuracy.


The students did well with the lesson prior. I think it was good for them to practice what causes matter to change. They have been doing will with all the concepts, because of that I decided to give them the unit review from their book to practice all of the things they have learned in the unit. This is a review of all of it, but not a pretest. It will be used as a resource for me to see how they are doing.

Materials Needed

Review sheets


This lesson will be taught in a large group science setting. The students will be able to complete this activity with a partner. The students are very energetic and have a great energy to learn. They especially get excited about science. The students are around the same level with about 5 students who are below grade level, with 3 who have IEPs. There are also about 5 students who are above grade level. At times it can be hard to keep the classes attention because of the different behaviors of the students in the classroom. It is important to keep them interested and engaged in the lesson. It is also very important to make the expectations clear.

Introduction Getting students attention – review the worksheet from yesterday. Need to know- “Today we are going to do a worksheet, to see what we have learned” Relating to past experience and/or knowledge - “Yesterday you did great on the worksheet showing how matter changes and what it changes into”.

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Sharing objective - ...Today we are going to practice what we know about all of matter”.

Content Delivery

Ask if anyone has any questions after yesterday’s lesson and activity Talk about and answer questions that they might have Do a vocal review of all the topics we have talked about and have a class

discussion about them all Into worksheet Show each page and explain what they need to do Partner students up and have them go work with their partner

Closure I will ask the students to share one question that they thought was really easy and one question their struggled with. We will talk about them as a class.

Assessment Used

The students will hand their worksheet in.

Differentiation Remediation- For the students who have an IEP, I will have them sit by me. If the struggle in anyway during the lesson I can be right there to help them and read it to them. Enrichment- For students who are at a higher level than the others, I will have an extra sheet that they can work on if they finish early.

Resources Review worksheet Approximate Length of time for the lesson

25 minutes

Reflection This lesson went well, it was mainly a review to see what the students knew. I am glad that we review a little before I had them do the worksheet. I picked the partners and that went well. I tried to partner some students who might be at lower levels than others with someone who is a little higher. That seemed to go really well, I saw a lot of collaboration and talking between the groups it was great to see. To change this, I might have the students work on this individually.

Date/Lesson Tuesday November 20th, 2018 /Lesson 9Standards and Objective





After the activity students will be able to correct their worksheets with 100% accuracy.

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In the lesson prior, the students completed a worksheet with a partner. It was a review over the whole unit, to see if they needed any extra instruction. The students will well, but there were a couple of questions that almost all of them missed. As a result, I thought it would be beneficial to spend a day playing a review game going over the review and then letting them correct what they did.

Materials Needed

Review sheet Empty trash can Ball


This lesson will be taught in a large group science setting. It will be a game of sorts, with the students in two groups. The students are very energetic and have a great energy to learn. They especially get excited about science. The students are around the same level with about 5 students who are below grade level, with 3 who have IEPs. There are also about 5 students who are above grade level. At times it can be hard to keep the classes attention because of the different behaviors of the students in the classroom. It is important to keep them interested and engaged in the lesson. With an activity like this it is very important to make the expectations clear.

Introduction Getting students attention – Get out the basket and ball Need to know- “Today we are going to play a review game, reviewing what we know about matter” Relating to past experience and/or knowledge - “Yesterday you did the review sheets”Sharing objective - ...Toady we are going to go over those questions as we play a game”

Content Delivery

Explain game The class will be spilt into two groups Each group will go to a different side of the room There will be a trash can in the middle I will be holding the ball I will ask all the questions on the review one at a time Switching between groups for each question If the group answers the question correctly, they will get a shot at throwing the

ball into the “basket” If they do not know the answer or guess incorrectly, the other team will get a

chance to answer and throw We will do that until we get through all the questions Once done, I will hand back their worksheets from the day before and they will

have time to independently fix the questions that they missed.

Closure “now that we have review the questions, I hope you were paying attention and can correct your sheets”

Assessment The students will get their worksheet back and they will correct the ones that got wrong

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Used and turn it in for points.

