Lesson Plan #2

Katie Miller
Educ 420

Subject: Science Topic: Matter
Grade: 2
nd
Class: Mrs. Roseveare
Time: 30-40 minutes Lesson Date: Thursday, October 2, 2014

SOLs:
Matter
2.3 The student will investigate and understand basic properties of solids, liquids,
and gases. Key concepts includes
a) identification of distinguishing characteristics of solids, liquids, and gases
c) changes in phases of matter with the addition or removal of energy

Content Outline:
Definitions of:
o Solid: firm and stable in shape
o Liquid: flowing freely substances
o Gas: air like substances
o Condensation: the changing from liquid to gas when heat is taken
away
o Evaporation: the changing from liquid to gas when heat is added
o Freezing: the changing from liquid to solid when heat is taken away
o Melting: the changing from solid to liquid when heat is added
o Molecules
Properties of:
o Solid: molecules are tightly packed together and vibrate in place
o Liquid: molecules move more freely, take up the shape of object it is in
o Gas: molecules move completely freely and fill all empty space


Rationale: The students will grasp an understanding and engage in the three
phases of matter. This lesson will be taught using hands on learning along with
being inquiry based. It will include discrepant events and interactive activities that
will get the students thinking and wondering why and how. The lessons will engage
the students and peak interests so that they are curious and want to find out more
about the material put in front of them. I like for the students to make predictions
and test they own thoughts to see what works and what does not. This gets the
students to use critical thinking.

Objectives:
The students will be able to investigate and understand the properties of solids,
liquids, and gases.
The students will be able to identify characteristics of solids, liquids, and gases.
The students will be able to distinguish the changes in phases of matter with the
addition or removal of energy.

Lesson Opening:
Show in the classroom the different states of matter: solid, liquid, gas,
Then draw pictures of the molecules for each
Ask the students what the properties of each are
Go over Changes in Matter poster

Connection:
Real life application
Connection with the properties of water in the different phases


Instructional Strategies:
To begin this lesson the heavy whipping cream needs to be at room
temperature. Ask the students what phase the cream is in.
Each student will be given a food jar filled with cream. The students will not
touch the jar, nor take the lid off. I will begin to shake the jar while I am
asking what them to predict what is going to happen if I continue to shake
the jar for 5-10 minutes.
As we are talking they will begin to see the transformation happento butter.
Then the students will shake their jars until their cream turns to butter.
Afterwards we will talk about how the cream turned to a solid. We will
briefly discuss what the difference is and why; due to the molecules and
temperature.
Last, the students will work independently on the Changes in Matter activity.
They will cut the pictures out and paste them into their notebooks (what the
molecules look like in original state, +/- heat, new state with molecules,
product).

Products:
Butter in Jar
Changes in Matter activity

Assessment:
Changes in Matter activity

Closure:
Go over Changes in Matter activity
Review of the phases of matter (properties, what they change into)
Go back to poster

Homework:
None

Differentiation:
For this lesson, there is not specific differentiation for specific cases. If
students have questions, I can answer them, but there will not be any
changes made for the product; also because I do not know the class and
students well enough yet, I cannot properly make adjustments.
Wait time, probing questions for students who are slower to get to an answer

Materials/Equipment:
Poster
Video
Jars with lids
Heavy whipping cream
Paper Towels
Scissors
Glue

Lesson Plan #3
Katie Miller
Educ 420

Subject: Science Topic: Matter
Grade: 2
nd
Class: Mrs. Roseveare
Time: 30-40 minutes Lesson Date: Friday, October 3, 2014

SOLs:
Matter
2.3 The student will investigate and understand basic properties of solids, liquids,
and gases. Key concepts includes
a) identification of distinguishing characteristics of solids, liquids, and gases
c) changes in phases of matter with the addition or removal of energy

Content Outline:
Definitions of:
o Solid: firm and stable in shape
o Liquid: flowing freely substances
o Gas: air like substances
o Condensation: the changing from liquid to gas when heat is taken
away
o Evaporation: the changing from liquid to gas when heat is added
o Freezing: the changing from liquid to solid when heat is taken away
o Melting: the changing from solid to liquid when heat is added
o Molecules
Properties of:
o Solid: molecules are tightly packed together and vibrate in place
o Liquid: molecules move more freely, take up the shape of object it is in
o Gas: molecules move completely freely and fill all empty space


Rationale: The students will grasp an understanding and engage in the three
phases of matter. This lesson will be taught using hands on learning along with
being inquiry based. It will include discrepant events and interactive activities that
will get the students thinking and wondering why and how. The lessons will engage
the students and peak interests so that they are curious and want to find out more
about the material put in front of them. I like for the students to make predictions
and test they own thoughts to see what works and what does not. This gets the
students to use critical thinking.


Objectives:
The students will be able to investigate and understand the properties of solids,
liquids, and gases.
The students will be able to identify characteristics of solids, liquids, and gases.
The students will be able to distinguish the changes in phases of matter with the
addition or removal of energy.

Lesson Opening:
Have five eggs out in front of the students and ask them to guess which ones
are hardboiled and which ones are raw.
Probing questions: Do any weigh more than others? Which ones do you think
you will be able to see light through? Which ones do you think will spin
easier?
Let the students test some of their theories, obviously ones that will not
break the eggs. Then put the eggs in front of a light and demonstration the
spinning solution.

Connection:
This could be connected to when there is a fire and the gases that are
produced from it.
Connection to the previous lesson with the properties of the phases of
matter.

Instructional Strategies:
The egg in the bottle demonstration will begin by having the egg sit on the
top of the bottle and asking the students if they think the egg can get into the
bottle.
Then we will light paper on fire and put it in the bottle and quickly put the
egg back on top. The students will observe what is happening to the egg.
After the egg drops into the bottle we will have the students tell say what
happen. If probing questions are needed:
o What happened to the egg when it was sitting on top of the bottle?
o Why did the flame go out?
o What made the egg go inside?
o What phases of matter where used in this activity? And name the
items of each phased used.
Then the students will complete the Egg in a Bottle observation sheet
The next activity will be the Cheerio visual aid of the different phases of
matter.
o Students will be given a worksheet that has three square labeled solid,
liquid and gas
o The will glue cheerios in each box to represent the molecules in each
phase
o Students will also write the characteristics of each phase under each
box

Products:
Completed Egg in a Bottle observation sheet
Completed worksheet visual aid of the phases of matter

Assessment:
A completed worksheet of the three phases of matter

Closure:
The Cheerio activity will be the closure activity along with a review of all the
activities we have done about matter.

Homework:
None

Differentiation:
For this lesson, there is not specific differentiation for specific cases. If
students have questions, I can answer them, but there will not be any
changes made for the product; also because I do not know the class and
students well enough yet, I cannot properly make adjustments.
Longer wait time, probing questions for students who have difficulty getting
the answer

Materials/Equipment:
Hardboiled eggs (1 peeled)
Raw eggs
Large-mouthed bottle
Matches or lighter
Strips of paper
Glue
Cheerios