LBS 405

LESSON PLAN
5E Lesson Plan with Arts Integration

NAME: Rebeca Salgado GRADE LEVEL: 2nd

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STANDARDS:
NGSS:
 2-PS1-4. Construct an argument with evidence that some changes caused by heating or cooling can be
reversed and some cannot.
VAPA:
 Analyze Art Elements and Principles of Design 1.3. Identify the elements of art in objects in nature, the
environment, and works of art, emphasizing line, color, shape/form, texture, and space.

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GUIDING INQUIRY QUESTION: (what scientific phenomenon are you addressing?)
1. What states of matter do you come in contact with in your daily lives?

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LEARNING OUTCOME/ OBJECTIVE(S): (no more than 2)
1. The students will experiment with solids and liquids to create a new mixture, ice cream.
2. Students will understand the states of matter.

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EVALUATION (10-25 mins)
 How will students demonstrate that they have achieved the lesson objective? (skills and knowledge)
o The students will demonstrate that they have achieved the lesson objective by having a “Class
Debrief.”
 I will ask the following questions (to check for understanding):
 What state of matter is ice cream?
 What items did we use to make ice cream?
 What did we take away to change the liquid to a solid?
o I will also collect the lab sheets the students filled out while making the ice cream and observed
their understanding of describing properties and identifying matter.

 This should be embedded throughout the lesson as well as at the end of the lesson

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CURRICULUM CONNECTION (Identify how this lesson fits in the larger unit of instruction):
 This lesson will fit in the larger unit of instruction because the students will learn that “Matter” is in
everything we use. Therefore, we come in contact with it in our daily lives.

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RESOURCES/MATERIALS:
 1 gallon-sized Ziploc freezer bag
 1 Ziploc sandwich bag
 Enough ice to fill gallon bag half way
 Measuring cup
 Measuring tablespoon and ¼ teaspoon
 6 tablespoons rock or kosher salt
 ½ cup milk
 1 tablespoon sugar
 ¼ teaspoon vanilla extract
 Printed Lab Worksheets
 Power-point on Matter

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ENGAGEMENT (5-10 minutes)
 Describe how the teacher will capture students’ interest. What experiences will you design to engage
and motivate students? What are the relevant/real world connections within this lesson?
o Engage and motivate:
 At their desks, students sing a song at the opening of each science lesson. This song
motivates and engages my Junior Scientists at the beginning of each science lesson.
During science lessons, I call my them scientists to encourage them to become dreamers
and doers.

 “I can” statement:
 I call on a student to read our "I Can" statement for the day. While using an over-
sized microphone, a scientist says, "I can experiment with solids and liquids to
create a new mixture, ice cream." The "I Can" statement helps students take
ownership of the lesson as they put standards into context. The other students
praise the student that reads the "I Can" statement by clapping. I encourage
students to give each other praise to boost their self-esteem.

 The students observe the PowerPoint about changing matter. The PowerPoint discusses
the changes in matter and reviews matter vocabulary terms with the students. This
video supports my visual learners. The pictures, images, and text assist my students in
understanding and retaining the taught content.

o Relevant/real world connections:

 I wanted them to understand that liquids can change into solids if the temperature is
below 32 degrees Fahrenheit. However, 32 degrees Fahrenheit would not be cold
enough for the ice cream, so a lot of rock salt was added to lower the temperature. This
investigation was exciting for the students because they saw the liquid turn into ice
cream. I also informed the students that in 1846, Nancy Johnson invented the hand-
cranked ice cream churn and that invention made people begin to enjoy the creamy
treat.

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 What kind of questions should the students ask themselves after the engagement?
o How can we identify each state of matter?
o What types of changes occur in matter?

Key Question:
 What is matter?

Opening Activity to surface student thinking:

 The power-point will introduce the students to what is matter and how they can experience it
up close by creating it themselves.

Questions for whole group discussion:

 How can matter change from one state to another?

Grouping:
 The students will be asked to get into groups of two.

