CT Observation #2 Name: Hannah Bishop

Grade Level Being Taught: 2nd Subject/Content: Science Group Size: Date of Lesson: 10/9/19
Whole

Part 1: Lesson Content

Title of Lesson Solids, Liquids, and Gases
Meeting your students’ needs as How does this lesson connect to the interests and cultural backgrounds of your students?
people and as learners This lesson connects to the backgrounds of the students because many students can make the
connections between water being a solid, liquid, or gas.
How does this lesson connect to/reflect the local community?
This lesson connects to the community and the environment because solids, liquids, and gases relate to
so many things including the water cycle and measuring matter.
What Standards (national or SC.2.P.8.2 Identify objects and materials as solid, liquid, and gas
state) relate to this lesson? SC2.P.8.1 Observe and measure objects (solids) in terms of property, including size, color,
(You should include ALL applicable temperature, weight, texture, buoyance, and magnetic attraction.
standards.)
Understanding the standards Trace the standard to the previous grade level. What have students already learned or been
over time exposed to related to this standard?
SC.1.P.8.1 – Sort objects by observable properties such as size, shape, color, temperature, weight, texture,
and whether objects sink or float.
Students have been exposed to properties of objects and how to classify them.
Trace the standard to the next grade level. What will students learn next related to this standard?
SC.3.P.8.2 – Measure and compare mass and volume of solids and liquids.
Students will next learn how to compare masses and volumes of liquids and solids.
What misconceptions might  What is a solid, liquid, and gas?
students have about this  Solid can be poured
content?  Liquids take the shape of their container but it does not change the amount of liquid
Objectives- What students will Some examples:
know or be able to do after the --Students will be able to accurately (measure- how well) differentiate (action- how) between potential
instruction – the learning and kinetic energy (content- what).
outcomes --Based on what they read in the first half of a fiction story, students will be able to write (action- how) a
Content (WHAT students are reasonable (measure- how well) prediction (also part of the action) for how the main character will
learning- look to the standard) respond to a challenge in the second half (content- what).
Action (HOW students will show it- -------------------------------------------------------------------------------------------------------------------------------------
there might be clues in the Students will be able to accurately identify characteristics of solids, liquids, and
standard)
Measure (HOW WELL they need to
gases.
do it)

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CT Observation #2 Name: Hannah Bishop

Grade Level Being Taught: 2nd Subject/Content: Science Group Size: Date of Lesson: 10/9/19
Whole

Level(s) of Thinking Using Bloom’s Taxonomy or Webb’s Depth of Knowledge, which level(s) of thinking is/are called
for in the standard? Understand
Which level(s) of thinking is/are called for in your objective? Understand
Why did you choose this level(s) of thinking? Students must identify the characteristics/properties of
solids therefore they are understanding solids.
Assessment Plan- How will you Describe your assessment plan:
know students have mastered I will be assessing the students as they are moving around in their partnership. I will be asking them
your objectives? additional properties questions while they are at each station. When the students are finished with the
activities they will be filling out in their science notebooks the properties that they used today to figure
out their solid. (texture, color, shape, size)
Is your assessment formative or summative? Why did you make that assessment decision?
Formative assessment because it is the beginning of discovering solids, so it is not the end of the unit.
How does it align with your objective?
This aligns with my objective because the students are discovering what their solid is only by knowing
its properties.
Assessment Scoring/Rubric (+,=,-) scale.
What are the criteria for how you + means they achieved the objective (all properties correct)
will assess student = means they were almost there, maybe they missed 1-2 things (got half of the properties)
learning/student work? If you’re _ means they need more practice, and did not meet the objective (wrote descriptions instead of
using a rubric, include your rubric properties)
here.
Part 2: Lesson Implementation
Management & Environment  I will use procedures that we use every day such as; table points, behavior sticks, bobcat
(integrated throughout your bucks, and positive reinforcement. For example, “I love how _______ is sitting quietly” to
step-by-step plan): promote the other students to follow their lead. I will communicate these procedures
 How will you arrange throughout the lesson as needed and typically use them during transitions to get
yourself and the students
students to move faster.
(location in the classroom,
seating)?  I will arrange myself and the students in multiple places around the room. We will begin
 What processes & the lesson on the carpet, we will move into group work around the room, then come back
procedures will you use?

