Veterans Day

Thank you to all who serve and have served our country. To celebrate, our school put on an assembly where every grade sang one patriotic song that was learned during their music special. The fifth graders put on a cute skit describing what Veterans Day was and why it was important. 


veterans day teaching lesson plan

Veterans Day Activities: 

1. Write a letter of thanks to a Veteran 

2. Articles found on ReadWorks (Available for all grade levels)

3. Create a PowerPoint presentation on a Veteran

4. Use lesson plan ideas on EducationWorld

5. Worksheets and Children Book recommendations found on NEA

Economy: 4th Grade Lesson Plan

In our fourth grade class, we started discussing the economy. After reading various articles found on SuperTeacher and ReadWorks, we decided to dig into the topic deeper. Here are some ideas that should be useful when introducing various parts of the economy.

1. Create a concept map with the class


4th grade, lesson plans, teacher, money

2. Watch “Money” and “Supply and Demand” BrainPOP.

**Must have an username and password for videos and activities to work** 

3. After watching the videos, BrainPOP has great follow up activities/questions.

  • BrainPOP questions about money.
  • BrainPOP cause and effect graphic organizer about supply/demand.

4. Reflection Questions:

  • What is the difference between supply and demand?
  • What determines the price of an object?
  • What is money and what is it used for?
  • List multiple ways people can pay for goods/services.
  • How can supply and demand affect the pricing of an object
  • How does a business decide how to price a good or service?

5. Economy: Business Plan Project

  • Students will be able to create their own business and apply their understanding of profit, producers, consumers, natural resources, and money.
  • Business Plan Rubric

 

26 Random Acts of Kindness

Today at morning meeting, my teacher challenged the students with a “26 random acts of kindness” sheet that gave concrete examples of how students can be kind to other people. Since there are 26 days before February break, the students have the opportunity to do at least one activity a day to complete all 26. Activities as such should definitely be included in the classroom since one purpose of school is to create better citizens.

Encouraging students to think about others at an early age can lead to a healthy habit of doing kindness. Some activities on the sheet included: 1. “Invite a friend to play with you at recess,” 2. “Write a nice note to your teacher,” 3. “Hold the door for a parent or a teacher,” and 4. “Read a book to a friend for fun.” This colorful worksheet, created by someone online, is a great way to promote community and kindness in the classroom. It is straightforward and simple enough for the students to complete. Students can work on the activities at home and in school.

In addition to other activities at morning meeting, we always practice the proper way to greet someone. I realized that we must explicitly teach students to smile, look someone in the eye, say “Good Morning (name of person)”, and shake their hand. Students need to be taught how to be polite and how to greet someone properly since it is not natural. Spending a little time everyday on treating students and teachers with respect and kindness really helps change the classroom dynamic. In this classroom, all students are inclusive and kind to one another. You rarely see students fighting and rarely see any sort of drama between the girls and boys. I think this is a direct result to conversations and activities as such.

What’s the “Matter”?

1. Essential Understanding:

Students will identify the three states of matter (solid, liquid, and gas) and differentiate the properties of each. Solid: is matter that holds its own shape until a force changes it (ice, blocks, wood, plastic bags). Liquid: is matter that takes the shape of its container, but has no shape of its own (water, milk, juice). Gas: is matter that has no shape and spread out into space (water vapor, air, carbon dioxide).

2. MA Framework Standard(s): 

-Gr 3-5 Physical Science Standard 1: Differentiate between properties of objects (e.g. size, shape, weight) and properties of materials (e.g. color, texture, and hardness).-Gr 3-5 Physical Science Standard 2: Compare and contrast solids, liquids, and gases based on the basic properties of each of these states of matter.

Student Learning Objective(s): 

Students will be able to differentiate the three states of matter: solid, liquid, and gas by categorizing items in the room on the board. Students will be able to identify the properties found in 3 states of matter (liquid, solid, gas) by creating a top-down chart.