Differentiation Remediation- For the students who have an IEP, I will put them in a group with a friend who is at a higher level, so they can be there to help them if needed. Which they are correcting their sheets, I have a group at my table in case anyone needs help reading the questions. Enrichment- For students who are at a higher level than the others, I will put them in a group with someone who might need their assistance during the activity.

Resources Student science book Approximate Length of time for the lesson

45 minutes

Reflection To change this lesson, I would really stress the idea that there is no winning team that it is really not a competition and just a fun way to practice. This is a fun way to practice and we will definitely do it in the future. Another thing I would change would be to find a bell to hit, so when they know the answer, they have to ring the bell instead of raising their hands, just so it creates less hassle. It is a nice way to practice and check for understanding because it seems more like a fun game then actually learning, which works well with my group of leaners.

Date/Lesson Tuesday November 27th, 2018 /Lesson 10Standards and Objective



After the lesson students will be able to complete the activity with 80% accuracy.


The lessons prior was a big learning check for the students. I allowed them to work with a partner to work on the packet that covered everything we had learned about matter. The students did well with it and it helped me know what we could start to finish up the unit. This lesson will focus on the students independently expressing what they learned.

Materials Needed

Student ipad Science notebook


This lesson will mainly be an independent activity for the students. The students are very energetic and have a great energy to learn. They especially get excited about science. The students are around the same level with about 5 students who are below grade level, with 3 who have IEPs. There are also about 5 students who are above grade level. At times it can be hard to keep the classes attention because of the different behaviors of the students in the classroom. The expectations will have to be set right away, they students will know if the expectations are not meet, they will have to have a consequence.

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Introduction Getting students attention – Pull up a picture showing the different types of matter. Need to know- “Today we are going to become scientific writers and actors” Relating to past experience and/or knowledge - “The last two days you completed the review with a friend and then corrected it to 100%, you did great on that and today we are going to use the information we know and put it to good use and create a story and video explaining what we know about matter”. Sharing objective - ...Today we are going to finish up our unit on matter by teaching others about it”.

Content Delivery

Into activity: Today you are going to write one paragraph explaining what matter is, the three

types of matter and how matter can change After you write the paragraph, you will get out your iPad You will find an object in the room You will record a video of yourself showing the item You will describe the properties of that object As you complete this activity, I want you to write and describe it like you are

explaining it to a first graders who has not learned about matter yet. You will turn it in to the class seesaw

Closure I will have two students share what they wrote and recorded. It will be fun to see what others did.

Assessment Used

Once the students are done, they will turn their writing in for a grade. I will look for three things 1. Explanation of what matter is 2. The three types of matter 3. Explanation of how matter changes or what causes it to change

Differentiation Remediation- For the students who have an IEP, I will have them sit by a friend who is at a higher level. I will also pay special attention to them, to help them in any way though out the lesson.Enrichment- For students who are at a higher level than the others, I will have them write two paragraphs instead of one.

Resources Student science book Student iPad Items around the room


30 minutes

Reflection I really liked this lesson because it allowed the students to pull everything together from the unit. It also was a fun and different way to check for their understanding and apply it to their lives and the things around them.

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Assessments and Data Pre-Assessment

For the pre-assessment before teaching the lesson, I came up with ten questions covering all the goals I had for the unit. By doing this I was able to see what the students already knew about matter and also what I really needed to focus on with the unit. The class average for the pre-test was 45%. There was not one question that they all got right. With this data, I was able to plan my instruction around the topics of matter that the students did not know on the pre-assessment.

The ten questions included in the pretest

1. What are the three types of matter?water, glue, shampoosolid, plastic, magnetssolid, liquid, gasair, helium, carbon dioxide

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2. Which type of matter keeps its same shape and size?liquidgassolidwater

3. This type of matter DOES NOT take the shape of its container. liquidsolidgasmagnets

4. Which of the following is a solid?pennyorange juicehelium milk

5. Color, flexibility, hardness and shape are examples of _______.propertiessolidsgasesmixtures

6. Anything that takes up space and has mass is called _______.texturepropertymatterflexibility

7. Trail mix is an example of a ________.mixturesolutionliquidgas

8. What type of matter can change to a solid by freezing.liquidgassolid

9. Q. Leaving ice cream out of the freezer will make it________.freezeevaporatemelt

10. What is your iPad?LiquidSolidGas

Ongoing Assessment

At the end of every lesson, I would have the students complete a worksheet or share something with either me, the class or a classmate on what they learned, thought was interesting in the lesson. The

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worksheets were a great form of knowledge for me to check the students understanding of the lesson and unit up to that point.

My ongoing data was fundamental to the preparation of my lessons. Because of the ongoing data I collected daily at the end of each lesson, I was able to form my next instruction around what the students needed. By doing little formative assessments, I was able to see what the students not only liked about the lesson but most importantly what they learned from the lesson. It was also a simple way to check for their understanding at the end of each lesson. One thing that I learned is that it is okay to change the plans. After one lesson and upon reflecting on my little formative learning questions, I was able to realize that we needed to spend more time on.

Post- Assessment

For the post-assessment, I used the ten questions that I used in the pretest and then added four more questions going deeper into the topic of matter and its states and changes.

The four questions added to the post test

11.Adding heat to a solid will make it a ______SolidLiquidGas

12.To make a liquid freeze, I need to add heat to it.TrueFalse

13.This is a picture showing evaporation.

TrueFalse

14.This picture is showing condensation on a water bottle.

TrueFalse

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Pre Test Post Test 0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

The chart above is showing the class average for both the Pre and Post assessment showing the class growth.

1 2 3 4 5 6 7 8 9 10 11 12 13 14 150%

20%

40%

60%

80%

100%

120%

Post test Pre test

The chart above is showing each question and then the percent accuracy of the class for the Pre and Post assessment.

Student work examples

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Sample Letter Hello Parents,

In 2J we have been exploring a new science topic and have been working hard at them. We have just finished a until covering matter. It was a brand-new topic for the students and is something they will build on each year in science. We slowly introduced the topic and tried to have fun with it. If you were to ask your learner what matter was and what the three state of matter are, hopefully they could explain it to you.

I had each student take a pretest over matter and the class average for that was 45%. About 3 weeks later, I had the students take a post-test over matter and the class average was 73%. I am very proud of the progress that your learners made over this topic. It can be hard to understand at times and they did very well with it. There was one day during this unit where we all struggled with an activity from one lesson. During that I had to keep reminding them to persist and once they did and took their time, they were able to get it done. Learning never stops and it is important to be reminded to never give up. I was hoping that the post test score would have been higher, but I did add higher level thinking questions to the test because the students were doing so well with the topic and some learners had a harder time with that, which resulted in a lower score. Overall the students did great on the posttest and most had a perfect score on the first 10 questions that where the ones covering the goals we had for this unit.

I am very proud as I always am with the growth, I see in your children. Each of them is so special and so talented. I continue to enjoy getting to know your children and am excited to keep learning with them, because learning ever stops. As always don’t be afraid to reach out with any questions or concerns you have.

Maggie Johnson

[email protected]

(605)413-5492

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mailto:[email protected]

References“Brain Pop Jr.” Elements of Art - BrainPOP Jr., jr.brainpop.com/.

Bell, Randy, et al. National Geographic Science: Solids, Liquids, and Gases. National Geographic School

Publishing, 2011.

“District Home of the Tigers.” District, harrisburgdistrict41-2.org/o/district.

South Dakota DOE 2016-2017 Report Card. Retrieved from

doe.sd.gov/NCLB/reports/2017/reportcard/2017school41002-05.pdf.

U.S. Census Bureau QuickFacts: Sioux Falls City. Retrieved from

https://www.census.gov/quickfacts/siouxfallscitysouthdakota

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https://www.census.gov/quickfacts/siouxfallscitysouthdakota

contextual factors -...

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