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CT Observation #2 Name: Hannah Bishop

Grade Level Being Taught: 2nd Subject/Content: Science Group Size: Date of Lesson: 10/9/19
Whole

How and when will you to the carpet, and end at our seats doing individual work. I will rotate around the class to
communicate those to reach the students based on the location of them.
students?  I will set very high expectations for the students at the beginning of the lesson. They will
 What expectations will you be expected to use appropriate voice levels, follow cues on when to direct their attention
have for the students? How
to me, and will be expected to be working hard when they are doing their planning and
and when will you
writing. These students will be receiving reminders during the lesson when needed, as
communicate those to
students? well as before they are directed to move into a transition.
 What strategies will you use  I will use positive reinforcement strategies to redirect students, and I will use bobcat
if students do not meet your bucks for those on task. I will use table points to reward full tables on task and create
expectations? Are there competition in the classroom for students to try and out do their peers in a positive way.
specific students who I will also have students move to a quiet table if they are not meeting my expectations. If
require a more extensive the students are not meeting my expectations on the carpet, I will ask them to sit in their
management plan? What seats then invite them back after they “control their bodies”
will that consist of?  Some students are on a management plan, and if they do not follow my expectations they
 What will students do if will be asked to put their binder on my desk.
they complete the task
 The students will be separated between the front of the class with me, and the back of
quickly?
the class with my CT. The students will be rotating through stations to explore different
solids and find the mystery item. I will be rotating throughout the class as well to assess
and help individual groups.
 The students will not go to all groups so there is always going to be a place for early
finishers because they rotate at their own pace.
Materials  18 brown paper bags
(What materials will you use? Why  18 classroom items
did you choose these materials?  5 gourds
Include any resources you used.  5 leaves
This can also include people!)  5 spiders
 3 pumpkins
 pencils
 worksheets
 rulers

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CT Observation #2 Name: Hannah Bishop

Grade Level Being Taught: 2nd Subject/Content: Science Group Size: Date of Lesson: 10/9/19
Whole

Differentiating Instruction How will you differentiate instruction in this lesson? Circle those that apply:

Process Product Content Readiness Interest Learner Profile

Describe what/how you will differentiate:

I will be differentiating the process for some students to help them come up with the properties of their
solid. It will have colors to choose from, shapes to choose from, length to choose, and different
characteristics so the students do not have to remember them all.
Which specific students will benefit, and why?
ELL students that speak little English will benefit because they will be able to have picture clues to
remind them the properties of solids.
Accommodations (If needed) What accommodations will you make for students who are English Language Learners? (Refer to
(What students need specific your ESOL Strategies checklist and list specific strategies)
accommodation? List individual  Pre-Production Level: These students will be partnered up with another student and they will
students (initials), and then explain be working together on the same items and translating properties names for them to understand.
the accommodation(s) you will  Early Production Level: These students will be given a key of the properties and options for
implement for these unique them to choose from when identifying the mystery items, this will help them so they do not need
learners.) to remember what properties are what, and they just circle the answer that fits their item.
 Speech Emergence Level: These students will be given a key of the properties and options for
them to choose from when identifying the mystery items, this will help them so they do not need
to remember what properties are what, and they just circle the answer that fits their item.
 Intermediate Fluency Level: These students will be able to do the lesson in its entirety, but will
be given additional help if needed during their decoding of their item.
What accommodations will you make for students who have an IEP or 504 plan?
These students will be given a partner that they work well with when moving around the classroom, and
they will also be given a key so they can point to colors, shapes, and sizes to assist them.
What accommodations will you make for students identified as gifted and have an EP (education
plan)?
These students will not be told how to describe their solid, they will simply have to describe it using the
properties that they know. This will be challenging to them to double think what their item is and how to
describe it.

