Clay Lesson Plan

Name:                                                                                                     Date: Kristen Elliot, Kristin Hazelton, April Lee                                                   February 28, 2011

Subject/Grade Level: Science/ 2nd grade

Unit: Pebbles, Sand, and Silt

Lesson Title: Clay Beads

Description of the Learning-Teaching Context: The twenty-four students in this classroom are diverse in gender, ethnicity, culture, ability, and native languages spoken.  The kids range in age from six to eight years old, depending on early and late-start entrances into school.  There is a strong multicultural tone in our class.  There are few students new to Ben Franklin Elementary this school year.  At least two students in the classroom are either on IEP or 504 plans due to diagnosed learning disabilities ranging from Autism to ADHD.  The technological resources available in our classroom are plentiful.  The students in this classroom investigate science all day, every Wednesday--making science a priority.

Rationale: This lesson is adapted from the FOSS kit and is a part of the Pebbles, Sand and Silt unit, which our class is currently engaged in. We were asked to teach this specific lesson, taking into account what the students have already learned thus far in this unit. At this point in the unit, students have had many observations and explorations with rocks. In this lesson they will begin to explore uses of rocks, specifically as clay. The organization of the lesson has been laid out as such to mirror the daily science routine the teacher generally follows to allow for consistency throughout the science unit.

Objective(s)/Learning Target(s): 1.     Students will understand that clay is a soft rock made from naturally-occurring fine-grained minerals. 2.     Students will understand that objects have properties, including size, weight, hardness, color, shape, and texture. 3.     Students will understand that the properties of clay make it useful in creating beads or jewelry.

Standards(s): 2-3 PS2B An object may be made from different materials. These materials give the object certain properties. 2-3 PS2A Objects have properties, including size, weight, hardness, color, shape, texture, and magnetism. Unknown substances can sometimes be identified by their properties.

Assessment of learning: Informal: 1.     Teachers will assess students’ understanding that objects have properties, including size, weight, hardness, color, shape, and texture by listening to group conversations and class discussion and listening for accurate descriptions of clay. 2.     Teachers will assess students’ understanding of the properties of clay that make it useful in creating beads or jewelry by listening to class discussion and listening for accurate descriptions of clay properties. Formal: 1.    Teachers will assess students’ understanding that clay is a soft rock made from naturally-occurring fine-grained minerals by looking at students’ science journals for accurate description of the composition of clay. 2.    Teachers will assess students’ understanding that objects have properties, including size, weight, hardness, color, shape, and texture by looking at students’ science journals for accurate results/data/observations in the “I LEARNED” and drawing sections of the lab form.

Instructional Strategies

Teacher Instruction Teachers will call students to their assigned seats on the carpet at about 10:50am and begin by asking the question “What do you know about rocks now that you have been studying them?” Teachers allow students to talk to a partner and then teachers call on a few students to share. Teachers hold up a rock and ask, “Do you think this rock can be formed into another shape?” Then teachers hold up dried clay rock and ask “Do you think this rock can be formed into another shape?” After having a few students share their thoughts, teachers will reveal that the clay rock was once a soft ball of clay (and show them a soft ball of clay). Teachers share with students that they will be working with clay on this day.Teacher will explain that clay is a soft rock, made from naturally occurring fine minerals. Teachers read book (p. 22) about rocks in use/clay in use to emphasize use of rocks in the world. Teachers show/tell of examples of clay in use. Teachers will introduce the clay bead experiment by explicitly telling students what they will be doing. After the instructions have been given, teachers ask students if there are any questions. Teachers will then discuss techniques for bead making with students. These include: ●      If the clay starts to dry out and crack, dip your fingers in water and smooth out the cracks. ●      Poke a short piece of straw through the clay and leave it there. Do not take the straw out, we will be taking it out once the beads are dry. ●      Use the paper clip to carve shapes and lines on the clay (Paper clip instructions) ●      Work quickly so that the clay does not dry out. ●      When finished, write your name on your piece of wax paper Teachers excuse students back to their desks to begin their science logs. Teachers pass out science logs and instruct students to place them in the back of their notebooks. Teachers walk students through filling out their experiment title, question, and prediction under the doc cam (See below). Title: Clay Beads Question: How are the properties of clay different when clay is hard and soft? Prediction: Students to fill out Materials: 1 ball of clay, 1 paper clip, water, wax paper, straw When these areas of the science log are complete, teachers remind students that they each need to pick out a job for this experiment. Teachers pass out job tags to each table group and display the jobs and questions on the ActivBoard. Teachers show the questions of the day on the smart board and call students attention to them. The questions include: Discussion leader: 1.     What are the properties of clay before it dries? 2.     What do we think the properties of clay are after it is dry? Word Worm: 1.     List at least three words your group used to describe the clay before it was dried. Connector: 1.     Where can we see clay used in our daily lives? 2.     How does clay help us? Once the jobs are selected, teachers ask the getter to get the tub supplies for the group from the back of the room.  Explain that the getter will then return to the sink area and line up at the carpet line to receive cups of water from a teacher.  Once the supplies are in place, the students begin creating their bead. (Call students’ attention with science eyes). As students begin making their beads, teachers remind students to discuss the science questions up on the ActivBoard. Teachers roam the room as students are creating their beads and assist students as needed. Teachers tell students that it is time to be finished. Teachers ask students to label their wax paper with their name and put their bead and place them in the science area in the back of the room.  Also, have the getters put the water back by the sink before coming to the carpet. Ask students to join teachers at the carpet. Teachers lead a discussion with students while they are at the carpet around the questions from the ActivBoard. Teachers put up T-chart (properties of wet and properties of dry clay). Teachers record students’ observations on the ActivBoard. Teachers put up rock describing words and have students think about words to add to describe the clay.Teachers also discuss “Where can we see clay used in our daily lives?” and “How does clay help us?” (Connector questions). Teachers ask students to return to their desks.  Teachers lead students in word bank discussion. Word bank words: bead, harden. Teachers give students time to fill out the rest of their science log at their desks. Teachers remind students to draw pictures that are “Accurate, Big, and Colorful”. Teachers lead students in clean up of materials and collection of completed beads to the bead drying area by 11:40am.

Student Activities Students will find their assigned seats on the carpet.  Students will participate in the discussion about what they know about rocks by talking in partner groups. Partner groups selected by teachers will share out. Students will raise their hands to answer. Students will listen as teachers explain that some rocks (like clay) are soft. Students will share teachers’ excitement about working with clay.  Students will hear the scientific description of clay for reference throughout the lesson. Students will listen as teachers read aloud from relevant trade books about clay/rocks in use. Students will observe teachers’ examples of clay in use. Students will listen to the explicit instructions for the clay bead experiment. Clarifying questions can be asked at this time if needed. Students will hear about various bead making tips/techniques. Students will walk back to their desks, receive a new science log from teacher, put it in the back of their science notebook and begin filling out their science logs including making a prediction. Students will pick out a job for this experiment. The getter will go to the back of the room and gather the group’s supplies for the science lesson. Students will experiment with the clay by creating their beads. While students are investigating and creating, they will talk in their small groups about the discussion questions posted on the ActivBoard. Students will facilitate discussion about the question based on their jobs--the discussion leader, word worm, and connector. Students will put down their beads, label their wax paper, put their bead on the tray, and return to their assigned seats on the carpet. Getters put back the cup of water.  Students head to the carpet. Students will discuss ideas from the experiment. Students will offer ideas for the properties of wet and dry clay. Students will add to the list of rock describing words from the beginning of the rock unit.  Connections will be made to rocks also being soft and bendable as in the case of wet clay. Connectors from the group share answers to connector questions. Students will return to their seats. Students will discuss and fill in their word bank words: bead, harden. Students will fill out the “I learned” section and picture of their bead at their desks. Students will clean up of their science materials and place their collection of completed beads in the designated bead drying area.

Materials/Preparation Needed: ●      30 Balls of clay about 3cm (1”) in diameter* ●      6 FOSS tubs to put clay balls in for distribution (with correct amount of clay for each table group) ●      30 Pieces of scratch paper ●      30 pieces of soda straw ●      30 pieces of waxed paper ●      30 paperclips for stenciling ●      1 large knife ●      12 flat, rimmed dishes with water ●      Flipchart prepared in ActivInspire ●      How We Use Rock book ●      Markers ●      Tape

Management Issues: If children get too loud, then we can call them back to attention using the “science eyes” cues.  Engagement in the activity will be ensured by keeping a close proximity to the students.  There may be interruptions in the lesson due to intercom announcements, phone calls, behavioral challenges, learning disabilities, students coming in and out of the classroom, and/or any number of management problems that can and will arise.  Our most effective strategy will be to remain flexible and watch for cues from each other as we co-teach this lesson.  Measures will be taken to engage students in the classroom learning activities; however, should problematic behaviors escalate, we will defer to the master teacher and support staff members’ judgement in the matter.

