College of Education Lesson Plan Template

Teacher Candidate: Kayla Chrisley 24 2!"# at ":"$ %chool: &oodfields grade Date and Time of Lesson: February %ub'ect()rade Le*el: %cience+ #rd

Description of Lesson: %tudents ,ill classify different forms of matter- including

solids li.uids and gases- according to their obser*able and measureable properties/

Lesson Title or Essential 0uestion that guides the lesson: &hat1s the 23atter45 Curriculum %tandards 6ddressed:

%C 6cademic 7ndicator8s-: 3-4: The student will demonstrate an understanding of the changes in matter that are caused by heat. 3-4.1: Classify different forms of matter (including solids, liquids and gages according to their obser!able and measurable "ro"erties.

Lesson 9b'ecti*e8s-:
#hat should students $now or be able to do by the end of the lesson% &b'ecti!es should be obser!able and measurable Antecedent: #hen gi!en different e(am"les of matter Beha!ior: )tudents will classify them according to their measurable and obser!able "ro"erties. Content: )cience- heat and changes in matter Degree: *+,

6ssessment8s- of the 9b'ecti*es:

-efore: )tudents will be as$ed at the beginning of the lesson what they $now about the three states of matter solids, liquids and gas. . will ta$e a mental note of the "rior $nowledge $nown. This will determine how in de"th . may need to go during the lesson. /uring: )tudents will be assessed during the lesson on their ability to answer the chec$ "oint questions in their wor$boo$. 0fter: )tudents will be assessed on their com"letion on the chart that will be com"leted throughout the lesson.

3aterials(:esources:
"encils, and )mart-oard.

)tates of 1atter chart, )cience 2ournals, )tates of 1atter !ideo,

Prere.uisites 8Prior Kno,ledge-: 7n second grade students ,ere introduced to

Revised 1.20.14

the concept of li.uids and solids and their properties/ %tudents ,ill need to ha*e a clear understanding of ,hat matter is/ %tudents ,ill need to ;no, ho, to complete a chart and noteboo; in their 'ournals/ %tudents ,ill need to ;no, ,hat it means to classify different terms/ Procedures: /escribe the sequence of e!ents of the lesson elements including the before,
during, and after of the lesson. 3efer to rubrics for s"ecific items that should be included in e!ery lesson "lan. *Procedures should include questions that will be asked during the lesson. Higher level questions focus student attention on important elements of the lesson and help them think more deepl about the concepts. !" #tarting the lesson $ will introduce the concept that there are three different states of matter solid% liquid and gas. $ will ask questions such as% does an one know what the term matter means& Can an of ou give me an e'ample of matter& $ will then e'plain that there are three different states of matter. $ will state the three states of matter. (" After we introduce the topics $ will then show a video that has to do with the three state of matter. )he video covers the three states of matter and several e'amples of each. As one state of matter is covered $ will stop the video and students will write down in their science *ournal the definition of each state of matter and a couple of e'amples +prior to this $ would have passed out a chart that will be placed in the students *ournals". #olid, Have a definite shape and si-e and the do not change. +Apple% pencils% desk% football" .iquid, Have a definite volume but will take shape to their container. +/ilk% soda% *uice and water" 0as, 1o definite shape or volume. 2ill take the shape of container. 3bservable+ using senses" properties #ight, color% si-e% shape )ouch, Hotness or coldness #mell, odor present or not /easurable +using tool" properties 4sing balance, mass 4sing graduated c linder or beaker, volume 4sing thermometer, temperature

5" After the video is shown and all students have had a chance to write down the necessar notes we will briefl discuss the three states of matter. 6" #tudents will then turn to their workbook and answer the checkpoint questions on pages 76 and 77. 7" 2e will review the pages as a class and have students answer out. #tudents will have the chance to raise their hands if the wish to share their answer. 8" 1e't students will e'emplif the particles in each state of matter b 9acting: out their matter. ;'" #olid<students are standing close to one another to show the particles being right beside one another and not moving. .iquid, students will hold hands and spread out to show that the particles in liquid are still close to one another but are able to move in different directions. 0as, students will move freel around the rug to represent the particles in gas. =" #tudents will be able to discuss as a whole an questions the have. Revised 1.20.14

6cti*ity 6nalysis: (should show use of TWS 1 data)

.dentify at least two acti!ities you "lan to use in this lesson and e("lain why you are "lanning these s"ecific acti!ities. .n your e("lanation include the following "rom"ts:

4ow each acti!ity (instructional strategy su""orts the lesson ob'ecti!e(s . The acti!ities su""ort the lesson ob'ecti!e by ha!ing students classify the different ty"es of matter and e(am"les of each. .t also su""orts the lesson ob'ecti!es by students re"resenting different state of matter and their "articles.

4ow the acti!ities stem from student characteristics, needs, and5or conte(tual factors identified in T#) 1. The acti!ities reach each students need in the class by gi!ing a !ariety of different teaching strategies. )tudents are able to discuss with one another throughout the lesson. 0s a class we will re!iew the !ideo and chart together to $ee" 6)&7 students on tas$. )tudents will be u" and mo!ing during the lesson which $ee"s the students acti!e and engaged.

2hat technolog ou will use to implement the activities% how the technolog will be used% and who will use the technolog . $f ou do not plan to use an form of technolog % provide a clear rationale for its omission. )he #martBoard will be used if needed. )he reason for using the #martBoard is to show students how to appl their data to a chart. )he video will also be pla ed on the #martBoard.

Differentiation(6ccommodations(3odifications(7ncreases in :igor (should show use

of TWS 1 data) /ue to the number of 6)&7 students in the classroom, a re!iew of the three states of matter will be introduced as a whole class discussion. /uring the !ideo as a whole class we will sto" and com"lete and discuss the three states of matter and "ro"erties of the three states of matter. :eferences: 7auren Thig"en 8 #oodfields 6lementary

Revised 1.20.14