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Learning Plans
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Blind Sequence
This
activity was adapted from a kagan workshop I attended. Blind Sequence- In teams, students take turns reading their card and sequencing it face down. The team turns over the card to check for correctness and celebrate. In this
activity I read the story Pigsty and had the students get into groups
of three. One of the students in the group received a strip of paper with the
beginning of the story. The next
student in the group received a strip of paper with the middle of the story. The last person in the group received
the end of the story.
Students read their piece of paper. They drew a picture to go along with the piece of paper in
which they glued to their drawing.
After the students finished their pictures, they were handed to one of
the group members and that group member had to shuffle the papers. The papers were then passed back to
the other group members face down. On the count of three each student could
peak at their paper. Then they
had to put their paper in order of how the story went, face down. Once they
had placed their paper they had to wait until everyone had finished for them
to turn it over. When the
teacher said turn it over the students turned their paper over and looked to
see weather they had it in the right order. Let’s Estimate
This is a center! Students take bags of items off the bulletin board and examine each one. The students then make an estimation and write their answers on their paper about how many they thing is in each bag. On Friday, the whole class gets into small groups of two or three and makes the actually measurement of one bag. After we all make measurements of the bags we get together as a whole group and talk about how many were in each bag! So if a group had bag number two they would tell the class how many they had counted and the next group would tell the class how many were in bag three and so on. Unit of Study: Science,
“Newspaper Man” Grade- 2nd Lesson
Outcomes: 1. Students will be able to create a
scientific hypothesis about the experiment. (Science Standard-1) 2. Students will be able to determine
the outcome of the experiment (Science Standard-1) 3. Students will create a class
Picto-graph. (Math
Standard-3M-P7) Introduction/Anticipatory
Set: “Today we
are going to do an experiment. I need you to take out a pencil and a pair of
scissors.” “That means I need
you to get into your science groups quickly and quietly.” (Hand out papers, and newspaper men,
wait until all the students are ready for the next directions.) “We have been experimenting for some
time now. Who can tell me four
things we need to know before we get started with our experiment?” (If they are having trouble refer
them to their paper.) The four
things we need are a problem, materials, written hypothesis, and the
procedure for the experiment.”
“Since we know what four things we need I should ask you, “What is the problem for our
experiment today?” “What are
some materials you think we will need?”
“Who can read what the hypothesis says?” “Go ahead and pick what you think the hypothesis will be
when we put the newspaper man into soapy water.” Instructional
Input/ Lesson Procedures: 1. Once the students have picked
their hypothesis have them color and cut out their newspaper man. Tell them
they may only color on one of their newspaper men. 2. Tell the students while they are
doing their work, that I will be passing the materials out and they are not
to touch them until we are ready to proceed with the experiment. 3. While the students are coloring
and cutting their newspaper men hand out the cups with the plain water and
the soapy water. 4. Have the students come up to the
board by groups and place their newspaper men on the graph. 5. Ask the students which hypothesis
was the most popular. Ask volunteers why they choose their predictions. 6. Have the number one students place
the man into the soapy water; have the number two students place the man into
the plain water at the same time. 7. Once the number one and two
students are done redo the experiment using number three and four students. 8. Once the experiment is complete
ask the students to write their conclusion down on their paper. 9. Tell the students that we will
keep the men in the plain water on the counter and come back to look what has
happen to them later in the afternoon. Evaluation: The
evaluation will be done by watching the students actively in their groups and
then by looking at the students finished product. (Drawn and Written
Conclusion) Closure: Discuss
the outcome of the experiment and say “What could happen if you were walking
and their was a whole bunch of soap on the ground? You’d Slip! Now think about the man in the soapy
water why do you think he went through the water so fast? Because soapy water is Slippery! Have
students one bring the soapy water to the back, numbers twos bring the plain
water to the back and number threes throw any extra trash away and number
fours bring the papers to the front of the room. Assignment: Try this
at home with different types of soap such as bar soap, powdered detergent,
shampoo, and bubble bath. Resources: Scientific
Method Sheet Newspaper
Men Soap Water Cups Graph
(Butcher Paper) Tape Scissors Pencil
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