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.