Lesson Plans
Lesson plan #1 The States of Matter
Date: 30 Oct
Subject: Science
Grade: 4th
Objective: The students will create a mind map showing the different states of matter.
Standard: 1. C Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning,and creative processes.
Materials
Tablets or computers
Hot plate with pan or other heat source with container.
Ice cubes.
Cup or jar. (glass works best)
Worksheet
Teaching procedures
Instruction: Define the following terms
a. Matter – anything that takes up space
b. Solid – has its own shape. Can have properties like smooth or rough, hard or
soft, flexible or rigid. Show example objects to demonstrate each property.
c. Liquid – takes the shape of its container. Can have properties like transparent
or opaque, bubbly, foamy, or viscous. Show examples, such as syrup is viscous.
d. Gas – can be hard to observe, like the air around us. Other examples: steam,
smoke, clouds.
Ask the students to brainstorm examples of matter in different states. The students will answer using Padlet. By using PADLET all students can answer simultaneously. Using PADLET also involves all students even thoughs who are not as comfortable answering questions in class.
Demonstrate water changing states.
own shape
2. Place a few ice cubes in electric skillet turned to low setting. Ice cubes should begin
melting. Adjust heat setting if necessary. Ask students what observations they are
making. Explain that the ice cubes are melting and turning into liquid water. Tip skillet
slightly to show that liquid water takes the shape of the container. Discuss.
3. Shortly, the water should begin boiling. Adjust heat if necessary. Ask students what
observations they are making. Explain that the liquid water is boiling and turning into a
gas called steam. Wave your hand through the steam if it is difficult to see. Discuss.
4. Fill glass jar with ice and hold above the skillet in the steam. Ask students what
observations they are making. Explain that the steam is condensing back into liquid
water. Explain that this is what happens in the clouds when it rains. Discuss.
5. Ask students what the hot plate is doing. Explain that it is providing heat which causes
the state transitions. Discuss.
6.Brainstorm ways to turn the water back into solid ice. Have students answer using Padlet.
Activity: Break students into small groups (max 4) and instruct them to create a mind map using wisemapping.com. The map must include all three states of matter and examples of each. The map must also include the definitions and defining characteristics of each state of matter and of matter. Wise mapping allows multiple students to work on the same mind map from different computers which means that all students are engaged and working and not just one student. Students need to be seated close enough together to be able to talk while working on individual computers.
Closing: Have all students save and share their mind maps so that each person in the group has accesses to the finished product. Hand out the worksheet and tell students to complete it as homework. Inform the students that they may use their mind maps when filling out the sheet.
Date: 30 Oct
Subject: Science
Grade: 4th
Objective: The students will create a mind map showing the different states of matter.
Standard: 1. C Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning,and creative processes.
Materials
Tablets or computers
Hot plate with pan or other heat source with container.
Ice cubes.
Cup or jar. (glass works best)
Worksheet
Teaching procedures
Instruction: Define the following terms
a. Matter – anything that takes up space
b. Solid – has its own shape. Can have properties like smooth or rough, hard or
soft, flexible or rigid. Show example objects to demonstrate each property.
c. Liquid – takes the shape of its container. Can have properties like transparent
or opaque, bubbly, foamy, or viscous. Show examples, such as syrup is viscous.
d. Gas – can be hard to observe, like the air around us. Other examples: steam,
smoke, clouds.
Ask the students to brainstorm examples of matter in different states. The students will answer using Padlet. By using PADLET all students can answer simultaneously. Using PADLET also involves all students even thoughs who are not as comfortable answering questions in class.
Demonstrate water changing states.
- Show students the ice cubes and ask them in which state of matter the ice cubes are.
own shape
2. Place a few ice cubes in electric skillet turned to low setting. Ice cubes should begin
melting. Adjust heat setting if necessary. Ask students what observations they are
making. Explain that the ice cubes are melting and turning into liquid water. Tip skillet
slightly to show that liquid water takes the shape of the container. Discuss.
3. Shortly, the water should begin boiling. Adjust heat if necessary. Ask students what
observations they are making. Explain that the liquid water is boiling and turning into a
gas called steam. Wave your hand through the steam if it is difficult to see. Discuss.
4. Fill glass jar with ice and hold above the skillet in the steam. Ask students what
observations they are making. Explain that the steam is condensing back into liquid
water. Explain that this is what happens in the clouds when it rains. Discuss.
5. Ask students what the hot plate is doing. Explain that it is providing heat which causes
the state transitions. Discuss.
6.Brainstorm ways to turn the water back into solid ice. Have students answer using Padlet.
Activity: Break students into small groups (max 4) and instruct them to create a mind map using wisemapping.com. The map must include all three states of matter and examples of each. The map must also include the definitions and defining characteristics of each state of matter and of matter. Wise mapping allows multiple students to work on the same mind map from different computers which means that all students are engaged and working and not just one student. Students need to be seated close enough together to be able to talk while working on individual computers.
Closing: Have all students save and share their mind maps so that each person in the group has accesses to the finished product. Hand out the worksheet and tell students to complete it as homework. Inform the students that they may use their mind maps when filling out the sheet.
Lesson plan #2 The Pow Wow Circuit
Date: 20 Nov 2014
Subject: Math
Grade: 3rd
Objective: Students will locate different Montana towns on a map.
Assessment: Students will track a pow wow circuit on a map of Montana.
Objective: Students will calculate the miles traveled on a pow wow circuit.
Assessment: Students will complete a chart showing the miles traveled from each town and total miles traveled.
Standards: 1.b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources.
