Olena Kasaoka

Fall 2021
EDEE 490
Kamai

My Best Lesson

Description
Kanoelani Elementary School introduced a new science curriculum resource to teachers
this year. Generation Genius is a membership-based educational website that focuses on K-8
science and math content areas. In our grade-level curriculum meetings, the fifth grade teachers
had decided to use this resource for teaching various earth, life, and physical science topics.
Included in the school’s membership is access to engaging videos, general lesson plans, and DIY
(do-it-yourself) projects.
When I first entered this classroom in the first quarter, I used Generation Genius solely as
an introduction to a particular topic. In the second quarter, our grade-level was awarded a science
grant, in which we all agreed would be used toward supplies for the DIY activities. As soon as
our materials were delivered, I knew that my Best Lesson would be geared towards the topic of
matter. Prior to my chosen lesson on the Particle Nature of Matter, I first wanted to check for
students’ prior knowledge on the topic.
I was surprised to find that the majority of my class forgot the states of matter, so I
decided to start there. In our introductory lesson, we covered the three states of matter and how
particles are arranged in each state. We also learned about different transitional phases that
happen between the states and how the particles react to each other.
Two days later, Dr. Kamai came in to observe my Best Lesson. I have learned that my
students thrive on competition, so I knew that I wanted to complete a pre-assessment on Kahoot!,
a game-based learning platform. When I introduce learning targets, I have my students read them
aloud. I do this so they are aware of what their goals are and what I expect them to know by the
end of the lesson. As I was planning a hook, I knew that most of my students enjoy sports, so I
wanted to include that in my introduction. I asked them about the difficulties they may encounter
when playing with a deflated ball. That got them talking and wondering about what the lesson
would be focused on. Many of my students are visual learners, so I wanted to incorporate a

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video. During our discussion questions, I had students use the Turn and Talk strategy. As I
walked around the classroom, I could hear great discussions. I use this strategy often so that all
students participate, rather than the few whose hands quickly go up. Throughout the past few
years, my fifth graders have lacked in the kinesthetic department. COVID restrictions really put a
damper on hands-on activities, so I wanted to get them outside of the classroom for a portion of
this activity. The Pop Rockets activity didn’t require many supplies. We were provided with film
canisters, fizzy tablets (alka seltzer), and water.
In my classroom, I have seven students receiving special education services and three of
those students are English language learners. With respect to meeting the needs of all students, I
differentiated instruction by allowing extra time on the assessments and activity. Two additional
teachers were available to assist wherever needed and students were able to view slides from the
previous lesson on matter.
During the DIY activity, some students’ pop rockets did not work as planned. Most
students didn’t mind, but one started to cry. I hadn’t realized how upset he was until my EA
(educational assistant) came out and mentioned it. I had a few fizzy tablets left after every
student had a turn, so the student and I were able to complete the activity successfully. He was
thrilled and was so grateful to me for giving him another chance at it. This event stood out to me
because it made me realize the importance of checking in on my students more often. Although I
had assistance that day, I may not have the same support in the future and I would have never
known about the situation.

Analysis
The expectations for students were made clear when the learning target was introduced.
Students were to model the structure of and explain phase changes between states of matter using
the particle model of matter. My students were able to show me their knowledge through their
assessments.
Many of the strategies that I used in this lesson were proven successful. The Generation
Genius resource was very useful. The students were all engaged in the video and the activity. I
could tell how well the students retained the information through their conversations with one
another. My students have different learning styles, so I provide differentiation throughout my
instruction. For my visual and auditory learners, I use slides and videos to help enhance their

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understanding. These increase engagement in my classroom and motivate students to achieve
their goals. Discussion questions allow my verbally inclined and social students to collaborate
with others and voice their thoughts. Turning and talking also enable students to practice their
speaking and listening skills.
The DIY activity and assessments were really geared towards those who learn best with
the remaining learning styles. Kinesthetic learners really enjoyed the outside activity, where they
filled a film canister with water one-third of the way. With students standing a safe distance
away, I added the fizzy tablet and flipped the canister upside down onto the ground and they
observed the chemical reaction that caused the container to pop like a rocket. The discoveries
made (changes in states of matter, pressure formed) were discussed outside to help prepare them
for their final assessment. Those who prefer to work alone and think logically thrived during the
task card assessment and the drawing and labeling of the observed chemical reaction model.
The results of the assessments proved that most of my students learned what I intended,
some with assistance. Students demonstrated their understanding through their task cards and
chemical reaction model. I could tell which students were more knowledgeable by the expansion
of their explanations. In order to further enhance learning for the students who need extra
support, I will provide repetition. These students require a lot of visual aids to guide their
learning, so allowing them access to my slides is a great way for them to retain their knowledge.
These students also show difficulty in maintaining engagement and motivation, so breaks are a
necessity.
Though participation is not linked to an NGSS (National Generation Science Standards)
Standard, I believe in the importance of cooperation and safety of all students. In this lesson’s
rubric, I had a participation section in which I scored the students at a 1 (Does not follow safety
protocols during DIY activity) or a 3 (Follows safety protocols during DIY activity). I did not
create a success criteria for a 2, as I did with the other sections (Task Cards and Particle Nature
of Matter Model). In order for students to be successful in their DIY activity and the modeling of
it, they needed to follow proper safety procedures which were thoroughly explained prior to the
experiment. Students who were unable to follow these guidelines, would not have been able to
complete their models.
Moving forward in the topic of matter, I will continue to use the same format of teaching.
During our science block, I would do a quick review of Particle Nature of Matter before moving

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on to the next unit section, Conservation of Matter.

Reflection
I feel that the strategies that I used throughout this lesson were effective and engaging.
Although I used Generation Genius as the basis of my lesson, I adapted it to make it unique for
my class. My students thoroughly enjoyed this lesson and I will continue to provide them with
similar activities in the future.
Looking forward, I would definitely reach out to my mentor to see how we could better
accommodate our special education students. I am grateful for the assistance that she and my EA
provide, but I would also like to offer these students a way to work more independently. Though
the resource is new to all of the fifth grade teachers, I could have reached out to my GLC (grade
level chairperson) or the other seasoned teachers to see how they previously taught matter in
their classes.
I feel that I was sensitive to all students’ learning styles and abilities in this lesson. The
one thing that I would change is having one DIY pop rocket per group, rather than per student.
This would have allowed for more time for me in the classroom to observe students working on
their assessments. I had originally planned for students to perform the DIY activity on their own,
but I’m glad I decided to complete this task for them. I had not tested it prior to that day, so I
wasn’t aware that the pressure would build up so quickly. By making this quick change in plans,
injuries were potentially avoided.
Overall, I feel confident in my current lesson plan and looking toward next year, I would
use the same template. If I were to make any changes, it would be the task card assessment. I feel
that the questions were too broad and didn’t allow for expansion of thoughts. Making simple
adjustments to the wording of the questions would give students the opportunity to explain their
reasoning.

Disaggregated Data
For this assignment, I chose two of my fifth grade students to focus on. Both of these
students are boys who receive special education and ELL services. They both enjoy learning
about science, but show signs of struggles in reading, writing, and focusing. Due to their abilities
in these areas, I created a separate rubric to allow them more time to complete their assessments.

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I also acknowledge their reading and writing capacities by allowing my SPED teacher and/or EA
to read the questions aloud to them and allowing said students to explain their thinking in words.
The support staff will then write, draw or type the focus students’ explanations for them. These
types of accommodations are used often in my classroom, as I have many different levels of
learners.

Teaching Video

Two Consecutive Lesson Plans

Name: Olena Kasaoka Timeframe: 50 minutes Mode of Learning: In-person

School: Kanoelani Elementary School Mentor: Heather Powell Grade level: 5 Classroom #:
B106

Title: Will the Weight Change?

Content Area: Science

Focus: Changes in States of Matter

(Teacher) Objective:
● I will provide my students with an engaging lesson that enhances their knowledge of the
arrangement of particles in the states of matter and the comparison of weight between liquids and
solids.

(Teacher) Goal:
● My goal is to deepen my students' understanding of the arrangement of particles in the states of
matter and the comparison of weight between liquids and solids.

(Student) Learning Objectives:

● Students will record and compare the weights of liquids and solids.
● Students will identify the arrangement of particles in solids, liquids, and gases.

(Student) Learning Targets:

● I can record and compare the weights of liquids and solids.
● I can identify the arrangement of particles in solids, liquids, and gases.

(Student) Success Criteria:

● I will actively listen to the teacher’s directions and be respectful of others.

Standards:
NGSS
5-PS1-2 Measure & graph quantities to provide evidence that regardless of the type of change that occurs
when heating, cooling, or mixing substance, the total weight of matter is conserved.

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Conceptual Knowledge:
● Matter
● States of Matter
○ Gas
○ Liquid
○ Solid
● Compare

Procedural Knowledge:
● Listening attentively to directions
● Asking and answering questions
● Read & respond

Teacher Resources/Materials:
● Google Slides
● States of Matter Video
● States of Matter text & answer sheets
● State of Matter Predictions worksheets
● Popsicles
● Scale

Student Resources/Materials:
● Science Notebook
● Pencil
● Sharpie

Student Preparation: Instructor Preparation:

● ● Google Slides
● States of Matter Video
● States of Matter text & answer sheets
Student Prerequisite Skills & Prior Knowledge: ● State of Matter Predictions worksheets
● Matter ● Popsicles
● States of Matter ● Scale
○ Gas
○ Liquid
○ Solid
● Compare
● Reread

Time &
Students Teacher
Minutes
1155- Preparation Preparation:
1205 ● Set up activity materials
(10 min.)

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1205- Transition: Transition:
1210 ● Returning from lunch recess ● Write supplies needed on board
(5 min.) ● Hydrate ○ Science notebooks
● Science notebooks ○ Pencils
● Pencils
● Sharpie
1210- Pre-Assessment Pre-Assessment:
1215 ● I know, I wonder... ● I know, I wonder…(slide)
(5 min.) ○ What do you know about matter?
○ What do you wonder about matter?
1215- Activating prior knowledge Activating prior knowledge:
1220 ● I know that you’ve probably learned about
(5 min.) matter in 3rd and 4th grade, possibly earlier.
● Let’s watch this video to see if we can activate
some of your schema and answer any of your
wonderings.
● Play video
● Answer wonderings, if applicable
1220- Introduction Introduction
1225 ● What does LT stand for?
(2 min.) ● Read Learning Target ● Let’s read today’s learning targets together
(slide)
○ I can record and compare the weight of
liquids and solids.
○ I can identify the arrangement of
particles in solids, liquids and gases.

1225- Activity Instructions Activity Instructions (On slide)

1237 ● Actively listening ● Before we move on, let’s gather some data to
(15 min.) help us hit one of our learning targets
○ Pass out prediction worksheets and
popsicles
● Write your name on your popsicle with your
sharpie
● We will be measuring our liquid popsicles on
this scale
● Write the weight down on your worksheet and
answer #2, then put your worksheet in your
unfinished work folder
○ Call table groups up to measure weight
○ Collect ice pops

1237- Activity Activity

1257 ● Let’s read this text together as a class. Read
(20 min.) silently as I read aloud.
● The comprehension skill that we are learning in
this week’s wonder unit is rereading.
● Now, you will reread and annotate the text on
your own.
● Answer the questions on the following pages.

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 Offering assistance
● Myself, the special education teacher, and the
educational assistant will be walking around the
classroom to help any students that may need
extra assistance.

1257- Closing Closing

1300 ● Let’s go back to our LT slide and read it together
(3 min.) ○ I can record and compare the weight of
liquids and solids.
○ I can identify the arrangement of
particles in solids, liquids and gases.
● I know that most of you are still working on
your worksheets, but we can continue those
later.
● Temperature Check (Thumbs up, down, to the
side)
○ How confident do you feel about being
able to identify the arrangement of
particles in the three states of matter?

Assessment Assessment
● States of Matter answer sheets
● State of Matter Predictions worksheets

Differentiation and Remediation:

Hands-on activities and videos allow for differentiation. Myself, along with a special education teacher and
educational assistant will be available for any students who will need accommodations or modifications.
Modifications may include reading with students one-on-one and/or completing 2 out of 3 worksheets. I
will allow for more time in the following days for completion.

Extension and/or Enrichment:

In the following weeks, we will review learned knowledge about the states of matter, the arrangement of
particles in the states of matter, and phase changes in the states of matter to continue this unit. The next
lesson will be on the particle nature of matter. The activity will include DIY pop rockets in which the
students will observe the chemical reactions between water, alka seltzer tabs, and pressure from a closed
film canister.

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Reflection:

This science lesson was our first on the unit of matter. As I reintroduced the states of matter, I quickly
realized and was surprised to find out that many of my students had forgotten what they had learned in third
and fourth grade. I am glad that I used a KWL chart to start this lesson and will use it more often in the
future. I feel that students were able to place a lot in the “What I learned” column from watching a five
minute video. This showed me that they needed a quick refresher before moving on.

We read the learning target aloud together so students know what is expected of them by the end of the
lesson. This acts as a goal for them to accomplish. As we read through our worksheet on states of matter and
phase changes, I heard “oohs” and “ahhs”. The lightbulb clicked on for many of them as they started to
remember this already learned knowledge. We first read the passage together, then they practiced our
comprehension strategy of rereading when they started answering questions.

During this independent work time, I called students to our rainbow table by groups. They each weighed a
popsicle in liquid form and wrote down their collected data. They also made predictions on whether or not
their frozen popsicle would stay the same weight, become lighter, or heavier. The following day, they
weighed their same popsicle and discovered that the weight didn’t change and wrote an explanation for
their collected data.

When I did a quick temperature check at the end of the lesson, all students gave a thumbs up showing me
that they were all comfortable and confident in their learning. They also proved their knowledge through the
completion and explanations on their worksheets.

Name: Olena Kasaoka Timeframe: 90 minutes Mode of Learning: In-person

School: Kanoelani Elementary School Mentor: Heather Powell Grade level: 5 Classroom #:
B106

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Title: Pop Rockets

Content Area: Science

Focus: Particle Nature of Matter

Adapted From: Generation Genius

(Teacher) Objective:
● I will provide my students with an engaging lesson that enhances their knowledge of the structure of
gases and other materials that are made up of particles too small to be seen.

(Teacher) Goal:
● My goal is to deepen my students' understanding of the structure of gases and other materials that
are made up of particles too small to be seen.

(Student) Learning Objectives:

● Students will model the structure of gases and other materials that are made up of particles too small
to be seen.
● Students will explain the phase changes between states of matter using the particle model of matter.

(Student) Learning Targets:

● I can model the structure of gases and other materials that are made up of particles too small to be
seen.
● I can explain the phase changes between states of matter using the particle model of matter.

(Student) Success Criteria:

● I will actively listen to the teacher’s directions and be respectful of others.
● I will participate and engage in the activity safely.

Standards:
NGSS
5-PS1-1 Develop a model to describe that matter is made of particles too small to be seen.

Conceptual Knowledge:
● Matter
● States of Matter
○ Gas
○ Liquid
○ Solid
● Particles
● Volume

Procedural Knowledge:
● Listening attentively to directions
● Asking and answering questions
● Practicing safety protocols

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Teacher Resources/Materials:
● Generation Genius Video
● Google Slides
● States of Matter task cards
● Kahoot!
● Water
● Film canisters
● Alka-Seltzer Tablets
● Paper Towels

Student Resources/Materials:
● Science Notebook
● Pencil

Student Preparation: Instructor Preparation:

● States of Matter notes ● Generation Genius Video
● Google Slides
● Set up materials during lunch
Student Prerequisite Skills & Prior Knowledge: ● Kahoot!
● Matter ● States of Matter task cards
● States of Matter
○ Gas
○ Liquid
○ Solid
● Properties
● Particles
● Volume

Time &
Students Teacher
Minutes
1155- Preparation Preparation:
1205 ● Set up activity materials
(10 min.) ● Open Google Slides
1205- Transition: Transition:
1210 ● Returning from lunch recess ● Write supplies needed on board
(5 min.) ● Hydrate ○ Science notebooks
● Science notebooks ○ Pencils
● Pencils ○ Chromebooks
● Chromebooks
1210- Pre-Assessment Pre-Assessment:
1215 ● Kahoot! ● Start Kahoot!
(5 min.)

