Melissa Chamberlin

EDU 327: Teaching to the Standards:

A Capstone Experience for Teacher Candidates

Title of Learning Experience:

Scientific Method Properties

NYS MST Standard: Science (4) - Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.

Grade Level: 4

Final

May 10, 2011

New York State Academy for Teaching and Learning

Learning Experience Information Form

Name:Melissa Chamberlin

Location:Cheektowaga, NY

School:

School District Name: Maryvale Public Schools

School Name:Maryvale Intermediate

School Address:1050 Maryvale Drive
Cheektowaga, N.Y., 14225

Phone:(716)631-7438

Purpose

The purpose of this learning experience is to teach students how and what the scientific properties are. The students will also learn that the scientific properties are not only for scientists but for everyday people.

Enduring Understanding

The value of Scientific Properties and how they are used in everyday life.

Essential Question

How do we make good detailed descriptions of objects?

Guiding Questions

  • What the properties are?
  • What are the seven properties?
  • How do we use the properties to observe and describe objects?

CONGRUENCY tABLE

Learning Experience Title:Scientific Method Properties

Level: Elementary

New York State Learning Standard: Math, Science, and Technology

NYS MST Standard: Science (4) - Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.

Grade Level: 4

Area of study: The Physical Setting

Key Idea: (3) -Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.

Performance Indicator: 3.1 observe and describe properties of materials using appropriate tools

Major Understanding: 3.1BMatter has properties (color, hardness, odor, sound, taste, etc.) that can be observed through the senses. p. 30

Scientific Method Properties Congruency Table

Main Understanding / Instructional Task / Learning Objectives / Student
Work / Assessment
Tool
Matter has properties (color, hardness, odor, sound, taste, etc.) that can be
observed through the senses. / With assistance from the teacher the students will observe objects (a coin & a gummy worm) and describe objects by their properties.
______
Using the HOWSCTS worksheet for assistance,students will practice writing detailed descriptions of the scientific properties.
______
Independently the students will create a poster observing the different properties using their senses. / The students will be able to observe and learn the different scientific properties.
The students will be able to write detailed and good descriptions of the different scientific properties.
______
The students will make a hypothesis using the scientific properties to identify the mystery object that their classmate has chosen. / Students will use the HOWSCTS worksheet and fill out the Using the Hands Lens worksheet.
______
Students will observehousehold items such as a phone, glass of milk, and celerywith their sensesand write detailed descriptions of the different properties.
______
Students will create a mystery object poster, by choosing a piece of matter, observe properties with their senses. / Pre-assessment: Students will take a ten question multiple choice quiz on different subtopics of matter.
Informal Assessment:
Students work with partners, small and whole group discussion will be evaluated.
______
The Mystery Object Poster along with a four point rubricwill be used to assess each student’s ability on the following attributes:
*Properties
*Observations
* Spelling/Grammar
*Creativity & Neatness

Objectives

  • The students will be able to observe and learn the different scientific properties.
  • The students will be able to write detailed and good descriptions of the different scientific properties with 95%-100% accuracy.
  • The students will make a hypothesis using the scientific properties to identify the mystery object that their classmate has chosen with 95-100% accuracy.

Class Background

This learning experience was implemented at Maryvale Intermediate in one fourth grade science class totaling of twenty-one students. All of the students are in a general education classroom, with one teacher. Some students receive special services; all of the services are pull out. See the Student Work section and the subhead section Grade Level/Ability for a full detailed list of the types of services on page 10, you may also refer to the Modification Table on page 17.

Overview of What Students Need to Know

  • Follow directions given by the teacher
  • Focus and remain on task when working in cooperative groups or partners
  • Ask for assistance if needed
  • Use all stages of the writing process
  • Have an understanding of, and know how to follow all rules and procedures of the classroom
  • Please refer to page 22

Prior To implementation

  • Students were learning about the classifications of birds and different animals. During the unit the students have to identify if animals were warm or cold blooded. The students also had to classify birds based on their habits and the environments they live in. One the students completed the unit we were able to begin the next unit.

During Implementation

  • The students will be completing a three week unit on Matter. The students will learn about solids, liquids, gases, physical & chemical changes. For the purpose of this learning experience we will look at the part where the students learn about the scientific properties. The students will be learning about the seven different types of properties. The properties include hardness, odor, weight, size, color, texture, shape. The students will learn how to identify what property is beginning discussed. The students will also learn how to write detailed descriptions of the each property. The students will use a hands lens to look at a gummy worm and a coin. They will practice writing their descriptions using those objects.

