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8.31 1st Grade
Inquiry Lesson
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Plan Author: David Riddick
Date Created: 2/24/2003 12:04:35 PM PST
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School:
Dyer St. Elementary
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Grade Level:
1
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Students:
20 Students. 12 boys and 8 girls. 20 ELD1-2
One special need is connecting this lesson to the life of the learner.
Instruction must connect and become integrated with students' prior
experiences.
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Subject Area(s):
Language Arts (English), Science, NSES Content Standard for science - Science
as Inquiry
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Goal(s):
Students will have an understanding about scientific inquiry to ask and
answer a question and compare the answer with what they already know about
the world.
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Concept(s):
Students will learn through an inquiry investigation that water bonds to form
clouds.
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Standards:
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 CA- CCTC: Aligned CSTP's and TPE's
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• Standard : CSTP: Standard for Engaging and Supporting all Students
in Learning
TPE: C. Engaging and Supporting Students in Learning
CSTP Description: Teachers build on students’ prior knowledge, life
experience, and interests to achieve learning goals for all students.
Teachers use a variety of instructional strategies and resources that respond
to students’ diverse needs. Teachers facilitate challenging learning
experiences for all students in environments that promote autonomy,
interaction and choice. Teachers actively engage all students in problem
solving and critical thinking within and across subject matter areas.
Concepts and skills are taught in ways that encourage students to apply
them in real-life contexts that make subject matter meaningful. Teachers
assist all students to become self-directed learners who are able to
demonstrate, articulate, and evaluate what they learn.
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• CSTP Key Element : Using a variety of instructional strategies and
resources to respond to students’ diverse needs.
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 Question : use a variety of
strategies to introduce, explain, and restate subject matter concepts
and processes so that all students understand?
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CA- California K-12 Academic Content
Standards
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• Subject : English Language Arts
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• Grade : Grade One
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• Area : Listening and Speaking
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• Sub-Strand 1.0: Listening and Speaking Strategies
Students listen critically and respond appropriately to oral
communication. They speak in a manner that guides the listener to
understand important ideas by using proper phrasing, pitch, and
modulation.
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• Concept : Comprehension
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Standard 1.1: Listen attentively.
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Standard 1.2: Ask questions for
clarification and understanding.
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Standard 1.3: Give, restate, and follow
simple two-step directions.
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• Subject : Science
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• Grade : Grade One
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• Area : Earth Sciences
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• Sub-Strand 3: Weather can be observed, measured, and described. As
a basis for understanding this concept:
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Standard b: Students know that the weather
changes from day to day but that trends in temperature or of rain (or
snow) tend to be predictable during a season.
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• Area : Investigation and Experimentation
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• Sub-Strand 4: Scientific progress is made by asking meaningful
questions and conducting careful investigations. As a basis for
understanding this concept and addressing the content in the other three
strands, students should develop their own questions and perform
investigations. Students will:
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Standard b: Record observations and
data with pictures, numbers, or written statements.
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Objective(s):
Cognitive: Students will learn through inquiry investigation water drops
collect on tiny pieces of dust in the sky. Many of these drops close together
to form a cloud. As these drops fall to Earth, they are still bonded.
Observable behavior: Students will conduct an inquiry investigation and
record their predictions, observations, and conclusions. Students will blow
sugar with water and without water to form a makeshift cloud.
Criteria: Given a chart, students will record pictorially and interpret data
verbally their predictions and observations of an experiment communicating
how sugar bonds to water with 80% accuracy.
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Prerequisite Background Skills/Knowledge:
Students should know that weather changes day to day, but that trends in
temperature or of rain tend to be predictable during a season. Students
should be aware that rain falls from clouds.
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Vocabulary / Language Skills:
Listening: Students listen to verbal instructions given on how to blow
through the straw and what to record on their chart paper.
Speaking: Students participate in inquiry lesson by drawing what they observe
on a chart.
Writing: Students draw what they observe.
Reading: Students read instructions on the board with teacher.
Vocabulary: air, rises, cools, water drops, dust, clouds, straw, wax paper,
sugar,
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Materials:
1) Wax paper
2) Straws
3) Sugar
4) Droplets of water
5) Teaspoon
6) Small droplet dispenser
7) Student chart to place drawing of observations
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Classroom Management:
Students seated in assigned arrangement on the carpet.
