Subject:                      Grade:    Number of students:

Science                        Preschool         14

Dates:

Monday 12th March, 2012 to  Friday 23 March, 2012

Subject & Theme (new Ohio science standard theme):

Materials and Matter

 OACS Strand of Science or Domain (Life/Earth&Space/Physical):

Physical Science

Lesson Rationale and/or Summary

Students should have an understanding of what matter makes up and the kinds that exist. Students need to know this information not only because they interact with everyday, but also because they are made of matter.

 

Essential Question

• What types of matter am I made up of?
• What are the types of matter I interact with?

 

Condensed Content Statement

• Objects and materials are described by their properties.

 

Academic Language

• Matter
  • Solids
  • Liquids
  • Gases
  • Oobleck

 

 

 

 

 

 

 

 

Physical Properties

Name:            Joe Carstensen                                                                                            Grade: Pre K   Time Frame: 20 minutes                                                                           Topic: PreTest

1. OHIO ACADEMIC CONTENT STANDARD (S)

• Objects are things that can be seen or felt. Objects are made of materials. One object can be made of different materials (e.g., a spoon can be made of wood, plastic or metal). Objects also can be described and sorted by their properties (e.g., color, shape, size, weight, texture, flexibility, temperature). Temperature observations should be limited to descriptors such as hot, warm, cold and cool. Observations of weight are limited to describing objects as heavy or light. Shapes, such as circles, squares and triangles, can be used to describe many things that can be seen. Comparisons can help students sort and describe objects (e.g., is the wooden block heavier or lighter than the plastic block?). Standard and nonstandard measuring tools can give additional information about objects. Familiar objects from home, the classroom or the natural environment must be explored and investigated

            Content Statement: Objects and materials are described by their properties. Color, shape,      size, weight and texture are some examples of characteristics that can be used to describe          and/or sort objects and materials. .

2. OBJECTIVES

• Students are able to orally explain features of solids, liquids, or gases.
• Student can draw objects that are solids, liquids, or gases.
• Students can determine solids, liquids, or gases, by touch.
•  Students understand that they are scientists.

3. LESSON SUMMARY

            Today’s lesson will focus on extracting what the students already know. The data           gained from this will be used to address misconceptions that arise.

4. RESOURCES/MATERIALS

• Page 1 and 2 of my first science handbook (18)
• Crayons
• Camera

 5. DAILY PROCEDURES

• The pre-assessment will take place during the students free choice period. Students will have the choice to work with me in coloring and creating pictures that reflects their prior knowledge.
• Students will first work on page one which, requires them to draw themselves as a scientist.
• Then students will work on page 2 which requires students to draw what they think is solid, liquid, or gas.
• I will collect the worksheets temporarily to take pictures as a way to record the data. Students can have the sheets back at the end of the day.

6. CLOSURE

• Remind students that they are scientists

Physical Properties

Name:            Joe Carstensen                                                                                            Grade: Pre K   Time Frame: 120 minutes                                                            Topic: Read and Experiment

1. OHIO ACADEMIC CONTENT STANDARD (S)

• Objects are things that can be seen or felt. Objects are made of materials. One object can be made of different materials (e.g., a spoon can be made of wood, plastic or metal). Objects also can be described and sorted by their properties (e.g., color, shape, size, weight, texture, flexibility, temperature). Temperature observations should be limited to descriptors such as hot, warm, cold and cool. Observations of weight are limited to describing objects as heavy or light. Shapes, such as circles, squares and triangles, can be used to describe many things that can be seen. Comparisons can help students sort and describe objects (e.g., is the wooden block heavier or lighter than the plastic block?). Standard and nonstandard measuring tools can give additional information about objects. Familiar objects from home, the classroom or the natural environment must be explored and investigated

            Content Statement: Objects and materials are described by their properties. Color, shape,      size, weight and texture are some examples of characteristics that can be used to describe          and/or sort objects and materials. .

2. OBJECTIVES

• Students are able to orally explain features of solids, liquids, or gases.
• Student can draw objects that are solids, liquids, or gases.
• Students can determine solids, liquids, or gases, by touch.
• Students understand that they are scientists.

3. LESSON SUMMARY

            Today’s lesson will address some of the misconceptions found during the pre-assessment. It will also help students solidify their ideas of solids, liquids, or gases, by providing students with hands on experiementation and vocal explaination.

4. RESOURCES/MATERIALS

• Page 3,4,5 of my first science handbook (18)
• Examples solids, liquids, or gases.
• Camera

 5. DAILY PROCEDURES

• Today will begin with circle time that will address the misconception observed during the pre-assessment. This will be done through reading aloud from “Touch it! Materials, matter and you.” After sections that deals with solids, liquids, or gases. I will ask students to go find a solids, liquids, or gases around their classroom.
• During free choice after circle time, students will first work on page three which, requires them to draw three things that they found that where solid.
• Then students will work on page 4 which requires students to draw what they found that where liquid.
• Then students will work on page 5 which requires students to draw what they found that where gas.
• I will collect the worksheets temporarily to take pictures as a way to record the data. Students can have the sheets back at the end of the day.

6. CLOSURE

• show students how they can but their worksheets together to form their own book that they created.

 

Physical Properties

Name:            Joe Carstensen                                                                                            Grade: Pre K   Time Frame: 20 minutes                                       Topic: Oobleck And post assessment

1. OHIO ACADEMIC CONTENT STANDARD (S)

• Objects are things that can be seen or felt. Objects are made of materials. One object can be made of different materials (e.g., a spoon can be made of wood, plastic or metal). Objects also can be described and sorted by their properties (e.g., color, shape, size, weight, texture, flexibility, temperature). Temperature observations should be limited to descriptors such as hot, warm, cold and cool. Observations of weight are limited to describing objects as heavy or light. Shapes, such as circles, squares and triangles, can be used to describe many things that can be seen. Comparisons can help students sort and describe objects (e.g., is the wooden block heavier or lighter than the plastic block?). Standard and nonstandard measuring tools can give additional information about objects. Familiar objects from home, the classroom or the natural environment must be explored and investigated

            Content Statement: Objects and materials are described by their properties. Color, shape,      size, weight and texture are some examples of characteristics that can be used to describe          and/or sort objects and materials. .

2. OBJECTIVES

• Students are able to orally explain features of solids, liquids, or gases.
• Student can draw objects that are solids, liquids, or gases.
• Students can determine solids, liquids, or gases, by touch.
•  Students understand that they are scientists.

3. LESSON SUMMARY

            Today’s lesson will focus on extracting what the students already know. The data           gained from this will be used to address misconceptions that arise.

4. RESOURCES/MATERIALS

• water table
• Corn starch and water
• Page 6 of my first science handbook worksheet (18)
• Oobleck instructions and cautions sheet (18)
• Camera

 5. DAILY PROCEDURES

• Students will create oobleck today and based on what we have talked about prior will determine if it is a solid or a lquid.
• Students will record their finds on page 6 of my first science handbook worksheet. This worksheet will serve as part of the post-assessment.
• I will collect the page 6 temporarily to take pictures as a way to record the data. Students can have the sheets back at the end of the day.

6. CLOSURE

• Ask students what are some solids, liquids, or gases and record what they say.

 

Video One :  Lesson 1

http://www.youtube.com/watch?v=pZ-jeZGrZrM

 

This video looks at the engage portions of my lesson. I choose to read a book and have some Q and A two get the students to link what they already knew about materials to the idea that materials are made of matter.

 

Video Two : Lesson 2

 

This video looks at the exploration and expansion into the material that students were engaged with. Students were asked to draw things that match the description of the solid liquids and gases given.

