Connected Lesson - CT
Connected Lesson - CT
Connected Lesson - CT
Science
Grade Level Being Taught: Subject/Content:
Group
18
11/8/16
Date of Lesson:
What is the difference between the two properties of matter: hardness and texture?
4th
Science
Grade Level Being Taught: Subject/Content:
Group
18
11/8/16
Date of Lesson:
I am teaching this objective because throughout the past years my collaborating teacher has noticed that when
classifying matter by its properties students get the most confused with hardness and texture. This lesson fits
within a larger plan because later in the school year the students will see hardness again when studying minerals.
I am breaking up the properties this way so I can properly assess if the students know how to classify matter by
specific properties. This is an important concept for students to learn because in their everyday lives they see
matter all around them and this way they know how to classify it by its properties.
4th
Science
Grade Level Being Taught: Subject/Content:
Group
18
11/8/16
Date of Lesson:
Formative Evidence:
Throughout this lesson I will collect formative evidence by asking this higher order thinking question What is
the difference between hardness and texture? and the students will do a turn and talk with their shoulder partner.
As the students discuss I will float around the classroom to hear the students thinking. As a class we will share
our answers.
Summative Evidence:
As an exit ticket, the students will write on an index card their new answer to the same H.O.T question What is
the difference between hardness and texture?. Students wrote in their science journals the answer to the What
is the difference between hardness and texture? and I made sure to write in their journal to guide their thinking
for the following lesson.
What Content Knowledge is The content knowledge a teacher must know to teach this material would be what matter is, how to properly
distinguish between hardness and texture.
necessary for a teacher to
teach this material?
4th
Science
Grade Level Being Taught: Subject/Content:
Group
18
11/8/16
Date of Lesson:
The background knowledge necessary for the students to successfully meet this objective would be having
knowledge about what matter is and how to classify the matter by specific properties. I will ensure that the
students have this background knowledge by going over how to classify objects by their descriptors as well as
going over what matter is. I know that my students love discussion and working in groups which is why I have
them partnered up during specific activities. Through their pre-assessment I know that the students have seen
some of this content before which will help me in the long run.
Lesson Implementation
4th
Science
Grade Level Being Taught: Subject/Content:
Group
18
11/8/16
Date of Lesson:
The teaching methods I use within this lesson would be direct instruction, guided practice, and followed by a
gradual release to independent work and small group if necessary through the use of the 5 Es.
4th
Science
Grade Level Being Taught: Subject/Content:
Group
18
11/8/16
Date of Lesson:
Time
Who is
responsible
(Teacher or
Students)?
5
mins
Students
Teacher
3
mins
Teacher
3
mins
Students
10
mins
Students
3
mins
Teacher
Students
3
mins
I will read them the definition of hardness: how easily it can bend or dent. Then we
will have a class discussion on how hardness and texture are different.
5
mins
Students
4th
Science
Grade Level Being Taught: Subject/Content:
Group
18
11/8/16
Date of Lesson:
4th
Science
Grade Level Being Taught: Subject/Content:
Group
18
11/8/16
Date of Lesson:
If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
N/A
If applicable, how does this lesson connect to/reflect the local community?
N/A
How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
Students will be able to classify the objects they found during their texture scavenger hunt by using the property
of hardness in their science notebook.
How will you differentiate instruction for students who need additional
language support?
Students who need additional language support will be able to write one word responses in any of our writing
activities including the exit ticket. These students will also be placed with a partner that could help them excel
the most.
4th
Science
Grade Level Being Taught: Subject/Content:
Group
18
11/8/16
Date of Lesson:
C.K.- When it comes to the summative assessment I will provide her with a worksheet with larger print
and lines that she may paste in her science journal, this is due to her fine motor skills.
Materials
(What materials will you use?
Why did you choose these
materials? Include any
resources you used. This can
also include people!)
4th
Science
Grade Level Being Taught: Subject/Content:
Name: Maria Soto
Group
18
11/8/16
Date of Lesson:
4th
Science
Grade Level Being Taught: Subject/Content:
Name: Maria Soto
Group
18
11/8/16
Date of Lesson:
4th
Science
Grade Level Being Taught: Subject/Content:
Name: Maria Soto
Group
18
11/8/16
Date of Lesson:
4th
Science
Grade Level Being Taught: Subject/Content:
Name: Maria Soto
Group
18
11/8/16
Date of Lesson:
4th
Science
Grade Level Being Taught: Subject/Content:
Name: Maria Soto
Group
18
11/8/16
Date of Lesson:
4th
Science
Grade Level Being Taught: Subject/Content:
Name: Maria Soto
Group
18
11/8/16
Date of Lesson:
4th
Science
Grade Level Being Taught: Subject/Content:
Name: Maria Soto
Group
18
11/8/16
Date of Lesson: