LESSON PLAN

GENERAL INFORMATION

Lesson Title & Subject(s): Science

Topic or Unit of Study: Solid, Liquid, and Gas

Grade/Level: 2nd grade

Instructional Setting: 32 Students in a classroom sitting at tables of six (2 students are

at individual desks on the side). Students will move around the classroom to different
stations.
(e.g., group size, learning context, location [classroom, field trip to zoo, etc.], seating arrangement,
bulletin board displays)

STANDARDS AND OBJECTIVES

State Core Curriculum/Student Achievement Standard(s): Standard 1: The

processes, Communication, and Nature of Science. Generating Evidence:
Using the process of scientific investigation

Lesson Objective(s): Students will conduct a scientific investigation to find

if Oobleck is a liquid or a solid. Students will fill out a worksheet that uses
the scientific process and will score at least 8 out of 10 on the rubric.
MATERIALS AND RESOURCES

Instructional Materials: Corn Starch, Water, Containers to hold Oobleck, Green food
coloring, Oobleck worksheet, Snowman Writing worksheet, States of Matter booklet,
Cheerios, Sorting mat for Cheerios, Sorting worksheet, Sorting Cards, Glue, Scissors,
Paper cups to hold cheerios, Tape to make squares on the floor.
Materials needed for the lesson for teacher and students (e.g., textbook, construction paper, scissors,
PowerPoint, guided note templates)

INSTRUCTIONAL PLAN

Sequence of Instructional Procedures/Activities/Events (provide description and

indicate approximate time for each):

Student Prerequisite Skills/Connections to Previous Learning: Students will

have already done research about solids, liquids and gas. Students will have already
read the book Bartholomew and the Oobleck. Students will have already learned how
to write a friendly letter. Students will know how to cut and paste. Students will have
already done some experiments using the scientific process.
(e.g., anticipatory set, schema, purpose of lesson for students, connections to previous
learning, definitions of terms reviewed)

Presentation Procedures for New Information or Modeling:

Step 1: The teacher will have lots of students stand in a square

and ask them to try to move around without hurting their
neighbor or pushing them out of the square. The teacher will
explain that this is how the molecules in a solid look. There are
lots of them and they are close together.

The teacher will have a few students stand in a square and ask
them to try to move around without hurting their neighbor or
pushing them out of the square. This will be easier and the
teacher will explain this is how the molecules in a liquid look, a
little spread out and they have more room to move.

The teacher will have two students stand in a square and ask
them to try to move around without hurting their neighbor or
pushing them out of the square. This will be very easy. The
teacher will explain this is how molecules look in a gas, very
spread out and they move with ease.

Guided Practice:

Step 2: The teacher will help the class to remember some of

the properties of solids, liquids, and gases that they saw in the
video yesterday.

The teacher will remind the students of the Dr. Seuss book they
read yesterday for Dr. Seuss week. The book Bartholomew
and the Oobleck.

Step 3: The teacher will explain the science experiment center

where students will be exploring Oobleck to decide if it is a
liquid or a solid. The teacher will then explain all the different
 centers the students will be working at to explore solids, liquids,
and gasses.

(e.g., teacher directed, scaffolding, check for student understandingincluding any questions to ask or
anticipate from students)

Independent Student Practice:

Step 4: At center #1 Students will use the scientific process to

explore the properties of Oobleck.

Step 5: At center #2 Students will color and read a book about

matter. They will also use Cheerios to show their partner what
the molecules in solids, liquids, and gasses look like.

Step 6: At Center #3 Students will work on "States of Matter

Sorting Worksheet." If they finish the worksheet they will work
with a partner to do the States of Matter Card Sort.

Step 7: At Center #4 Students will work on Whats the Matter

Mr. Snowman. Students will write a letter to Mr. Snowman and
explain to him what is happening when the sun shines on him.

(e.g., teacher monitored, check for student understandingincluding any questions to ask or
anticipate from students)

Culminating or Closing Procedure/Activity/Event:

Step 7: The class will come back together and graph how many
students thought Oobleck was a liquid, and how many thought it was a
solid.
(e.g., review terms, concepts, and/or learning process; establish connections to the next
lesson; check for student understandingincluding any questions to ask or anticipate from
students)

Instructional Strategy (or Strategies): Centers, Hands-on activities, Direct instruction.

(e.g., direct instruction, cooperative learning groups, partner work)

Differentiated Instruction Accommodations: Struggling students will be allowed to

work with a partner at the centers so they will understand what to do without the
teachers help.
Describe accommodations for such groups as English Language Learners, students with learning
disabilities, students with hearing or physical disabilities, and/or gifted/accelerated learners.
Student Assessment/Rubrics: Students will use the scientific process to fill out a
worksheet about their investigation into Oobleck they will score at least 8 out of 10 on
the rubric.
Describe how you will know if students have met the objective(s) for this lesson, including a
description of the formative and summative assessment(s) used for this lesson.