Accommodations/Modifications for Students who are Bilingual Learners-Expanding Proficiency:

 Accommodations:
o Speak slowly
 Avoid slang & colloquial expressions
 Speak clearly
 Use normal tone
o Translate instructions
 English to Spanish
 Complex terms
 Concepts of the lesson
o Write down instructions
 English to Spanish
 Complex terms
 Concepts of the lesson
o Closed Captioning
 Helps my bilingual learners correlate with the written and spoken English
 Helps them see the spelling and the sentence construction
 Can also be invaluable for the hearing impaired

 Modifications:
o Advance Notes
 If the students are required to take notes, they can use the advance notes and
make small additions as necessary. It also helps the student focus on what is
being said, rather than focusing entirely on the writing portion.
o Extended Time
 More time may be needed to process and communicate information that is being
taught. Extra time can potentially decrease any anxiety or stress, when can
benefit the students’ academic performance.

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 o Break down
 Classwork instructions into short, written steps.

Accommodations/Modifications for Students with Auditory Processing Disorder:

 Accommodations:
o Repeat or rephrase key information throughout the lesson.
o Speak clearly and slowly when presenting information.
o Seat the student(s) near the teacher and away from doors and windows.
o Give a signal that alerts the student that an important point is being made.
o Allow the student to use as assistive listening device to make it easier to hear the
teacher’s voice.
o Use visual tools like a white board or computer to support spoken lesson.
o Use images and gestures to enhance the student’s understanding.
o Advance notes
o Encourage student for participation in expressive language activities

 Modifications:
o Provide a quiet area for independent work.
o Extended time
o Break down testing or classwork instructions into short, written steps.
o Simplify directions
o Pre-teach vocabulary
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EXPLORATION (15-30 minutes)
 Describe what hands-on/minds-on activities (1 or 2) students will be doing.
o Hands-on
 The hands-on activity will be done in pairs. Each pair of students will have their own set
of materials on their table. They will not touch the bag of materials until after I have
explained each on item in the bag. After it has been explained, the students will then
receive a signal and will proceed with the investigation.
o Minds-on
 A lab work sheet will be given to the student’s so they can follow along with their
investigation. I ask: What questions do you have about the items? They write their
questions on the provided lab sheet. Students can refer to the science question stems
that I created to assist them. It is also posted in the front of the class. I permit the
students to share some of their questions.
 Then students are asked to complete the observation section of the lab sheet. They are
asked to decide if the materials that we are using are solids, liquids, or gases. They use
'S' for solid, L' for liquid, 'G' for gas. Also, they are to list the properties of each. We
discuss some of their descriptions.
 Students will be asked, what do you think will happen when all of the elements are
mixed together? They are allowed 5 minutes to record their predictions. Although the
process of making the ice cream is in pairs, each student will be expected to fill out their
own lab worksheet.

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 What experiences will you design so that students will grapple with the content, investigate, and
explore the central concepts?
o The experiences that I will design for the students to grapple with the content, investigate, and
explore the central concepts will be for them to experience hands-on the changes of matter by
using the example of making ice cream.

 List “big idea” conceptual questions the teacher will use to encourage and/or focus students’
exploration

Activities (list) Driving Questions

1. Q & A 1. What would happen if I boil a pot of water on
the stove?
2. What happens to the water?
3. What if I put the water in the freezer?

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2. We all scream for ice cream! 1. What do you think will happen when all of
the elements are mixed together?

Grouping:
 The students will begin the exploration of what is matter, the states of matter, and the changes of
matter. They will be asked to be in groups of two. Each pair will work together to create the ice
cream and individually they will write down their discoveries throughout the investigation.

Accommodations/Modifications for Students who are Bilingual Learners-Expanding Proficiency:

 Accommodations:
o Speak slowly
 Avoid slang & colloquial expressions
 Speak clearly
 Use normal tone
o Translate instructions
 English to Spanish
 Complex terms
 Concepts of the lesson
o Write down instructions
 English to Spanish
 Complex terms
 Concepts of the lesson
 Modifications:
o Alternate Responses
 If a student is struggling to write their responses, they will be allowed to draw with
short captions or speak their responses. This way they know that they are still giving
the opportunity as others to share and communicate their discoveries

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 o Extended time
o Break down classwork instructions into short, written steps.
o Simplify directions
o Modeling (clear demonstration of student performance)

Accommodations/Modifications for Students with Auditory Processing Disorder:

 Accommodations:
o Speak clearly and slowly when presenting information.
o Give a signal that alerts the student that an important point is being made.
o Use images and gestures to enhance the student’s understanding.
o Advance notes
o Encourage student for participation in expressive language activities.
o Use visual tools like a white board or computer to support spoken lesson.