I will discuss appropriate ways to participate in lesson and hold students
accountable to their rules. Students must treat the materials for the inquiry
lesson with respect.
I will review my "hand signals" to check for understanding.
Considerations for attention span are to keep the lesson to about 20-25
minutes.
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Procedure:
Procedure: Open
As an attention getter, I ask students for their established rules of conduct
in a science lesson. I will discuss appropriate ways to participate in lesson
and hold students accountable to their rules. Students must treat the
materials for the inquiry lesson with respect.
I will review my "hand signals" to check for understanding.
Procedure: Body
Input:
1st: Inform standards of standards and goals we are working on.
2nd: Teacher will check prior knowledge of students background knowledge on
clouds. Ask students what they know about clouds. "Does anyone know
where rain comes from?" "Does anyone know why rain comes falls from
clouds?"
3rd: Teacher explains hot air rises and then cools. When it cools it forms
small water drops. Water grabs on to dust and makes a cloud. When the clouds
become too heavy, it rains.
4th: Inform students inquiry science is based on asking a question and
finding out what happens. I will ask them a lot of question. I make a T-chart
on the white-board. One column is labeled "Predict" the other is
labeled "Answer."
4th: Pass out materials. Place a spoonful of sugar on a piece of wax paper.
5th: Students predict and draw what will happen when they blow on the sugar
in the predict column. I write their prediction in the SUGAR - PREDICTIONS
column.
6th: Students tell what happened when they blow on the sugar. Teacher writes
the response on the SUGAR - ANSWER column.
7th: Teacher places a drop of water on the wax paper. Students predict what
will happen if they blow the water toward the sugar. I write their responses
in the WATER - PREDICTIONS column.
8th: Does the sugar and water mixture resemble a cloud. The sugar is the dust
and the water is rain. Could this make a cloud? Why or why not?
9th: Students draw their cloud formations on chart paper.
Guided Practice:
Students listen critically and respond with oral communication. Student
follow the steps to the inquiry science lesson and ask questions.
To check for understanding, I use non-verbal hand cues to assess for
confusion and clarification.
Independent Practice:
Students will try to read the words I write on the board. They will give,
restate, and follow simple two-step directions to investigate how clouds
form.
Procedure: Close
To close the lesson and summarize what was learned, students will discuss how
clouds are formed. Teacher asks students if it is possible to predict when it
will rain.
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Assessment:
Students will interpret data verbally and record pictorially their
predictions and observations of an experiment communicating how sugar bonds
to water with 80% accuracy.
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Assessment/Rubrics:
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Reflection:
The objective of the lesson was achieved. Students were able to verbally
explain water and dust bond together to form clouds. I checked students’
prior knowledge in the “Opening” of the lesson. Students were seated on the
carpet as I used a diagram to access their prior knowledge of the water
cycle. The concept of dust may have been difficult for the ELD students. If I
were to teach this lesson again, I would sweep up dust on the floor to show
them what dust is.
The “Body” of the lesson flowed well. I made good use of time by having
monitors pass out materials to students. The students were told these
materials are science tools and must be treated with respect. As I passed the
sugar around I said, “Here is your dust” to each student. I wanted them to
make the connection of the sugar representing dust. The body of the lesson
was based around inquiry. I kept asking the students what they think will
happen before each step.
The “Close” of the lesson felt a little rushed. I would have liked to allow
the students more time to pictorially represent their clouds. I made good use
of oral language by having students repeat after me, “Dust and water make
clouds.” I repeated this chant with them several times using different
intonations.
The assessments were appropriate for the grade level. Students recorded
pictorially their observations of sugar and water bonding. Verbally students
interpreted their data in a grand conversation.
There was a student who was extremely excited and spoke out of turn. I
reinforced students’ behavior around him. I smiled and said, “Look at all the
wonderful scientists workings so well. Thank you scientists.” The first
grader wanted my attention and began working quietly and on task.
Teaching science as an inquiry lesson is extremely powerful in allowing
students to think for themselves. Students become scientists and are able to
investigate and answer inquiry questions by experimenting and testing their
hypothesis.
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