Content: I created this unit for CI 4000, Elementary School Curriculum and Instruction for Block II, fall of 2007. This unit was created under the advisement of Dr. Pacifici. This unit was taught at
Impact: This unit was created around science content of matter. The unit was designed with six lessons and a unit test. This lesson provided many strategies so students will understand the concept of matter, solids, liquids, and gases. Students will learn about the different forms of matter and how their properties are alike and different. Students will make predictions about solid objects that will sink or float, predictions on oobleck, and sorting activities with solids. Students made investigations and conducted experiments with oobelck and how matter changes forms (ice to water). As a result of this unit, Students will learn about properties of the three forms of matter. It is my goal that with prior knowledge students will have a great understanding solids and liquids. The concepts and ideas that will be interdicted and develop a better understanding of matter, what it is, what its made of and where we can find it.
Alignment: This unit meets the following NC Standards for elementary school teacher.
Standard 1: Elementary teachers have a broad knowledge and understanding of the major concepts in English Language Arts and Literacy.
Indicator 5: Teachers know and understand that reading is taught as a process of constructing meaning through the interaction of the reader’s existing knowledge, the information suggested by the written language, and the context of the reading situation.
I met this standard by using students prior knowledge and constructing a KWL chart to see what they knew about matter.
Standards 2: Elementary teacher have a broad knowledge and understand of the major concepts in mathematics.
Indicator 2: Teachers have knowledge of geometry and measurement. Teachers:
Understand construction of simple geometric figures
Understand and apply concepts of relative position and relationships and geometric formulas, and
Model appropriate measurement systems in various settings (standard, non standard, and metric system) in measuring length, perimeter, area, capacity, volume, weight, angle, time, money, and temperature.
I met this standard by modeling how to measure solid, liquids and gases by using the balance and ruler.
Standard 3: Elementary teachers have broad knowledge and understanding of major concepts in science.
Indicator 2: Teachers have knowledge of basic physical science concepts including:
Systems of measurements, analysis, and interpretation of data
Structure and properties of matter
Factors affecting chemical reactions
Forces of motion
Electromagnetism
Waves and optics (light, eat, and sound)
Sources, form, conservation of energy
I met this standard by teaching properties on matter (solids, liquids, and gases). Students conduct experiments to sort properties of solids.
Standard 7: Elementary teachers use developmentally appropriate strategies to strategies to design and deliver instruction in all areas of the elementary curriculum.
Indicator 1: Teachers develop and implement the pacing and alignment of curriculum that is consistent with the NC SCOS, LEA standards and packing guides, and national standards in all subject areas.
I met this standard by using the standard course of study to write my lessons for the unit and to make sure that students will be meeting the required standards for science on the state and national level.
Indicator 2: Teachers understand and use an interdisciplinary approach to teaching by connecting and integrating language arts, mathematics, science, social studies, healthful living, and arts concepts and processes, with appropriate technologies to enhance their teaching.
I met this standard by integrating different subjects (math and language arts, and healthful living) with my unit on matter (science).
Indicator 3: Teachers promote new learning by using students, prior knowledge misconceptions, and interests when designing lessons.
I met this standard by taking into consideration of the student’s prior knowledge when planning and teaching my lessons.
Indicator 4: Teachers implement a variety of teaching communication strategies for instruction.
I met this standard by putting the students into different groups throughout the unit. Some I used direct instruction while they were in whole groups and some I taught it small groups make sure to make modifications for students who needed them.
Indicator 6: Teachers modify instruction and assessments to meet the needs of individual students.
I met this standard by modifying my instruction and my test to meet the learning style of my students. (Reading a test out loud to a student)
Indicator 7: Teacher develop and use a variety of formal and alternative assessment strategies as an integral part of instruction and learning appropriate for assessing individualizer team, and collaborative skills.
I met this standard by having a variety of assessments to assess and grade my students both informally and formally. I gave students test and pre-test and gave worksheets. I also made observations of each student and their actions to check for learning.
Standard 10: Teachers provide active inquiry experiences in the teaching of science by using various questioning skills and developing science processing skills (predicting, classifying, measuring, interring, interpreting, analyzing, and synthesizing)
I met this standard by providing many science experiments for students to learn bout matter. Students conducted experiments on liquids and containers, oobleck, gases, and solids properties.
Standard 15: Elementary teachers encourage underrepresented groups to engage in the schooling process, especially math and science.
Indicator 1: Teachers use a variety of strategies to encourage underrepresented groups to engage in the schooling process, especially math and science. They:
Utilize community resources
Give personal attention and encouragement to underrepresented groups of students
Use relevant and real-world applications that interest a diverse population
Encourage underrepresented groups to assume leadership roles.
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