After Implementation

  • After the lessons on the scientific properties, the students will then learn about physical and chemical changes that occur in matter. After the unit on matter is completed the students will be completing a unit on measurement which is a review for the New York State Math Exam.

Key Subject-Specific Vocabulary Realted to the Standards:
The students should have the basic knowledge of these key science vocabulary words prior, during and after the learning experience:

  • Scientific Properties- a set of properties that allow scientists and everyday people to describe objects only using their five senses.
  • Seven types of Properties-
  • Hardness- how hard or soft an object may be
  • Odor- the type of smell an object has
  • Weight- how much an object weighs (mass)
  • Size- how big or small an object is
  • Color- what the object looks like
  • Texture-how an object may feel
  • Shape- the size of the object
  • Observation-the act of observing something to gain information
  • Five senses- sight, touch, hear, smell, taste

Assessment Plan

Diagnostic Plan: Before starting the new unit, the students will be required to take a ten question Matter Quiz. The Matter Quiz contains nine multiple choice and one short answer quiz.The goal of the quiz is too asses the student’s background knowledge of matter, properties and the types of changes that matter can go through. For the purpose of this learning experience only five questions were looked at please look at page 10 under the pre-assessment section.

Formative Plan: Students will work in whole group, small group and partners to verbally talk about the different scientific properties and how we use them to describe objects. The students will also receive the HOWSCTS worksheet to serve as a guide through the unit. The worksheet contains the list of properties and starter sentences to help students describe objects. The students will also be observed on a gummy bear and coin with the Using the Hands Lens worksheet. The students will also complete Objects at My House worksheet. The students will be required to examine household objects and write detailed descriptions about the object using the scientific properties.

Summative Plan: The students will create a mystery object poster using the HOWSCTS worksheet, the four point rubric and the student checklist as a guide. The teacher will score the students’ poster using the four point Mystery Object Poster rubric. The four point rubric will be used to assess each student’s ability on the following attributes: observation of the propertiesof the object, details included about the properties of matter has using only their senses (skills addressed in New York State Science Performance Indicator 3.1). The students will refer to the checklist as a self-assessment when completing the activity at home independently.

It is the student’s responsibility to complete all homework, classroom work, and quizzes. If one assessment is missed, it is able to be made up but by a specific date, otherwise the student will be issued a zero. The students also know that I am able to stay after school every day from 3:30-4:15 for extra help.

Name:

Mystery Object Project Rubric

Attributes / Fantastic
4 / Great
3 / So, So
2 / Needs Work
1
Scientific Properties
_____/ 4 points / All seven properties (hardness, odor, weight, shape, color, and texture, size) are included on the poster, clearly labeled, used in a complete and proper sentence. / All seven properties are included on the poster, not clearly labeled, not used in a complete or proper sentence. / Missing one or two properties, some of the properties are clearly labeled. There is some use of complete and proper sentences. / Missing several different properties, no use of complete or proper sentences. Properties are not clearly labeled.
Descriptions of properties
_____/ 12points / All seven properties are described using the starter sentences. Each property given in great detail. / All seven properties are described using the starter sentences. Descriptions of different properties are vague and need some more detail / Includes some of the starter sentences and some detail when describing the different properties. / No properties are described using the starter sentences. Very little or no detailed is used when describing the properties.
Creativity/ Neatness
_____/ 4 points / Use of poster board, neat, uses a ruler when necessary, lots of bright colors, eye appealing. Includes pictures that are associated with the descriptions of the properties. / Use of poster board, neat, use of ruler, missing some pictures, pictures does not match the description of the properties. / Missing several pictures, some pictures do not match the descriptions of properties, very little use of color. / No poster board, no ruler to make lines, not very colorful and no pictures.
Total:

Comments:

Name:

My Checklist

Properties:

Hardness

Odor

Weight

Shape

Color

Texture

Size

Complete Sentence

Each property has a complete sentence.

Detail

I used lots and lots of detail when describing my properties.

Creativity and Neatness

I used lots of bright colors and a variety of materials to support my object.

student wORK

Grade Level/ Ability:

These lessons were implemented across one fourth grade science class totaling of twenty-one students. For the purpose of this learning experience, I chose several student’s work and assessment results. For the purpose of this learning experience I chose only three pieces of student work, each piece of student work falls under either the developing, proficient and distinguished level. I examined all pre and post assessments results.

The fourth grade science class involved in this learning experience:

  1. Total of 21 students: 11 boys and 12 girls
  2. Title 1 Reading Service: 2
  3. 504 Plan: 1
  4. OT- for handwriting: 2
  5. Resource room: 6
  6. Counseling services: 1
  7. Age Range: 9-11 years

Preassessment

The students are given a pre-test called the Matter Quiz during the first ten minutes of the period. It requires them to answer nine multiple choice questions, along with one short answer question. For the purpose of the pre-assessment results only certain questions were looked at. All 21 students took the Matter Quiz. The overall quiz has questions dealing with the entire unit. For the purpose of this learning experience the following questions were examined:

  • What are the three states of matter?
  • A has a volume and but no definite shape
  • Which of the following are Scientific Properties?
  • The Scientific Properties are:
  • Describe a rock using three of the Scientific Properties

Prior to the Matter Quiz results, most of the students exhibited developing understanding of the material. Preceding this pre-test, the students were given instruction on key specific vocabulary related to the material. The students were also exposed to different hands on activities and materials to help them understand and develop the knowledge on the different types of properties.

Post assessment

For the students Post Test Assessment the will be presenting a poster on a mystery object of their choice. After receiving instruction about matter and its properties, most of the students achieved proficient understanding of the material. Many of the students excelled on their mystery objects projects. All of the students were able to achieve the proficient level through their class work and their project. See student work attachments. The students who received the distinguished stage were able to identify all of the scientific properties with great detail. These students also were very creative and neat with their project. The students who are at the proficient level often times didn’t include pictures, or their descriptions of the properties weren’t detailed enough. There were no students who were at the developing level. However in the appendices under student work, I placed one of the lowest students score in developing.

Lesson Break Down

Procedure:

The students will be completing a unit on matter. The unit last about three weeks. This learning experience only focuses on day 1, 2, 3, and 5 of instruction. Day 4 is included, although it is not focused on. Since the students were required to create a poster they had more time to complete it instead of homework which comes back the next day.

Overview:

Day 1:

Objective of the day-SWBAT describe the 3 states of matter and find them in the real world situations

Content: The students will learn that there are three different states of matter solid, liquid and gas. The students will learn the in order for an object to be a solid the particles most be closely packed together. In order for a liquid to be a liquid, the particles are loosely packed together. In order for a gas to be a gas, the particles are not packed together.

Anticipatory Set:

To start this lesson, I will begin by having different objects such as water, pop, a balloon, pencil and pen placed in front of the classroom. I will show the students the different objects and ask them to identify them. Most of the students will tell me exactly what the objects are. Once the objects are identified, I will explain to the students that the objects are pieces of matter and what types of matter they are. The objects are solids, liquids or gasses.

Modeling:

At this point I will tell the students that there ways to identify solids, liquids and gasses. I will show the students’ pictures of what the particles look like in the three types of matter. The students will then receive their matter booklet. I will show the students the expectations of the matter booklet. The students are required to draw five different pictures of liquids, solids, gasses. The pictures must be neat, colorful and the picture must be labeled.

Guided Practice

After the students and I have looked at the Matter Booklet. The students will work in partners using their Science book Physical Setting by Scott Foresman to fill in the What is Matter Sheet? I will assist students that need them filling in the worksheet or explaining the information to them. About 15 minutes the students and I will review the worksheet together, ensuring that we all have the same answers. As we are reviewing the questions we will talk about the different types of particles solids, liquids and gasses have.

Independent Practice:

The students will complete the Matter Booklet at home for homework.

Day 2 & 3

Objective of the day-SWBAT describe the properties of several objects using HOWSCTS

(How Or Why Stinky Cheese Tastes Stinky)

Content- The students will learn that like animals we can identify and classify objects based on properties. The students will be introduced to the seven types of scientific properties that we will be studying. Also the students will learn the saying How Or Why Stinky Cheese Tastes Stinky to help them remember the properties.

Anticipatory Set:

To start this lesson, I will have the students pretend that their scientists. I will describe an object and have the students try and guess what it is. I will make a list of all the different things that the students said. I will ask the students what they used to decided what the object is. For example was me telling the students what color, shape or size it was gave them the answer right away. From there I will explain that I used the properties the object had to describe it.