1215- Activating prior knowledge Activating prior knowledge:

1220 ● Great job on the Kahoot!
(5 min.) ● Let’s review what we already know:

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 ○ What is considered matter?
■ Anything that has weight and
takes up space.
○ What are the three states of matter?
■ Solids, liquids, gases
○ Can the states of matter change?
■ Yes
○ What is being added or removed when
these changes take place?
■ Energy
● Great!
● I see that a lot of friends retained our newly
learned knowledge about states of matter
1220- Introduction Introduction
1230 ● What does LT stand for?
(10 min.) ● Read Learning Target ● Let’s read today’s learning target together
(slide)
○ I can model and explain the changes in
states of matter using the particle model
of matter.
● Have any of you ever played with a basketball or
soccer ball?
● Have you ever played with a flat basketball or
soccer ball?
● Let’s see what type of changes might have
happened inside of them.

1230- Activity Instructions Activity Instructions (On slide)

1245 ● Actively listening & watching ● Play Generation Genius Video without the DIY
(15 min.) ● Discussion Questions (turn and talk):
○ Why would a soccer ball that has been
left out in the cold go flat?
○ What is the smallest possible unit of a
type of matter called and about how big
is it?
○ Why did 500mL of water combined with
500mL of alcohol add up to only 970mL
of liquid?
○ Why does the balloon inside the vacuum
chamber get bigger when the vacuum
pump is turned on?
○ What happened when Izzy and Zoe
placed the balloons filled with carbon
dioxide into the bowl of liquid nitrogen?

1245- Activity Activity

1330 ● Yesterday, we learned about 4 transitions:
(45 min.) (SLIDE)
○ Melting-solid to liquid
○ Evaporation- liquid to gas

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 ○ condensation-gas to liquid
○ Freezing- liquid to solid
● Today, we also learned that gas can turn
directly into a solid and that process is called
deposition.
○ Ex: Water vapor on cold window turns
into solid ice crystals
● A solid can turn directly into a gas through
sublimation.
○ Ex: Dry ice is solid carbon dioxide. At
room temp., it sublimates.
● Let’s create our own chemical reaction by using
the particle model of matter (slide).
● Play DIY video
● Pull students by table groups outside for the
Pop Rockets DIY activity
● Repeat directions
○ Fill ⅓ of film canister with water
○ Drop Alka-Seltzer tablet in
○ Cover quickly
○ Place on ground upside-down
○ Stand back

● Students waiting inside will be working on their

States of Matter task cards on Google Slide

Offering assistance
● I will pull each table group outside and assist
them in taking safety protocols
● Special education teacher and educational
assistant will be in the classroom assisting any
students on the task cards

1330- Closing Closing

1340 ● Let’s go back to our LT slide and read it together
(10 min.) ○ I can model and explain the changes in
states of matter using the particle model
of matter.
● I know that most of you are still working on
your task cards, but we can continue those later.
● Temperature Check (Thumbs up, down, to the
side)
○ How confident do you feel about the
particle model of matter?
● In your science notebook, your exit ticket for
today will be to sketch what happened inside
your rocket using the particle model of matter.

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 ○ Show me what sort of chemical reaction
happened and make sure you label each
part.
○ When you have completed this task, turn
it in and my first dismissal friends can
start their end-of-day routine.