Modifications: If the lesson is inaccessible to some students for various reasons, the lesson can be modified to offer students the option of one-on-one help from a co-teacher of this lesson.  Should any student need assistive technology, we can use the microphone available in the classroom to increase the volume of our voices and change the font size/color/focus on the ActivBoard or document camera for easier viewing.

Enrichment: If students finish early, then they may use the colored clay tubes provided for enrichment.  Students  may also quietly read one of the rock or clay books available around the classroom.

Feedback: Students will receive feedback around the objectives informally during class discussion and bead-making experiment.

Learning from students

This past week when I spent time having math discussions with third grade students, I came to the conclusion that we sometimes do not realize how our students understand more than we give them credit for. During our math discussion, I had one little boy who looked at a series of dots and grouped them in such an advanced way in order to count them. It was more advanced grouping than I would have thought of in the three seconds he was able to see them and count. When I remove myself from the situation and think about that little boy, I see him as a third grader, as a student who still has so much to learn. Although, when I think about his thinking he shared with us I realize that he is older in a way that we are not able to see.

This situation made me think about how children have more to offer teachers and classrooms than we usually allow. It was interesting to me to watch a video recently, a TEDtalk on YouTube titled "What adults can learn from kids" in the video Adora said that teachers should be learning from their students. This is an interesting point of view. I know in previous classes in our program we have talked about being students of our students, studying them to get to know all we can about them. But, this perspective is different. This video and our recent math discussion has caused me to think more about listening to what my students have to offer and to not underestimate my students' thinking.

From assessment to instruction

Based on my time with my student I have been able to gauge his interest in reading and books as well as assess his fluency. My student says he likes to read and write fictional stories including fantasy. For the past few weeks he has been reading the book Star Wars: The Force Unleashed by Sean Williams. He said he enjoys this book because it is just like the video game he plays at home. He also said that he has read this book one other time. He said that this book is between a hard and just right level for him to read. When talking to my student, he does not seem very excited about his story, not excited to share it with me, nor does he seem excited about reading in general.

Based on my assessment of him, here are the things I know. My student reads about 94 words per minute and 86 words correct per minute, which was collected on three different readings. One reading was a one-minute reading of the fictional book he is currently reading.  A second reading was a non-fiction excerpt and a third reading was a fictional story excerpt. Based on his WCPM he is reading between 10-25^th percentiles for his grade according to Hasbrook & Tindal. With this information, they suggest that he needs a fluency-building program and needs to improve his reading by 0.8 words per week.

When I observed my student reading I noticed that he often reads without notice to periods, often repeating the 3^rd through 5^th words in a sentence (this seems to be where he pauses instead). Additionally, when he is reading aloud he is lacking prosody and expression. Based on the data I have, and my observations I see that regarding fluency he lacks speed and expression. His low fluency is also affecting his reading comprehension. When reading, his focus is on word identification and not on comprehension.

In order to focus on comprehension, I asked my student to retell both the non-fiction and fictional story to me after he read. When retelling the story, my student was able to recall more for the fictional story. He recalled fewer details for the non-fiction story. Based on my observation I would assess him differently in these two situations. For retelling of fiction I would say he provides partial retelling (2 points). For retelling of non-fiction I would say he provides a fragmentary retelling (1 point).

Learning Objectives for lesson

Based on my knowledge of my student’s reading comprehension and fluency, I would focus my lesson for him on fluency. I would work on fluency first because I believe it is his lower fluency level that is affecting his comprehension abilities. With this student, I want to specifically work on reading aloud and teaching him to focus on reading with expression and rhythm. I would most likely choose a text that is at an independent level in order to help him feel successful and allow him the opportunity to focus on expression and rhythm without difficult vocabulary getting in his way. Additionally, I would read with him in order to model my reading. Other than this, I am open to any suggestions that anyone may have.

Division

This last week in class we discussed varying aspects of division. From our Fosnot reading I was most interested in the concept of partative and quotative division problems. At first, I seemed confused as to why this would be important for us to know as teachers. After our time in class I have a greater understanding of the difference between the two division contexts and the importance of knowing these as a teacher.

First, it is my understanding that partative division includes the action of “dealing out”. It is in this situation that students generally use trial and error in order to find the answer. One example problem includes: There are 21 cartons of milk and there are three helpers. How many cartons does each helper get? Partative division is often the most challenging for students. In the example above students know that they have three helpers to “deal out” the milk to. Often times the count, “1, 2, 3” to deal out to the three helpers and then start over with the first person and continue the dealing out until all of the items are distributed out.

