TWS 4

Lesson Objective

After reading the book, students will

construct a definition for matter and
write it in their booklets with no errors.

After watching the video, students will

learn the properties of a solid and
construct a definition to write in their
booklet with no errors. They will also
draw four examples will no errors.

By conducting the experiment, students

will demonstrate that solids can be mixed
together and taken back apart.
Students will learn the properties of a
liquid.

By coloring on their coffee filter, students

will observe the properties of liquids

Assessments
Pre- checklist, making note of who
is volunteering answers
During- observation and probing
questions
What is matter?
What is something you
remember from the book?
Post- revisit checklist and read all
booklets
Pre- probing questions and thinking
web
During- observation and probing
questions
What is a solid?
Why is a rock a solid?
Post- read all booklets and revisit
thinking web
During- probing questions and
observation
What did you notice?
Could we get it back to the
way it was before?
Pre- probing questions and thinking
web
What do you think a liquid is?
What makes water a liquid?
Post- probing questions and add to
thinking web
During- probing questions
What do you notice?

Accommodations

My two lowest students needed

accommodations. I had them tell me what
they wanted to write and I wrote it down
for them. They are on a kindergarten level
in ELA. It is much easier for them to
communicate orally.

My two lowest students needed

accommodations. I had them tell me what
they wanted to write and I wrote it down
for them. They are on a kindergarten level
in ELA. It is much easier for them to
communicate orally. Then, they drew their
pictures.
I paired my low students up with two
other students.

My two lowest students needed

accommodations. I had them tell me what
they wanted to write and I wrote it down
for them. They are on a kindergarten level
in ELA. It is much easier for them to
communicate orally. Then, they drew their
pictures.
There were no accommodations needed
for this lesson.

TWS 4

What state of matter is inside

the marker?

B. My pre-assessments are mostly verbal. I will ask the students probing questions to gauge how much they know about the subject.
We will also do thinking webs. I will write matter on the board and they will tell me everything they know about the word. I will
write what they say on the board. I will also keep a checklist of who is volunteering correct answers and who is not. For during
assessment, I will mostly be using observation and probing questions. I will go around to each table ask them questions about the
lesson. For post assessment, I will look at their booklets at the end of each day. I will be checking for spelling and correct definitions.
At the end of the unit I will count the matter booklet as a major science grade. I will grade the booklets using a rubric (see page 3).
The rubric scores correct on spelling, punctuation and content.
C. I will use the booklet to monitor students progress throughout the unit. I will also use probing questions and a check list.

Checklist
Student
1
2
3
4
5
6
7
8
9
10
Student 21 was absent

Correct answers?

Correct answers?
11
12
13
14
15
16
17
18
19
20

TWS 4

Rubric