3. Interdisciplinary content area(s):  Science, Writing, Reading 

4. Materials necessary for today’s lesson: 

For Students For Teacher
Pencils, Paper, Science Binders Tea Pot, Bag of Ice, Water, Markers, Chart Paper, Print Outs of Pictures (Milk, Rock, and Steam), Cups

5. Academic Vocabulary: 

Matter: Anything that has mass and takes up spaceMass: The amount of matter in something

State: Is a form of matter. It is another property of matter

Property: Something about an object that can be observed or measured

Volume: The amount of space something takes up

Solid: Is matter that holds its own shape until a force changes it (ice, blocks, wood, plastic bags etc)

Liquid: Is matter that takes the shape of its container, but has no shape of its own (water, milk, juice etc)

Gas: Is matter that has no shape and spread out into space (water vapor, air, carbon dioxide)

THE LEARNING ACTIVITY

6. Motivational and Review Procedures (the “hook”):

Class meets on a rug in a circle Intro/Review of Matter (6-7 minutes): “Hello boys and girls! Today we are going to be scientists and pay special attention to the things all around us. Before we begin, can anyone remind me what we have been learning about in Science? (Matter-everything that has mass and takes up space) Yes, great! Can you point to objects in this room that are made of matter? (Great!) Can you give me examples of things that are not matter? (Sound, heat from a fire, emotions, thoughts). What can you tell me about matter? (All objects take up space. All objects take up mass. Matter is anything that takes up space and has mass). Show pictures of print outs to class. First Picture: Milk: Is this Matter? (yes) Second Picture: Wood: Is this Matter? (yes)Third Picture: Steam: Is this Matter? (yes)

Review of Properties of Matter (6-7 minutes): Great Job! Show Picture 1 again.  “Class I want you to study this picture. Yesterday, Mrs. Peterson taught you about different properties of matter. Scientist learn about matter by making observations. A property describes how an object looks, feels, or acts. People describe objects in many ways using size, shape, colors, and textures. What are the following familiar objects? How can you describe them if you didn’t know what they were? Matter can be categorized in three special ways. Today we are going to learn about the 3 states of matter. To begin, we are going to watch a Brain Pop Video on States of Matter: http://www.brainpop.com/science/matterandchemistry/statesofmatter/

Classroom discussion of the video. A quick summary and review.

7. Procedures to Accomplish Objectives:

Explicit Instruction: 15-20 minutes Teacher will write on the board/chart paper and hold classroom discussion. Properties describe matter. A block of wood, milk, and air all have properties. All the material on earth is in three states-solid, liquid, and gas. The “state” of the matter refers to the group of matter with the same properties. In other words, you group the objects together according to their properties. State is another property of manner.

A state is a form of matter. Solid, liquid, and gas are the three states of matter. State is a property that tells about an object’s shape and volume. Volume is the amount of space something takes up. Lets look at Picture 1: What can you tell me about this picture? (picture of a solid). Picture 2: What can you tell me about this picture? (picture of a liquid). Picture 3: What can you tell me about this picture? (picture of gas).

Create a top-down chart:

Solid: Has a set shape and a set volume. Example: Ice

Liquid: Has a set volume but takes the shape of its container. Example: Water

Gas: Has no set shape or volume; a gas spreads out to fill space: Example: Steam

Solids

The wood block is solid. A solid has a certain size and shape. The wood block does not change size or shape. Other examples of solids are the computer, the desk, and the floor.

You can change the shape of solids. You change the shape of sheets of lumber by sawing it in half or burning it.

From wood to smoke

How might you change the shape of a piece of gum?

Liquids

Milk is a liquid. Milk is liquid matter. It has a size or volume. Volume means it takes up space. But milk doesn’t have a definite shape. It takes the shape of its container.

Liquids can flow, be poured, and spilled. Did you ever spill juice? Did you notice how the liquid goes everywhere and you have to hurry and wipe it up? The liquid is taking the shape of the floor and the floor is expansive limitless boundary (until it hits the wall). You can’t spill a wooden block. You can drop it and it still has the same shape.

What about jello and peanut butter?

You can spread peanut butter on bread, but peanut butter does not flow. It is not a liquid at room temperature. You have to heat peanut butter up to make it a liquid. When you or your mom makes jello, it is first a liquid. You have to put it in the refrigerator so that it becomes a solid. These are yummy forms of matter with properties of a liquid and a solid.

Gases

Run in place very fast for a minute. Do you notice how hard you are breathing? What you are breathing is oxygen. You need oxygen to live. That’s why you can only hold your breath for a certain amount of time.

You can’t see oxygen. It’s invisible. It is a gas. A gas is matter that has no shape or size of its own. Gases have no color.

Gases are all around you. You can feel gas when the wind blows. The wind is moving air. Air is many gases mixed together.

Where else can you find gas? In the inside of a balloon.

Activity: The Magic Teapot: Ice turns to Steam. 10-15 minutes

Start with ice: Have the students identify as a solid. Have students describe the properties. Ask students explain why it is a solid.