 

Summary of Pre-and Post-assessments

Pre Test	Post Test
Students had to draw an example of solids, liquids, and gases	Students had to draw an example of solids, liquids, and gases. Oobleck Lab
7 out of the 14 students took the pre test. results varied throughout the students with 2 showing that they clearly knew what where solid, liquid, and gas. The rest struggled with the material especially the abstract idea of gas. Though some of the answers that they came up with where interesting. Such as the ocean is solid and crocodiles are liquid.	Over the course of the lesson I realized that the post test I was going to give was invalid compared to the information that I presented. Instead I asked them questions in the Oobleck lab. Students were able to distinguish between solid and liquids clearly when presented with the material first hand. They however had a hard time comprehending the concept of gas.

-What is the author’s view about pedagogy?

Greene believes that through pedagogy, teachers will have the means to overcome cultural differences, decrease school boredom, as well as violence.

-How does it relate to your pedagogy and the way you are going to teach your difficult topic?

It shows that there needs to be a cultural connection between the material, in a way that inspires students to want to learn and help students practice tolerance and acceptance towards each other. Does this change the way that I am going to teach preschoolers about solids, liquids, and gases, no.

-Would your teacher life history author agree/disagree with the authors of the pedagogy articles and their points of view?

Yes, Michie would agree with Greene. Michie would argue that it is the role of the teachers to show students how they are culturally connected, and that you have to know your students to do so. They both show that through studying art and past culture, education communities can find ways to make connections across educational borders.

 

Consider whether or not PCK is important to your teaching. Why or why not?

How you teach is important because not all students learn the same. However, I dislike the idea of assessing teachers on the PCK because it is situation and subjective in context.

Will it become part of your stance toward Best Practice?

Your PCK reflects on how you inspire others, there is not just one way to do that. I feel that while Shulman makes a good point in addressing the need to incorporate more PCK in teaching. I also feel that if I were to incorporate PCK into best Practices it would need a large and vague definitional because teachers are going to use it differently, as well as, isolating learners if only one specific model was used. Shulman’s point of teachers assessing teachers does inspire hope.

If you and your school colleagues were having lunch with Lee, what would you discuss?

His ideas of assessing teachers.

Best Practice Elements	My Rationale
Collaboration	It allows students to build knowledge in groups rather than by themselves. This can help students develop make connections that they did not make themselves.
Hands-on Activities	These let students build there own experiences, which then can be drawn from for later exercises.
Inquiry based	Allows for students to develop there own ideas, which than are modified by the teachers to more accurate. Yet, it keeps students fascinated by the subject.
Understand Student Background	It is important to know your students, if they have a child at home or have a job to take care of their family they are not likely to do homework for your class.
Appropriate Testing/ Assessment	If assessment is not valid to students, then you set up a class for failure.
Cover what the students absolutely need to know	A lot of what are in the standards now, is not things that we need to know for everyday life. For instance, nuclear fission is not often a survival skill. Nor will knowing about it save you from a ruptured core in your vicinity.
Relate Experiences	Topics need to relate to the students to gain the interest and make students want to gain the knowledge.
Scaffold knowledge	Schools should scaffold the information that they share that way there is a flow that allows students to build paths. Instead of random spots of information.
Inspire Interest	It often falls to the teacher to be able to inspire students to want to learn. If you can’t come up with creative ways to educate students, you most likely will have lessened results.

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            I would say that I align myself with the definitions that I ranked 1 and 3.This is because I define pedagogy as the study of teachers skills and how they uses them to provide and enhance the educational experiences of their students. With this in mind, it is the teachers job to educate future generations with limiting or harming their ability to learn.

            Content pedagogy provides the first step in achieving this goal. It allows teaching to address the needs of many different types of students by providing them with a wide range of skills to utilize. Zemelman, Daniels, and Hyde (2005) show that using only one style may be a poor way to educate youth today. That is true just considering how fast technology is evolving.

            Pedagogy may just be the study of teaching methods, but it allows us to produce ways to enable others to achieve. It is part of what teachers need to know and use to be successful. I believe that through it use, we can create a better educational environment.

 

Works Cited

Zemelman, S. Daniels, H. and Hyde, A. (2005). Best Practices.