Lesson Delivery Plan

Pay attention to the R-words to activate the brain for learning!

1. Objective (Rigor) - SMART and should be visible on your board daily.

In partner groups, hypothesize, observe, and evaluate a mixture of iron filings in sand, and sand in water. Partners
will create mixtures and separate mixtures back into their original components using a strainer. Students will
collaborate with their partners and document findings on their designated lab notes graphic organizer.

2. Opening (Retrieval) – How will you "hook" your students into the lesson--at both the
thinking and emotional level? 

 What will you do to open the lesson to motivate and engage the students’ interest in
the content?

State the objective: The purpose of today’s lesson is to hypothesis, observe, and evaluate a mixture or
iron filings in sand and in water. We will create an understanding of the physical changes (if any) and
understand the concepts of physical matter.

Quick Search: As students walk into the classroom a table will have all experiments components on it
and students will use a prediction slip to predict what will happen in the class.

 How will you help students make connections to prior knowledge? 

I will use the vertical alignment chart @

https://www.teksresourcesystem.net/module/content/search/~/item/693832/viewdetail.ashx

To assess what prior knowledge should be and ask questions to activate that knowledge.
Based on my hook I will have students get a “prediction slip” and write-pair-share what
their prediction will be.

 How will you identify and present your essential questions, Central focus, and
Learning Targets (I CAN statements)?  

- I can state the physical properties of matter.

Describe the physical properties of matter.

- I can distinguish between the physical properties of matter.

Explain why the iron filings and sand, and the sand and water maintain their physical properties.

- I can demonstrate how mixtures maintain their physical properties.

Through a designed experiment demonstrate how to create a mixture and how to separate a
mixture.

- I can demonstrate (show) how iron filings, sand, and water retain their physical state of matter.
 Lesson Delivery Plan

 How will you identify / teach / assess language demands?

Through the use of a PowerPoint in a mini lesson I will use PearDeck to create interactive
slides to help students understand academic language needs.

Students will play ABCD Whisper to promote understanding of their vocabulary words.

I will assess language demands during the 3minute presentation each partner group will
give.

 How will you introduce language supports?

- ABCD Whisper Flashcards in

- Digital Flashcards in SteamScopes
- PowerPoint/PearDeck during mini lesson
- Process and Academic Language on a word wall and Anchor chart of the scientific
method.

 Is your opening congruent to the objective?

Yes, activating prior knowledge by asking student to predict what the experiment items will
be used for is congruent with the objective stated. As we analyze experiment tools and
ingredients, the students prior knowledge will be activated based on the knowledge of third
and fourth grade vertical alignment to the TEK.

3. Teacher Input (Relevance) – What information is needed for the students to gain the
knowledge/skill in the objective?  (Be sure you have done a task analysis to break the
information/skill into small manageable steps).  How will you use strategies, technology,
learning styles?  What vocabulary and skills do the students need to master the material? 
Are the strategies you plan to use congruent to the objective?

Prior knowledge of third grade and fourth grade physical matter TEKs is needed to complete the demonstration
TEK for fifth grade. A detailed task analysis card would be included so students can begin at step one and move on
through the experiment knowing what to do at each step and when to take notes on the Lab Notes Graphic
Organizer. I will run the experiment as I create this task analysis card and describe step by step what to do. I will
also model the experiment prior to the students doing the experiment themselves. Strategies used will include the
I will, we will, you will method, graphic organizers for the opening and lab notes, partners for the experiment, and
a word wall and anchor charts to support academic vocabulary, the scientific method, and safety procedures.
Technology will include computers with interactive slides during the mini lesson, and Quizlet for flashcards and
StemScopes for an activity to strengthen the academic vocabulary. All learning styles will be addressed. The skills
of speaking, writing, reading, and listening will all be used to master this lesson. Students will have to ultimately
present their findings in a three-minute presentation to the class. Process and Academic vocabulary will need to
be mastered to complete the tasking. Yes, the strategies I plan to use are in alignment with the objective, lesson,
experiment, and assessment.
 Lesson Delivery Plan

 Model (Routing) – Outline your I DO activities.  Be sure to model strategies and academic
language supports needed.

I DO – I will model vocabulary, use of graphic organizer, and experiment so students know what to do.

- Modeling the vocabulary will create the word wall students can refer to.
- Modeling through the mini lesson will help students understand the lab note graphic organizer
and understand the steps of the experiment.
- Modeling the experiment will help students understand the steps of the experiment directions
and the overall outcome they should see.

 Guided Practice – Students demonstrate a grasp of new learning under the

teacher’s direct supervision.  The teacher moves around the room to provide individual
remediation as needed.  “Praise, prompt, and leave” is an excellent strategy to use.  Outline
your WE DO activities. Be sure to incorporate strategies and academic language supports that are
needed. 

WE DO – We will (through the use of an interactive PowerPoint with PearDeck), practice using speaking
and writing skills by:

- Recording our hypothesis on our graphic organizers.

- Practicing academic language through the creation of a word wall.
- Practice a run through of the experiment with our step-by-step experiment card
- Identify / record materials and tools needed and how to use them.
- Understand and agree to all safety procedures on our graphic organizers and anchor chart.
- Predict what our findings might be through the experiment on our graphic organizer. (this step
links with first step listed).

 Independent Practice (Retaining/Rehearsing) – Students demonstrate an

independent application of new skill.  Outline your YOU DO activities. Students
demonstrate an independent application of new skill. Be sure to praise and assess
strategies and academic language supports that are being used. 

YOU DO – You will perform the experiment with your partner and record your findings on your graphic
organizer.

- You will perform the experiment with a partner as practiced during the mini lesson.
- You will record all findings on your graphic organizer.
- You will use the 5 in 5 method (5 fingers, 5 words, 5 minutes), to summarize your findings
- With your partner You Will rehearse and present a three-minute verbal presentation where you
and your partner will have speaking parts to communicate your results/findings to the class.
 Lesson Delivery Plan

 Check for Understanding (Recognizing) – Practice doesn't make perfect; it makes

permanent.  So, make sure the students understand how to proceed before moving to the
practice phase of the lesson.  You may need to stop and reteach, so students practice
correctly.  How do you plan to assess understanding?  What HOTQs will you ask? List at
least 3

During my aggressive monitoring of the experiment, I will ask these questions:

1) Compare and Contrast experiments three basic materials: iron filings, sand, and water. What
are the similarities and differences between these components? (Venn Diagram)
2) Support your hypothesis. Based on your findings, do you need to alter your hypothesis, if so,
what is your new hypothesis and how will you test it?
3) Summarize your findings. In two sentences (5 in 5 method), what did you and your partner
conclude from the experiment?

 How will you check for understanding or reteach?

During my aggressive monitoring I will be asking questions to check for understanding.

Immediate feedback will be given, and if students are not understanding a small group will be
formed to go over the experiment step by step with me. During this small group instruction, the
other students will be at stations with meaningful tasks to reinforce academic vocabulary and
concepts mastered. There will also be a station to link mastered skills with upcoming skills to
build background knowledge as we go into the next lesson.
4. Assessment – How will we know that the students have individually mastered
the objective?   What evidence will be collected?  What will be an acceptable score? What
evidence will be collected to demonstrate mastery of language demands?

Written / oral presentation must be in the proper format based on a provided rubric and have all
academic language used correctly 100% of the time. (Grade taken).

5. Resources - What materials will you need for a successful lesson?

Beginning: Table will experiment tools and ingredients, Prediction slips (enough for whole class), Venn
Diagram (enough for whole class) and Pencil/colored pencils (students will have in book boxes). Anchor
chart of scientific method, Anchor chart of safety procedures, goggles, apron, disposable gloves. Parking
Lot anchor chart for questions and statements, and word wall.

Mini Lesson: Computers and Laminated step-by-step experiment directions (task analysis). Anchor chart
paper and markers.

Experiment: Laminated step-by-step experiment directions, 1 cup of water, ¼ cup iron filings, ½ cup
sand, 2 magnets, Stainer, three bowls, paper towels, goggles, apron, Venn diagram, lab notes graphic
organizer, scratch paper, pencil, colored pencils, eraser, computer.

Closing: Reflection Exit Ticket, pictures of buildings and concrete examples.

 Lesson Delivery Plan

6. Closure (Re-exposure) – How will you have the students end the lesson/reflect upon what
was learned? 

I will ask students to think of ways the concept might affect our real-world day to day activities. My
prime example will be concrete. The physical state of concrete determines if a building has a solid
foundation or an unstable foundation. I would like to look at three pictures of buildings with concrete
foundations. How do the foundations affect the stability of the building? Which building would they like
to live or work in, and why? Provide an exit ticket for written reflection of these questions.

NOTES: