Design for Learning

Instructor: Lindsey Rae Atkins Lesson Title: Properties of Objects Curriculum Area: Science Grade Level/Cooperating Teacher: 1st grade Date: November 1, 2013 Estimated Time: 30 minutes

Standards Connection: Identify basic properties of objects. Learning Objective(s): When given three objects students will accurately be able to state three properties of the object (color, shape, and texture). Learning Objective(s) stated in kid-friendly language: Today class, we are going to learn how to describe objects based on their properties like what color they are, what they look like, and how they feel. Evaluation of Learning Objective(s): Students will come up to the teachers desk one at a time for assessment. The teacher will have three objects in a bag: a bouncy ball, a chunk of play dough, and an ice cream cone. As the teacher hands the student each object in turn she waits for the appropriate response: Bouncy ball: (shape) circle, round, etc. (color) green and yellow (texture) hard, smooth, etc. Play dough: (shape) irregular (color) purple (texture) soft, squishy, smooth, sticky, mushy or any other synonym for squishy. Ice cream cone: (shape) triangle, round, etc. (color) brown, light brown, tan, etc. (texture) rough, bumpy, pointy, etc. To be considered proficient the students should be able to give at least one correct property from each category for all three of the objects with little prompting. Engagement: Teacher will pull on the prior knowledge of the students by asking questions before introducing the topic. Class its time for science, lets have table one come join me at the carpet, now table two, good now table three and four walk quietly to the carpet. Now, raise your hands, who can tell me if theyve ever felt anything that is squishy or slimy? Allows students to respond has anyone ever felt something that is rough or bumpy? Allows students to respond who has seen something that is shaped like a square? What about something that is the color red? Allows students to respond Wow, class you all are great at coming up with things I described! Did you know that you can describe every object around you? As long as you can see, hear, taste, touch, or smell something you can describe it.

Learning Design: I. Teaching: Today we are going to learn how to describe objects using their properties; can everyone say the word properties with me? Allow students to respond a property is anything you can learn about an object by using your senses like smell, touch, sight, sound, or taste. Some properties we are going to practice today are shape (what an object looks like) color, and

texture (which is what an object feels like. Lets talk about some objects and their shapes. Teacher will write the definition of property on the board for students to refer to. What are some of the shapes that we know? Allow students to respond Great! Yes, so we know about circles, squares, triangles, rectangles, ovals, great we know lots of our shapes! Do you think that everything around us has one of these shapes we just wrote down? No? Correct! Not everything in the world, not even everything in this room looks just like the shapes that we wrote down. When we see an object that doesnt look like it has any shape that we know, we call that objects shape irregular. Can everyone say the word irregular with me? Allow students to respond, great! What are some objects in our classroom that have irregular shapes? Yes, the map of the United States is irregular. The fish? Yes the fish has an irregular shape. These are great examples. Now Im going to put some pictures up on the projector and I want everyone to say the shape of the object together with me. Show students five pictures of objects including a basketball, a photograph, a puppy, a flower, and a plate of spaghetti. Allow the students to call out the shapes of the objects (round/circle; rectangle; irregular; circle; and irregular). So great class another property you can use to learn about an object is its color. Were first graders so we know all or our colors right? Awesome! Lets go over them together really quickteacher will pull out a poster with the names of the colors written in the corresponding color with marker: red, yellow, blue, green, orange, black, white, pink, purple, and brown. Can objects only have one color? Allow students to respond Youre right objects can have more than one color, in fact some objects have MANY colors on them, like the rug in the reading corner. Ok class, lets go back to our pictures on the projector again and this time we are going to say the colors of the objects together. Teacher will go through the five pictures again and students will answer with the color of each (orange; many colors; brown and white; pink; and yellow). The last way to describe something that we are going to learn about today is texture; can everyone say the word texture with me? Great, texture is the way that something feels when you touch it. Something might have a soft texture, or a rough texture, things can be slimy or squishy, hard or fluffy, there are lots of different textures that things can have. Now, is texture a property of an object? Allow students to respond yes, texture is a property of an object, because remember; a property is anything you can learn about an object by using your senses like smell, touch, sight, sound, or taste, and texture is something you can touch. Who can give me one example of an object that has a squishy texture? Allow students to respond what about something that has rough texture? Great, how about an object with a fluffy texture? Class you are so smart, you are all doing an awesome job of coming up with objects that have the texture I described! Now, lets go back one more time to our pictures on the projector and this time we are going to say what we think the texture of the objects are. This one might be a little tricky because they are pictures of real objects so we cant actually touch them, but youve seen most of these before in real life so just try your best to say what you think the texture is. Teacher will then go through the five pictures and students (possibly with a little prompting) will give the texture of each object (bumpy; smooth; fluffy/soft/furry; soft/smooth; squishy/slimy). Who can raise their hand and tell me what are the three properties that we learned about today? Yes! Texture, shape and color, great job! And now altogether lets say the definition of a property that we have written on the board. A property is anything you can learn about an object by using your senses like smell, touch, sight, sound, or taste Wonderful job class, I can tell that you all were listening very well.

II. Opportunity for Practice: Ok class, now you are going to get to practice naming the properties of objects that we just talked about. So I need for table four to walk and get their science journals out of their book boxes and sit quietly at their table, now table three please walk quietly, table two, and now table one. Make sure when you get your journal you are sitting quietly at your desk so that you can hear my instructions. We are going to go outside to the playground and look for objects that we can describe with our properties, on the first empty page in your journal I want you to write at the top of the page shape: rectangle Teacher will model for the students by writing the descriptions on the white board. On the next page write shape: irregular. On the third page write color: yellow and on the next page color: green. On the fifth page I want you to write texture: smooth and on the last page write texture: bumpy. When you are finished you

should have six pages that have properties written at the top. While we are outside you need to find objects that are described by these properties, when you find an object draw a picture of it and then underneath write its name. When we are finished everyone should have six pictures drawn. Please line up in your order at the door. When students return they should be instructed to discuss quietly with their table group the objects they chose. III. Assessment While the students are discussing their observations with their table group the teacher should call up one student at a time for assessment. IV. Closure: After all students have been assessed teacher will ask students to remain in their seats and choose one object from each table group to share with the class. Great, I loved hearing some of the objects you found and the properties that described them. Now I need table one to put their science journals away and go get their snack, now table two, table three, now table four. Materials and Resources: Play dough bouncy ball Projector whiteboard Slideshow pictures science journals Outdoor area (playground) ice cream cone color poster pencils

Differentiation Strategies (including plans for individual learners): High: Students can move on to learning more properties; size, weight, strength and flexibility. Low: Students will have an activity where they are given a bucket of different objects with different properties and a corresponding worksheet. Students will be able to manipulate the objects and will then find the picture of the object on the sheet and circle the correct description from a list of three.

Data Analysis: The students were not assessed due to time constraints.

Reflection: I feel as though the lesson went fairly well. I taught to a small group and the students were very engaged. I did notice that the students already knew what the five senses were so they easily picked up on the content of the lesson.

Samford University Design for Learning

Rectangle

Irregular

Yellow

Green

Smooth

Bumpy