 Modifications:
o Alternate Responses
o Break down classwork instructions into short, written steps.
o Simplify directions
o Modeling (clear demonstration of student performance)
o Extended time

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EXPLANATION (15-20 minutes per explain activity. Remember, you can have 1 or 2)

 Student explanations should precede introduction of terms (vocabulary/formal definitions) or

explanations of concepts by the teacher. How will the students communicate their understanding of the
concepts?
o The students will communicate their understanding of the concepts by filling out the provided
lab worksheet, in which they will have during their investigations. There will sections for which
they will have to record their observations and answer the questions that I will ask.
 Example:
 They will identify the materials they use by writing an S(solid), L(liquid), and
G(gas).
 Question: what do you think will happen when we mix all the elements together?

 How will you design additional experiences to extend their understanding or to assist them in
recognizing preconceptions?
o If students are having troubles or need assistance during the activity, I will pause the activity
and provide a short clip of the ice creaming process. I will also design additional material such
as list of steps with visuals on what to do and how to do it.

 How will you support students in using data, evidence, and/or representations to make sense of the
central concept?
o The power-point will be used as evidence and a representation to make sense of the central
concept, “Matter.” It will contain visuals, oral, written, and kinesthetic material for all learners
can comprehend the central concept.
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 List higher-order/open-ended questions, which teachers will use to solicit student explanations and
help them to justify their explanations.
o Higher-order questions:
 What are the differences between the states of matter?
o Open-ended questions:
 Why do you think those differences occur?

Content Media: (written material, video, teacher lecture, technology)

 Teacher lecture:
o PowerPoint
 Technology:
o I will put music during the engagement section and I will use a radio or a laptop, whichever
one is more accessible.

Student Communication Product (assessment): (unit test, written report, oral presentation, poster, etc.)
 Written Report:
o The students are provided with a worksheet, in which they have to report their findings and
response to the questions that will be given throughout the activity. I choose to do a written
report for the students because it is important to compare their initial thoughts vs. their
thoughts after they finish the activity and writing notes down will help them understanding
the concept.

Grouping:
 Once the activity is done the students will have some part of the worksheet completed. They will
return to their seats and individually finish anything on the worksheet they did not fill out during
the investigation.

Accommodations/Modifications for Students who are Bilingual Learners-Expanding Proficiency:

 Accommodations:
o Translate instructions
 English to Spanish
 Complex terms
 Concepts of the lesson

o Write down instructions

 English to Spanish
 Complex terms
 Concepts of the lesson
 Modifications:
o Alternate Responses
 If a student is struggling to write their responses, they will be allowed to draw with
short captions or speak their responses. This way they know that they are still giving
the opportunity as others to share and communicate their discoveries
o Extended time
o Break down classwork instructions into short, written steps.

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 Accommodations/Modifications for Students with Auditory Processing Disorder:
 Accommodations:
o Speak clearly and slowly when presenting information.
o Give a signal that alerts the student that an important point is being made.
o Use images and gestures to enhance the student’s understanding.
 Modifications:
o Provide a quiet area for independent work.
o Extended time
o Break down testing or classwork instructions into short, written steps.
o Pre-teach vocabulary
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ELABORATION (15-20 minutes)
 Expand and connect. Describe how students will develop a more sophisticated understanding of the
concept in new settings.
o We will have a discussion about our observations throughout the investigation. For instance, we
will discuss, what types of changes of matter did we notice? what part of our investigation
caught our attention the most? After we will then review our worksheets and go over some
essential vocabulary terms.
 How will you help students reflect and expand on this lesson, ask their own questions and/or connect it
to the next lesson?
o Through our group discussion the students heard a variety of explanations and responses from
their peers. So, to expand on the lesson the students will have 4-5 minutes to write down 3-4
bullet points on what they understood or liked from the group discussion.
 How is this knowledge applied in our daily lives?
o This knowledge is applied in our daily lives because in everything we use is given a shape, which
is made out of matter.
Activities:
 Group discussion, short response (bullet point format)

Content Media: (written material, video, teacher lecture, technology)

 For this section there will be no content media.