1.c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative process
Materials
Your Guide to Understanding and Enjoying Pow Wows – available at http://www.opi.mt.gov/pdf/IndianEd/Resources/PowWows.pdf
Student worksheet found at - http://opi.mt.gov/PDF/IndianEd/Search/Mathematics/G%203%20Powwow%20Trails.pdf
Map of Montana found at - http://www.mapsofworld.com/usa/states/montana/montana-map.html
iPads/ Computers.
Teaching procedures
Instruction
Introduce the history of powwows and the different competitions held within a pow wow. Some American Indian families travel from pow wow to pow wow on what is called the “pow wow circuit” in Montana, using the time to camp and compete. Today we are going to trace a circuit that will take us throughout the state of Montana. We will mark the places of the pow wows on a map, compute the miles traveled, the amount of gas used, and the total money spent on gas. Pow wows are typically held on the weekends, but people traveling the circuit do not go home between each celebration. Instead they travel from one town to the next. That is how we will find out the miles traveled.
Activity
Give students a map of Montana and introduce the circuit to be traveled. Ask students to locate each town on the map and trace the main highways between the cities. Start at your own town and travel from there. Students will need to fill in your town in the first cell of the table and the last stopping point of the table.
The Students will use Google Maps to determine the mileage between each town. Have students complete the table. As they find the mileage between each town, have them look at the map so they can see the distance on the map in relation to the mileage reported. Also, at each stop, have students choose one competition to research and give a brief description of the event. Each powwow needs to have different competitions, so that students become more familiar with the competitions.Once students have found the mileage, go to the next step of computing the amount of gas used on the trip. The final step is to compute the amount of money spent on gas using a rounded amount.
Closing: Instruct students that they are to create a word cloud using tagxedo to reflect on what they learned about the competitions held at pow wows as homework.
Sources:
Greenley, Angel. "Mathematics Model Teaching Unit The Pow Wow Trails." Montana Office of Public Instruction. Web. 1 Nov. 14.
http://opi.mt.gov/PDF/IndianEd/Search/Mathematics/G%203%20Powwow%20Trails.pdf
Lesson plan # 3 Historical people: Why they matter today.
Date: 11/24/14
Subject: History
Grade: 6th
Objective: Create a presentation on a historical figure.
Assessment: Completion of the presentation that includes accurate information.
Standards: NETS – 1a. Promote, support, and model creative and innovative thinking and inventiveness. 2a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
3c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resource
Materials
iPads/computers
White board
White board markers
Paper and pencils
Teaching procedures
Instruction
Ask students to think of a historical figure they would like to know more about.
Write different categories on the board that would encourage students responses that would include a diversity of famous historical figures, Include leaders, Generals, inventors, philosophers, teachers, activists, engineers, artists, musicians, and doctors.
Divide the class into small groups and give each group a dry erase marker. Ask students to think of as many historical figures they can in their groups and write them on the board under the category that they think best fits. This can be turned into a competition with each group having a different color and seeing which group can think of the most historical figures.
Tell students they are going to research a historical figure and create a five minute presentation on that person. They can pick the person they wrote down in the beginning or pick a person off the board. Check to ensure each student has picked a historical figure and not a family member, fictional character, or some other inappropriate choice. The students will go to symbaloo and click on the PBS icon to access the PBS website where they can research their historical figure.
Activity
Students will research their chosen historical figure. Once they think they have enough information they will start to create their presentation. The student will use PowToon to create a 3 minute video. The video does not have to be a full three minutes but it has to be at least two and a half minutes long and cannot be longer than 3 minutes.
Closing:
The students may work on their videos until the end of the class period and if not finished then they will need to complete them at home or if not all students have internet access and devices they can complete the videos during the next history period. Set a reasonable amount of time based on, students familiarity with PowToon and their historical figures, in which they must complete the project. Tell the students that all the videos will be presented to the class. The students will watch each others presentations. Call on 3-5 students after each presentation and ask them to say either something they liked about it or something they learned.
Date: 11/24/14
Subject: History
Grade: 6th
Objective: Create a presentation on a historical figure.
Assessment: Completion of the presentation that includes accurate information.
Standards: NETS – 1a. Promote, support, and model creative and innovative thinking and inventiveness. 2a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
3c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resource
Materials
iPads/computers
White board
White board markers
Paper and pencils
Teaching procedures
Instruction
Ask students to think of a historical figure they would like to know more about.
Write different categories on the board that would encourage students responses that would include a diversity of famous historical figures, Include leaders, Generals, inventors, philosophers, teachers, activists, engineers, artists, musicians, and doctors.
Divide the class into small groups and give each group a dry erase marker. Ask students to think of as many historical figures they can in their groups and write them on the board under the category that they think best fits. This can be turned into a competition with each group having a different color and seeing which group can think of the most historical figures.
Tell students they are going to research a historical figure and create a five minute presentation on that person. They can pick the person they wrote down in the beginning or pick a person off the board. Check to ensure each student has picked a historical figure and not a family member, fictional character, or some other inappropriate choice. The students will go to symbaloo and click on the PBS icon to access the PBS website where they can research their historical figure.
Activity
Students will research their chosen historical figure. Once they think they have enough information they will start to create their presentation. The student will use PowToon to create a 3 minute video. The video does not have to be a full three minutes but it has to be at least two and a half minutes long and cannot be longer than 3 minutes.
Closing:
The students may work on their videos until the end of the class period and if not finished then they will need to complete them at home or if not all students have internet access and devices they can complete the videos during the next history period. Set a reasonable amount of time based on, students familiarity with PowToon and their historical figures, in which they must complete the project. Tell the students that all the videos will be presented to the class. The students will watch each others presentations. Call on 3-5 students after each presentation and ask them to say either something they liked about it or something they learned.