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CT Observation #2 Name: Hannah Bishop

Grade Level Being Taught: 2nd Subject/Content: Science Group Size: Date of Lesson: 10/9/19
Whole

References (Planning of  Florida Standards to trace standards to previous/future grade

instruction should be guided by  PST guidelines
research-informed  CT
approaches. Acknowledge
references used to inspire lesson
ideas.)
Step-by-Step Plan 1. What is the content area for this lesson? Science
(What exactly do you plan to do in 2. What is the expected lesson structure for a lesson taught within this content area? In other
teaching this lesson? Be thorough. words, what lesson structure is appropriate for teaching within this content area? (5Es;
Act as if you needed a substitute to
guided/gradual release/etc.) Guided, Released, Partner
carry out the lesson for you.)
3. Step-by-step plan:
Where applicable, be sure to Time: Action Steps:
address the following: 0-2min – The lesson will begin by going over the star chart, and the objective of the day. I will connect
 What Higher Order Thinking this to the vocabulary that we have been learning. I will ask the students to share what we did yesterday,
(H.O.T.) questions will you ask? and what we learned about. I will have them name the properties to describe a solid. (size, shape, color,
 How will materials be magnetism, buoyancy, texture)
distributed? 2-4min – I will place the students into inner and outer circle for our eliminate question. On our eliminate
 Who will work together in it board there will be a yellow circle, a white paper plate, a white tube, and a crumpled white circle. The
groups and how will you students will have to discuss with their partners what item they would eliminate and why. There is not
determine the grouping? one answer to eliminate it, the students just have to justify their answer as to why they eliminated that
 How will students transition item. I will do two 1 min rounds for the students to discuss and here others answers. I will have the A’s
between activities? speak first, and the B’s must say “what I heard you say is…..” this promotes the students to listen to their
 What will you as the teacher partners and even repeat it.
do? 4-7min – I will bring the students back down to the carpet and I will introduce the lesson. My engage is
 What will you as the teacher going to be with 3 pumpkins. (this whole lesson is fall themed to promote engagement) I will show the
say? students my 3 pumpkins but I will only give them properties of the pumpkin and they will have to guess
 What will the students do? what pumpkin is “mine”. I will write on the board, color- orange, texture – smooth, and size - 41cm. We
 What student data will be will take out the first pumpkin that does not match the color, and I will show the students how to
collected during each phase? eliminate certain items immediately before exploring more. I will ask 1 quiet student to come up and feel
 What are other adults in the my pumpkins and determine the textures of them. Then I will do the same with my measurement of the
room doing? How are they circumference. We will determine what pumpkin I am thinking about, and the students will see how I
supporting students’ learning? was able to determine. This is setting them up to do the same thing but with different items.

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CT Observation #2 Name: Hannah Bishop

Grade Level Being Taught: 2nd Subject/Content: Science Group Size: Date of Lesson: 10/9/19
Whole