Assessment Assessment
● Pop Rocket DIY
● Particle Model of Matter Task Cards
● Exit Ticket

Differentiation and Remediation:

Hands-on activities and videos allow for differentiation. I will provide a slide that shows the phase changes
for students who may need more assistance. Myself, along with a special education teacher and educational
assistant will be available for any students who will need accommodations or modifications.
Accommodations may include, but are not limited to: teacher reads questions aloud, students can verbally
tell teacher their thinking and teacher will interpret through writing, typing, or drawing. I will allow for
more time in the following days for completion.

Extension and/or Enrichment:

In the following weeks, we will review learned knowledge about the particle model of matter to continue our
matter unit. The conservation of matter will provide students with a fun activity which includes making
their own lava lamp. This will also be integrated with “reusing” water bottles, which is part of our PBL focus
for this quarter.

Reflection:
See Best Lesson

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Success Criteria for Whole Class

3 2 1

Task Cards Independently Independently Independently

answers at least 19 answers 15-18 answers 1-14
questions correctly. questions correctly. questions correctly.

Particle Nature of Draws and labels the Draws and labels the Draws the chemical
Matter Model chemical reaction chemical reaction reaction observed
observed with DIY observed with DIY with DIY pop rocket.
pop rocket using pop rocket using Does not label.
accurate scientific adequate scientific Does not use
vocabulary. vocabulary. scientific vocabulary.

Participation Follow safety Does not follow

protocols during DIY safety protocols
activity. during DIY activity.

Success Criteria for Focus Students

3 2 1

Task Cards With assistance, With assistance, With assistance,

verbally answer at verbally answer verbally answer 1-14
least 19 questions 15-18 questions questions correctly.
correctly. correctly.

Particle Nature of Verbalizes the Verbalizes the Verbalizes the

Matter Model chemical reaction chemical reaction chemical reaction
observed with DIY observed with DIY observed with DIY
pop rocket using pop rocket using pop rocket.
accurate scientific adequate scientific Does not use
vocabulary. vocabulary. scientific vocabulary.

Participation Follows safety Does not follow

protocols during DIY safety protocols
activity. during DIY activity.

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Assessment Data
Students were graded based on the rubric provided in the section above. This table was created
to show which students successfully completed each given task and to what ability. With this
information, I can better prepare further instruction for students who show signs of struggle in
the particular areas for concern.

Task Cards Model Participation

Student #1 3 3 3

Student #2 2 2 3

Student #3 3 2 3

Student #4 3 3 3

Student #5 3 3 3

Student #6 2 2 3

Student #7 2 2 3

Student #8 1 1 3

Student #9 2 2 3

Student #10 3 3 3

Student #11 2 1 3

Student #12 3 2 3

Student #13 2 1 3

Student #14 2 2 3

Student #15 3 3 3

Focus Student #1 2 1 3

Focus Student #2 2 1 3

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Student Work Samples
High-Assessment
This student earned a 9/9 because they were able to answer 19 out of 20 questions correctly on
the task cards. They also went above and beyond by expanding on their thoughts. Their
model of the observed chemical reaction is drawn and labeled correctly. This was the only
student who used the word “pressure” in their model, which is what we discussed in our
observations.

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Medium-Assessment
This student earned a 6/9 because they were able to answer 18 out of 20 questions correctly on
the task cards. Their model of the observed chemical reaction is drawn and labeled
correctly. However, they did not use any scientific terms.

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Low-Assessment
This student earned a 5/9 because they were able to answer 10 out of 20 questions correctly on
the task cards. Their model of the observed chemical reaction is drawn and labeled
correctly. However, they did not use any scientific terms.

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Focus Student #1-Assessment
This student earned a 6/9 because they were able to answer 16 out of 20 questions correctly
(with assistance) on the task cards. The model of the observed chemical reaction was
verbalized by the student, drawn and labeled by the teacher. However, they did not use any
scientific terms.

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Focus Student #2-Assessment
This student earned a 6/9 because they were able to answer 16 out of 20 questions correctly
(with assistance) on the task cards. The model of the observed chemical reaction was
verbalized by the student, drawn and labeled by the teacher. However, they did not use any
scientific terms.

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Materials and Resources
1. Particle Nature of Matter-Google Slides
2. Generation Genius
3. States of Matter Task Cards
4. Kahoot!

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