Have a glass of water. Have the students identify as a liquid. Have students describe the properties. Have students explain why it is a liquid.

Put the ice cubes and water in the teapot. Plug the teapot in. Soon, the students will see steam. Have the students identify the steam as a gas. Have students describes the properties of gas.

Then show the class the inside of the teapot once it cools off. Have the students’ notice that the ice changed into a liquid.

Writing Activity: (5-10 minutes)

Have the students go back to their seats and write about where they think the ice went. It magic! It disappeared!! Where did it go? (In case they need another example: When ice in your soda melts where does it go? What does it become?)

After, explicitly ask students to write down the three different states of matter on an exit ticket. Ask the students to give one example of each.

8. Closing Procedures:

What are the three states of matter?What are the properties of a Solid, Liquid, and Gas?

What are the differences between a Solid and a Liquid?

What are the differences between a Gas and a Liquid?

What are the differences between a Solid and a Gas?

What is an example of a Solid, Liquid, and Gas?

Summary Statement:  Wrap Up

(What will you say to summarize and conclude what you did today? Hint: Use vocabulary from the lesson when stating learning objectives met.)

4th graders, I am so proud of the way you paid attention! I was impressed when you were able to differentiate the three states of matter: solid, liquid, and gas when we observed the properties of various items in the room. I also appreciated how the class was able to identify the properties of matter in our top-down chart.  Great job!

9. Teaching Techniques:

Direct Instruction: The form of instruction that is displayed when orally explaining something. Teacher will explicitly state the three states of matter. Teacher will explicitly review the distinct properties of each state.Indirect Instruction: The form of instruction that is displayed when the teacher becomes the supporter rather than the facilitator. This teaching technique is implemented when the students are working on top-down chart as a class and when they are at their desks writing.

Experimental: Students work as a class to identity the three states of matter. Students will use objects in the room and use pictures teacher brings in. Students will have a chance to answer various questions orally.

Interactive: Students will find objects around the room. Students will write on chart paper. Students will write on experience. Students will observe the ice turn to water and steam.

10. Learning Considerations: 

Improving access to learning for all students (Hint: Consider UDL Principles) Associated Accommodations(s)/Modification(s)(Supports and Challenges)
Multiple Means of RepresentationVisual: Writing properties on a top-Down Chart, pictures, tea pot, bag of ice, glass of water, steam from tea pot, brain pop video

Auditory: Teacher questions, student questions, classroom discussion

Kinesthetic: Tea pot example 

Multiple Means of Expression

Visual: Writing properties on a top-down chart, picture cards

Auditory: Answering teacher questions, talking with Partner

Kinesthetic: Writing on the board/chart, writing in notebook, feeling the ice and water

Multiple Means of Engagement

Students are working in partners and are working individually. Students see an animated clip at the beginning, and then have the opportunity to use items in the room as examples. Students have the opportunity to share thoughts on a chart. The activity is presented as “magic” since the ice disappears. What happens to the ice? Present it is a mystery to solve.

For students who need additional support:

  • Allow students to reference the top-down chart when writing
  • Allow students to work with a partner (Partner Share) when choosing an item in the classroom
  • Allow students to discuss with other students when needed
  • Teacher will repeat explicit instruction/definitions when needed
  • Students will be allowed to reference vocabulary sheet

For students who need to be challenged:

  • Have students continue the top-down chart and provide additional examples of solids, liquids, and gases.
  • Have students create a pictorial representation of the different types of properties found in solid, liquids, and gases.
  • Have students predict how matter changes from state to state.

EVALUATION

11. Assessment Plan:

I will assess student understanding….
Formative  During the lesson plan by:

  • Are students able to describe matter?
  • Are students able to give examples of matter?
  • Are students able to give examples of what is not matter?
  • Are students able to identify the three states of matter?
  • What are the properties of a solid, liquid, and gas?
  • What are the differences between a solid and a liquid?
  • What are the differences between a gas and a liquid?
  • What are the differences between a solid and a gas?
Summative  At the end of the learning opportunity by:

  • What are the three states of matter?
  • What are the properties of a solid, liquid, and gas?
  • What are the differences between a solid and a liquid?
  • What are the differences between a gas and a liquid?
  • What are the differences between a solid and a gas?
  • Writing Activity

Distributing an Exit Ticket: Write down the three different states of matter. Where did the ice go in the Magic Tea Pot experiment?

Means:

Exit Ticket and Writing Notebook

Record Keeping Plan:

Collect student writing and mark Exit Ticket in Excel