7-8min – I will then introduce the activity to the students. I will show them each station around the
room and explain that they will be trying to find the mystery item at each station. I will explain that they
are exploring secretively and they do not what to give the hints away to their friends because we want
everyone to explore and learn. The students are allowed to move to each station freely as they complete
each station. The stations will be gourdes, spiders, apples, and leaves. (fall themed) and each item will
have an A B C D E F on it, and the students will write the letter of the mystery item once they find it. The
properties of the item will be given to them on a worksheet. (there is multiple versions of the worksheet
so the students are looking for different mystery items to force them to actually explore)
CT will be placing worksheets on the middle of each table
8-9min – I will send the students back to their seats to grab their science notebooks and a worksheet
from the middle of their table. I will have the students glue the sheet onto page 24 of their science
notebook for better organization. I will be setting a minute timer for them to complete this task.
9-10min – I will have the students look at the top corner of their worksheet. If there is a ghost they will
come to the front of the room, and if they have a bat in the corner they will go to the back of the room.
This was an easy way to split the students into half between my CT and I. Once the students are split in
half they will be partnered up for the friend they will be traveling to each station with and exploring
with. I will pick partners that I know work well together.
10-15min – The students will have 5 minutes to get through as many stations (4) as they can get
through. The goal is not to finish the stations, but instead get used to finding a solid based solely on the
properties to describe it.
I will be circulating during this time to each group and formatively assessing the students to see if they
are using the correct science language, and if they are using the proper properties to find their item. Also
I will be checking if they are finding the correct item. (if they are measuring the item correctly, and
eliminating the correct items based on the correct properties then they will receive a +, if they are getting
some things but not the rest they will receive a =, and if they need a lot of teacher support then they will
get a – because they need more practice)
15-16min – I will bring the students back down to the carpet and we will discuss the activity. I will ask
the students to vote to see if it was easy or hard for them. I will ask them to show me on their thumbs up
down or to the side. (this is important for the students to self-assess themselves even if it is very
informal) I will then go into explaining the students independent work.
16-17min – The students will then be given a chance to try this on their own. This time they will be
given an item and they must create the properties of the item given to them. The catch is the item is in a
mystery bag because everyone has their own mystery bag. = students will be given the properties to find

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CT Observation #2 Name: Hannah Bishop

Grade Level Being Taught: 2nd Subject/Content: Science Group Size: Date of Lesson: 10/9/19
Whole

of their objects. The + students will have to create them on their own. The – students will be given a
special item that they must circle between options of what fits their item (ex: red or black, short or long)
17-19min – Students will have 2 minutes to go anywhere in the room to describe their item using
properties of a solid. (I will be circulating and helping the students as needed but I want them to be as
independent as possible during this to see if they truly understand the properties)
19-20min – Students will head back to their seats after time is up and there will be items in the middle
of their table (duplicates of the items the students had in their bags) They will begin with the #1 person
at their table according to their Kagan maps. That student will describe their item and the other students
have to guess what item was theirs. I will remind them they need to be respectful of their peers and
listen to them when they are taking, they are not allowed to guess the item until the student has fully
described the item, and they will all be at a whisper level because the only people that need to hear them
are right next to them.
20-25min - Students will be given 5 minutes to explore their items and guess each other’s items. A timer
will be set, and after the 5 minutes I will ensure that each student has gotten to their turn because it is
important that every “scientist” gets to talk. I will be circulating the room at this time listening to the
student’s discussions at their tables. I will ensure they are topic as well as using the proper property
names (ex: texture, size, shape NOT lumpy, big, round) Using our science language. If the students finish
early I will tell them to go in order by describing a new object at their table following the same
properties.
25-27min - we will come back to the carpet and discuss the properties one more time, to ensure they
know them. We will discuss things that were easy for them and things they found that were challenging.
(what was challenging for you at any point during this lesson?) (what could you use more practice with?)
I will then explain their exit tickets for the day. (They will writing the properties they used today, and
when they used them) Ask if anyone has any questions from the day.
27-30min – students will have 3 minutes to complete their exit ticket about what properties they used
today and when they used them. This could be tricky because I don’t want the description I need them to
actually say texture, size, shape, color. We did NOT use buoyancy or magnetism today. I will be walking
around and assessing the students for the final time on this activity on my ipad. (store all data there so I
can compare to how they did during the lesson)
 During the entire lesson I will be rotating myself around the students depending on where they
are in the classroom. My CT will be doing the same thing and adding to anything I say throughout
the lesson.
 I will be collecting data on the students and will be collecting their notebooks at the end to
actually check their answers and give them a +, =, or – for the lesson as a whole.

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CT Observation #2 Name: Hannah Bishop

Grade Level Being Taught: 2nd Subject/Content: Science Group Size: Date of Lesson: 10/9/19
Whole

 Students will be separated in half and then partnered up on the spot, there is only a few students
that cannot work together, and we know those students ahead of time. We will make smart
decisions when picking partners, they will not be choosing their own. When they are at their
groups they will be working with their table partners.