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| Sample Lesson Plan | ||||||||||||||||
| Name of Strategy:� PRAISE | ||||||||||||||||
| PRAISE stands for predict, read, analyze, involve, share, and explain. PRAISE is a strategy that can be used before, during, and after reading.� Before reading, the students are to predict what they think the story or subject will be about.� During reading you involve the students in the reading selection.� After the story has been read, the students are to share their experiences with their peers. | ||||||||||||||||
| The PRAISE strategy will help the students become more motivated about the subject you are teaching because it grabs their attention from the very beginning and keeps them engaged throughout the entire lesson. | ||||||||||||||||
| Lesson Plan: | ||||||||||||||||
| Lesson:� Science, properties of matter. | ||||||||||||||||
| Introduction:� In this lesson, students will investigate the different properties of matter.� | ||||||||||||||||
| Readiness Activity:� The PRAISE strategy will aid in the students comprehension of the different properties of matter.� First, I will ask the students to predict what they think an oobleck is and share their ideas in their groups. | ||||||||||||||||
| Introduction of Concept:� To introduce the concept, I will read to the students a book by Dr. Seuss entitled, ?Bartholomew and the Oobleck, which is a Caldecott Honor Book.� This will be another way to get their minds turned on and excited about learning the different properties of matter.� Then I will discuss as a class the different properties of matter, for example, solids, liquids, and gases. | ||||||||||||||||
| Guided Practice:� Next, I will pass out samples of an oobleck and have the students feel it and discuss it with their groups. In their groups the students will be involved and analyze the oobleck.� As a group the students will decide whether they believe the oobleck is a solid or liquid. | ||||||||||||||||
| Closure:� I will discuss as a class what the different groups have discovered about the oobleck.� Each group will state whether they believe it is a solid or a liquid and defend their position.� | ||||||||||||||||
| Independent Practice:� Next I will have students think about other things that might be difficult to classify as a solid or liquid, for example, peanut butter or candle wax.� Then I will ask the students to think about what makes a solid a solid (fixed volume and a definite shape) and what makes a liquid a liquid (fixed volume and an indefinite shape).� | ||||||||||||||||
| Investigation Evaluation:� I will evaluate if the students have learned by observation.� I will observe their group discussions and the answers they give during the class discussion. | ||||||||||||||||