Extending/Application Questions for Whole/Small Group Discourse:

 For this section there will be no extending/application questions for whole/small group discourse.

Student Communication Product (assessment): (unit test, written report, oral presentation, poster, etc.)
 Written Response
o A short bullet point response on what they heard or liked from the group discussion.

Grouping:
 Whole class discussion
 Then transition to individual work

Accommodations/Modifications for Students who are Bilingual Learners-Expanding Proficiency:

 Accommodations:
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 o Translate instructions
 English to Spanish
 Complex terms
 Concepts of the lesson

o Write down instructions

 English to Spanish
 Complex terms
 Concepts of the lesson
 Modifications:
o Alternate Responses
 If a student is struggling to write their responses, they will be allowed to draw with
short captions or speak their responses. This way they know that they are still giving
the opportunity as others to share and communicate their discoveries
o Extended time
o Break down classwork instructions into short, written steps.

Accommodations/Modifications for Students with Auditory Processing Disorder:

 Accommodations:
o Speak clearly and slowly when presenting information.
o Give a signal that alerts the student that an important point is being made.
o Use images and gestures to enhance the student’s understanding.
 Modifications:
o Provide a quiet area for independent work.
o Extended time
o Break down testing or classwork instructions into short, written steps.
o Pre-teach vocabulary

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 5E Lesson Plan with Arts Integration Assignment

The VAPA commentary is integrated into the exploration and elaboration section of the lesson. The

exploration section is where the VAPA standards for 2nd grade is included, “Analyze Art Elements and

Principles of Design 1.3. Identify the elements of art in objects in nature, the environment, and works of art,

emphasizing line, color, shape/form, texture, and space.” The students will identify the elements they will be

using for the activity and describe the process of their investigation. The visual arts can be implemented to

describe the items they are using, relating to the texture, color, and shape of the ice cream. The ice cream

activity enlightens the artistic side of the student because it gives them an insight into what is art while doing

science. This section also helps the students be more attentive to the process and the steps they are making

during their investigation. They will be in pairs for the whole activity, so students will be able to communicate

and compare their findings. For example, a group of two will discuss their opinions on what they thought that

the process of the ice cream felt. I also found the VAPA standard fitting for the elaboration section of the

lesson plan because we have a whole class discussion of elements we identified during our investigation and

then individually the students had to make a three-bullet response based on what the observations that were

talked about during the whole class discussion. The group discussion and the short three-bullet answer allows

the students to compare the difference between each other’s opinions during the ice cream making process.

This VAPA standard is appropriate for both sections that I mentioned because the students had to analyze the

identifications they found during the process of liquids to solids when they were making the ice cream and be

aware of the changes of matter that was occurring, texture, shape, and color.

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 PART 3: Lesson Plan Rationale Assignment

a) Designing Learning Activities: Explain why you selected the learning activities in this lesson and how
they will increase engagement with and access to learning for the students
o The learning activities that I selected were the following; singing a song, I can statement, and
we scream for ice cream. I chose these learning activities for this lesson because I wanted to
start the students with excitement by singing a song. The song is to encourage the students that
they will be able to complete the activity because there are junior scientists. Lastly, I specifically
wanted the students to have a hands-on experience, where they can gain a visual
representation of what is matter. These activities will increase engagement with learning
because the students are allowed to explore for themselves with the materials that were
provided. Hands-on experiences increase engagement with knowledge because they are not
just being taught to, but they are participating and absorbing the information that is given,
which most likely will stick with them because they are discovery these findings on their own.
The activities increase engagement because they may not have access to the materials
necessary to try the experiment at home so having it done in class engages them in the lesson.

b) Designing Instructional Strategies: Explain why you will use specific instructional strategies and how
they will support student engagement with and student access to students (e.g. explaining, modeling,
scaffolding, asking questions to guide a discussion, providing instructions to guide an activity).
o The following instructional strategies that I will use for my lesson are, explaining, modeling,
asking questions to guide a discussion, and providing instructions to guide activity. Towards the
end of the engagement section of my lesson, I am introducing a power-point of what is matter,
and the experiment we are going to do involves the instructional strategy of explaining because
I will be teaching to the students the lesson of the day through the power-point. Modeling and
providing instructions to guide an activity are two instructional strategies that I will use in the
elaboration part of the lesson because that is when the students’ will begin their hands-on
experiment, and I will be modeling what they are supposed to do, but at the same time saying
what I am doing. Therefore, the students have access to a visual and verbal demonstration of
the activity, which allows all types of learners to be engaged.

c) Academic Rigor: Explain how the lesson plan provides learning activities that engage students in higher
order thinking and application of concepts or skills to purposefully advance their understanding of
specific content.

o The lesson plan provides learning activities that engage students in higher order thinking and
application of concepts through the engagement section of the lesson because the students are
shown a power-point about the topic “matter” and each student have different higher order
thinking skill that allows them to grasp the concept at different speeds or understanding the
information differently. For example, there are two students, and one’s higher order thinking
skill can be an evaluation, where they judge the value of information or ideas. Meanwhile, the
other students higher order thinking ability can be on analyzing, where they break down
information into components parts. Both students are actively engaged in the lesson, but their
higher order thinking skills are applying the concepts in different perspectives.

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d) Language Demands: Describe the language demands of the lesson and the ways you planned for and
addressed the academic language development needs of the students, including English learners and
Standard English learners.
o The language demands for the lesson are from my bilingual students and for my students that
have an auditory processing disorder. Therefore, the way I planned for and addressed the
academic language development needs of the students is through accommodations and
modifications. Both bilingual students and students that have an auditory processing disorder
have similar needs. For instance, in my lesson plan in the section of exploration under
accommodations I have for both “speak clearly and slowly” and for modifications, I have
“extended time.” However, for my bilingual learners and standard English learners, their
demands for academic language development needs are addressed by allowing them to have
extended time if they aren’t entirely done with their work, modeling is demonstrated to provide
an idea to the students of what they are expected to do, etc. Language demands that the lesson
requires for students to access and engage in the content is mainly modeling what I am saying
to the students. Since there are a few steps during the activity, the students will need me to
demonstrate to them rather than verbally. Vocabulary that will be necessary for the lesson are
terms that they will encounter during their investigation will be; matter, solid, liquid, and gas.
My teaching is focused on a second-grade level so if we are rating the difficulty level from one
to five, five being the hardest and one is super easy. I would say that the difficulty level is at a
three in a half only because I think that answering the questions can take some time. The
materials difficulty level is at one. This information shaped my lesson plan because it made me
aware of the students’ needs and whether or not they will be engaged.

e) Organization of Student Work: Explain your rationale for grouping students in this lesson-whole group,
small groups, pairs, individual--and why you think this will support their learning.
o I wanted each student to participate in the ice cream making activity. So, I decided that groups
were going to be too big not everyone will get a chance to join so I thought that doing it in pairs
was the best choice. This way every pair can work as a team and make the ice cream.

f) Student Assets and Needs: Explain how the lesson plan incorporates or builds on students’ cultural and
linguistic resources, socioeconomic backgrounds, funds of knowledge, prior experiences, and interests.
o The lesson plan incorporates or builds on students’ cultural and linguistic resources,
socioeconomic backgrounds, funds of knowledge, prior experiences, and interest because I
believe that it is interactive where all students can join and no one is left behind. Each will be
able to join the activity despite any backgrounds. Whole class discussion, working in pairs,
working individual is an ample variety for the students to build a foundation of many interests.

g) Socio-Emotional Development Considerations’: Explain how the lesson plan addresses the socio-
emotional development of your students.
o The lesson plan addresses the socio-emotional development of my students because my
students are going to have to work in pairs, helping another one and then discuss with the
whole class, in which the students can relate to another one because they worked on the same
or had the similar observations.

h) Resources, Materials, Tools, and/or Educational Technology to Support Learning: Explain why you
chose particular resources, materials, tools, and/or educational technology to support student learning
in this lesson.
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o I chose appropriate resources, materials, tools, and educational technology to support student
learning in this lesson because it was best fitting for the lesson and the students. Nothing was
overly complicated but easy access.

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