Lesson Plan 2

EDUC224 Introduction to Scientific Inquiry

ASSIGNMENT
As an educator, lesson plans help to organize our class and our thoughts as we proceed to educate our
students. Students are required to create a lesson plan that relates to teaching a science lesson in an
elementary classroom. (A lesson plan not simply restating a lab design you previously did). Although the
student may choose any science topic they wish, the instructor may provide ideas and students are
welcome to work together on lesson plans that may work over consecutive days within a classroom as
could be found in a co-teaching situation. Complete the lesson plan using the template on the following
pages. One of the two lesson plans MUST be linked to the Lab Design activity.
Requirements:
 Type the assignment:
o 11 point or 12 point Calibri, Arial, or Times New Roman font
o Double spaced (No extra spacing between paragraphs)
o Standard margins (one inch)
 Use Standard English writing style:
o Formal academic/business register (word choice)
 Avoid contractions and abbreviations
o Grammar (sentence structure)
o Standard writing conventions (spelling, capitalization, punctuation)

Updated 1 May 2018

Each bold, bullet point item below needs to be completed thoroughly with detailed
information. Imagine that this lesson plan is written for a substitute teacher with no knowledge
of the learning environment or students. This lesson plan needs to have a professional (complete
sentences, grammar, spelling, etc.) appearance.

1. Basic Information

 Name: Kaitlyn Balch

 Date: 10/27/2017

 Title of Lesson: Is it a solid, liquid, or gas?

 Age or Grade: 1st grade

2. Indiana Academic Standards

 Subject Area: Science

o Standard Indicator (letters and numbers): 1.PS.1

o Standard: Characterize materials as solid or liquid, investigate their

properties, record observations and explain the choices to others based on

evidence (i.e., physical properties).

 Subject Area: Science

o Standard Indicator: 1.PS.2

o Standard: Predict and experiment with methods (sieving, evaporation) to

separate solids and liquids based on their physical properties

Indiana Academic Standards: Kindergarten Through Third Grade:

http://www.doe.in.gov/standards Example: K.NS.1 Count to at least 100 by ones and tens
and count on by one from any number.

3. Learning Objectives

 The students will be able to categorize materials as a solid, liquid, or gas.

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  The students will be able to experiment with the different properties of solids,

liquids, and gases.

Two learning objectives are required. A helpful resource for Bloom’s Taxonomy verbs is
http://www.gcssk12.net/fullpanel/uploads/files/revised-blooms-chart.pdf. It can also be
found on the last page of this document. Be sure to include the three parts of each objective.

1. Who (Students)
2. How (Bloom’s Taxonomy Verb)
3. What, When, Where (Demonstration of the Objective)
Example: The students will be able to construct a painting of the three main characters in the
story The Three Billy Goats Gruff.

4. Materials

 Rocks

 Glasses

 Water

 Ziploc bags of air

 Freezer

 Microwave

 Hot plate

 Whiteboard

 Dry erase markers

 Solids, Liquid, and Gas chart

 Solids, Liquid, and Gas worksheet

 Pencil

List EVERYTHING that is needed in order to teach this lesson. Cross-reference this section
with the teaching procedures in the next section. All materials should be included
somewhere in the step-by-step directions.

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5. Procedures

Focusing Event: (attract attention and begin the lesson)

 To start the lesson, I will ask all of the students what they know about solids,

liquids, and gas. I will use this to get their brains going.

Teaching Procedures: (step-by-step directions for what and how it is taught)

 To start with I will hand each student’s a rock, a glass of water, and a Ziploc bag

of air.

 I will then ask them to think about each material that I gave them and the

differences between the materials. (I will have a paper with all of the states of

matter listed and their properties on it to give to my disabled student)

 I will then have the students get into groups as I write solids, liquids, and gas on

the board.

 I will give them time to discuss the materials and group by group I will have

them tell me what the differences are among the materials I gave him.

 I will then write on the board all of the differences amongst the materials.

 I will then take a glass of ice that I will be keeping in the freezer and I will show

the students. I will explain to them that the ice is a solid. I will then melt the ice

in a microwave and let them observe the ice melting.

 I will explain to the students the ice is now a liquid and the when you put the

water from the ice back in the freezer it will become a solid. I want to show the

students that the properties can change of material.

 I will also have a hot plate warming up and I will boil water on it and show the

students the process of evaporation and how a liquid can become a gas.

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  After the activities are done, I will hand out a solids, liquids, and gas chart that

we will do together that will discuss the properties of the materials.( I will have a

chart already filled in for my student with a disability.)

 I will then hand the children a solid, liquid, and has worksheet that they have to

complete themselves to test their knowledge of the subject. The worksheet will be

a fill in the blank. (The student with a disability will not have a fill in the blank

worksheet instead I will show them pictures and they will tell me from there

which is a solid, liquid, and gas.

Closure: (end the learning activity and summarize what was learned)

 As we end the activity the children should now be able to classify different

materials as solids, liquids, or gases. The students should also be able to

experiment with solids, liquids, and gases to show that they can turn into each

other such as a liquid can turn into a solid and vice versa.(Child with disability

will not have to do any experiments.)

6. Rationales:

Bloom’s Taxonomy: Write rationales for how at least two of the six domains are represented
and implemented in this lesson. This section will have a connection to your learning
objectives written at the beginning of your lesson plan. A helpful resource is
http://www.gcssk12.net/fullpanel/uploads/files/revised-blooms-chart.pdf
 Applying: The students used the concept of applying because they used their

knowledge of solids, liquids, and gases to experiment with their properties.

 Analyzing: I used the concept of analyzing because the students learned to

categorize materials as solids, liquids, or gases.

Gardner’s Multiple Intelligences: Write rationales for how at least two of the nine learning
styles are represented in this lesson. A helpful resource is

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http://www.niu.edu/facdev/resources/guide/learning/howard_gardner_theory_multiple_intelli
gences.pdf
 Visual-Spatial: The students were able to make use of this learning styles

because they had to visualize the concept of gases because they can not

actually see the air in the bag.

 Interpersonal: The students also used this learning style because they had to

work in groups and come up with answers together.

7. Assessments

Formative (informal, check progress during the lesson) Assessment:

This is what the teacher does to determine if the children/students are meeting the objectives.
 I had the students fill in the solids, liquid, and gas chart as a group and made sure they

were understanding everything.

Summative (formal, record of progress) Assessment:

This is the data collected to determine if the children/students have met the objectives. This
is also used in further lesson planning with the children/students.
 At the end of the lesson I had the students complete a solid, liquid, and gas

worksheet by themselves.

8. Adaptations

Adaptations for Anti-Bias/Multicultural:

 For Spanish speaking students I will give them worksheets in Spanish so it is

more understandable for them.

Special Needs (Disabilities) Identified:

 For children who are hard of hearing I will allow them to sit next to me so they

can hear me. I also made accommodations highlighted in yellow for other

children with disabilities.

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 A helpful resource that gives ideas for accommodations is
http://www.childaction.org/families/publications/docs/guidance/Handout48-
Caring_For_Children_With_Special_Needs.pdf

9. Modifications

Describe an activity that you could use for follow-up that would help children who still
need more practice. This is a modification of the activity. It simplifies the activity for
those children/students who are struggling with the concept.
 As a follow up activity I will bring in more solids, and liquids and show the students

different types of each to help them understand better. For children with disabilities I

will not worry about introducing them to new solids, liquids, and gases quite yet.

They will stick with the basics.

Describe an activity you could use for children who are ready for more of a challenge.
This is a modification of the activity. It is for children who have already mastered the
concepts.
 For children who are more ready for a challenge I will have them fill in a worksheet

that requires them to label the different solids, liquids, and gases.

10. References (APA Format)

List your references. The most commonly used resources are children’s books and

websites.

Best 25 Solid liquid gas ideas on Pinterest | Matter activities, States of matter and Matter science.

(n.d.). Retrieved October 27, 2017, from https://www.pinterest.com/explore/solid-liquid-

gas/?lp=true

Personal Experience

Revised Bloom’s Taxonomy Action Verbs

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Definition Remembering Understanding Applying Analyzing Evaluating Creating
s
Bloom’s Exhibit memory of Demonstrate Solve problems to Examine and break Present and Compile
Definition previously learned understanding of new situations by information into defend opinions information
material by facts and ideas by applying acquired parts by by making together in a
recalling facts, organizing, knowledge, facts, identifying judgments about different way
terms, basic comparing, techniques and rules motives or causes. information, by combining
concepts, and translating, in a different way. Make inferences validity of ideas, elements in a
answers. interpreting, giving and find evidence or quality of work way new
descriptions, and to support based on a set of pattern or
stating main ideas. generalizations. criteria. proposing
alternative
solutions.
Verbs  Choose  Classify  Apply  Analyze  Agree  Adapt
 Define  Compare  Build  Assume  Appraise  Build
 Find  Contrast  Choose  Categorize  Assess  Change
 How  Demonstrate  Construct  Classify  Award  Choose
 Label  Explain  Develop  Compare  Choose  Combine
 List  Extend  Experiment with  Conclusion  Compare  Compile
 Match  Illustrate  Identify  Contrast  Conclude  Compose
 Name  Infer  Interview  Discover  Criteria  Construct
 Omit  Interpret  Make use of  Dissect  Criticize  Create
 Recall  Outline  Model  Distinguish  Decide  Delete
 Relate  Relate  Organize  Divide  Deduct  Design
 Select  Rephrase  Plan  Examine  Defend  Develop
 Show  Show  Select  Function  Determine  Discuss
 Spell  Summarize  Solve  Inference  Disprove  Elaborate
 Tell  Translate  Utilize  Inspect  Estimate  Estimate
 What  List  Evaluate  Formulate
 When  Motive  Explain  Happen
 Where  Relationships  Importance  Imagine
 Which  Simplify  Influence  Improve
 Who  Survey  Interpret  Invent
 Why  Take part in  Judge  Make up
 Test for  Justify  Maximize
 Theme  Mark  Minimize
 Measure  Modify
 Opinion  Original
 Perceive  Originate
 Prioritize  Plan
 Prove  Predict
 Rate  Propose
 Recommend  Solution
 Rule on  Solve
 Select  Suppose
 Support  Test
 Value  Theory

Anderson, L.W., & Krathwohl, D.R. (2001). A taxonomy for learning, teaching, and assessing, Abridged Edition. Boston, MA: Allyn and Bacon

Updated 1 May 2018