Quotative division, on the other hand, includes the action of scooping things together in groupings of a certain number with the number of groupings unknown. One example problem includes: If you have 21 cartons of milk and you want each person to get seven, how many people can you give them to? With this quotative division problem, students will start by putting the total into groups of seven.

I have come to realize that understanding the difference between partative and quotative division context is important in order to provide students with varying division problems in the classroom. This will ensure that students know that division is not just sorting into even groups (or dealing out) or the other way around. Additionally, since students often have a harder time with one of the contexts more than the other, it is good to be able to recognize which type of division problems your students need more practice in.

Finally, when working with division in the classroom I think it is important to make math tangible and accessible by using real life numbers. For example, using food such as candy bars or drinks can become a great entry point for students, which in turn makes division more engaging. 

Project #1 Reflection

Thank you Tristen, Jocelyn and Kristen for your feedback on my analysis of Adam’s writing and the lesson I created for him. You brought up some interesting questions that I had either not considered or I did consider them and forgot to explicitly include them in my write up.

I think we all agreed on my assessment of Adam’s writing based on the examples I shared and the short discussion we had in class. Kristen, you bring up a great question about whether or not Adam’s teacher knows that he has a desire to create his own comics. To answer this, I am not sure but I will surely notify his teacher in any final letter we write to him. Tristen also made a good point that I had not considered in my analysis. If Adam prefers to write comics, then this may be why his essay included back and forth dialog, something often found in comics. In the case of comics, pictures are often the source of greater details. This was a great connection! Based on all of your feedback, I think my assessment was fairly accurate for Adam’s writing based on the writing sample I received. Therefore, there is nothing more that I would add or change at this time.

As for my lesson plan, you all raised some great questions. First, I would like to clarify what I know about voice and point of view/perspective because I know at least Jocelyn was interested in the difference. From what I know, each piece of writing is created from at least one point of view, in the eyes of a character or narrator. Voice is how once specific point of view is communicated consistently to the reader in order to determine the difference between and to learn more about different characters. Additionally it is created to be as if the character is speaking directly to the reader. Elements learned about a character through their “voice” are not always explicitly shared through their point of view. Since point of view usually comes more naturally to a writer, and since the focus on voice also adds details, I chose to focus on this for Adam.

Jocelyn also asked if I would be “addressing what types of words those are that reflect a character's age, personality, and point of view”, and I did plan on this in my lesson. On day 2 of my lesson I stated “Questions to raise: Does all writing have a voice? How does sentence length vary from character to character? Sentence structure? Word choice? Word order, etc.?” In this conversation I would be ready with examples including how longer sophisticated sentences might demonstrate an older and more educated character. Whereas shorter sentences with less sophisticated words, maybe using slang, may demonstrate a younger or teenage character. I would provide the small group with other examples that would also allow the students to focus on what they saw/heard demonstrated in the Voices in The Park story (and me not just telling them). It is in this discussion that we will call upon word choice, also asked by Jocelyn.

A second piece I would like to add or clarify in my lesson is the inclusion of the optimal learning model, as described in Routman and as suggested by Jocelyn. I thought through the model as I created the lesson although I did not explicitly call it out. On day one of my lesson the focus is on shared reading as we read Voices in The Park; this shared demonstration according to Routman. Routman says this can be used to demonstrate and discuss “the author’s craft (figures of speech, leads, endings)”, which I think would include the idea of voice. For this day Jocelyn asks how I would model for the students how to find textual support to back up their claims about a character’s personality. In doing this, I would be providing examples on the character that I chose to explore. I note this in my lesson by saying I would “think aloud to demonstrate how to use the chart with the first voice”. I see that I could have been more explicit here. I think this aspect of the lesson, when students begin searching the text on their own, would be guided practice since students are primarily doing the work and I am there for support if needed. Throughout the rest of the lesson, responsibility sifts back and forth between teacher and student. Teacher shows students how to do something by demonstrates, does it with the students, and then asks them to do it by themselves.

A final piece that I would like to add to my lesson plan would be to ask the students to take risks in their writing by including “personal details that reveal the person behind the words” as suggested in the Six Trait Assessment and as pointed out by both Kristen and Tristen. This is an excellent addition to the lesson and I think this could make the writing piece more meaningful to the small group.