Supervisor Lesson Plan Level 2-1

USF Elementary Education Lesson Plan Template (rev.
Sum19) Name: __________Briana Narvaez__________________________
Grade Level Being Taught: 2nd Subject/Content: Science Group Size: Date of Lesson: 11/14/2020
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Part 1: Lesson Content

Title of Lesson Matter Matters!
Meeting your students’ needs as How does this lesson connect to the interests and cultural backgrounds of your students?
people and as learners I could connect this lesson to student’s cultural backgrounds by asking them if anything they use at
(supervisors) special holidays or traditions or things at home is made of matter. Since anything that takes up space is
matter, there is many things that the students could choose from objects to types of foods and drinks.
The slideshow that I will use for this lesson will also have fun images of a game app that my students
play called “among us.” This will catch the students interest and keep them engaged throughout the
lesson.
How does this lesson connect to/reflect the local community?

This can connect to the local community because in the community there are solids, liquids, and gas,
everywhere you look. Cars, rain, drinks, vending machines at school, the student’s chairs at home, all of
his.
What Standards (national or

state) relate to this lesson? SC.2.P.8.1
(You should include ALL applicable A. All objects and substances in the world are made of matter. Matter has two fundamental properties:
standards.) matter takes up space and matter has mass.
SC.2.P.8.2
Identify objects and materials as solid, liquid, or gas.
Understanding the standards Trace the standard to the previous grade level. What have students already learned or been exposed to
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: __________Briana Narvaez__________________________
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over time related to this standard?

(CPALMS/instructional planning
course)
SC.1.P.8
A. All objects and substances in the world are made of matter. Matter has two fundamental properties:
matter takes up space and matter has mass.
B. Objects and substances can be classified by their physical and chemical properties. Mass is the amount
of matter (or "stuff") in an object. Weight, on the other hand, is the measure of force of attraction
(gravitational force) between an object and Earth.
Trace the standard to the next grade level. What will students learn next related to this standard?
SC.3.P.8
A. All objects and substances in the world are made of matter. Matter has two fundamental properties:
matter takes up space and matter has mass.
B. Objects and substances can be classified by their physical and chemical properties. Mass is the amount
of matter (or "stuff") in an object. Weight, on the other hand, is the measure of force of attraction
(gravitational force) between an object and Earth.
What misconceptions might A misconception the students might have in this lesson is that they may think a solid is only something
students have about this that is dense like a rock, and not like a backpack, a cup, or a t shirt
content? (talk to your CT)
Objectives- What students will Some examples:

know or be able to do after the --Students will be able to accurately (measure- how well) differentiate (action- how) between potential
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instruction – the learning and kinetic energy (content- what).

outcomes --Based on what they read in the first half of a fiction story, students will be able to write (action- how) a
Content (WHAT students are reasonable (measure- how well) prediction (also part of the action) for how the main character will
learning- look to the standard) respond to a challenge in the second half (content- what).
Action (HOW students will show it- -------------------------------------------------------------------------------------------------------------------------------------
there might be clues in the
standard) Students will be able to understand what matter is, what mass is, and its three states: solid, liquid, and
Measure (HOW WELL they need to gas, with minimal errors.
do it)
(Note: Degree of mastery does not
need to be a percentage.)
(connect back to 4504/CT

Support/reinforced in
instructional planning)
Level(s) of Thinking Using Bloom’s Taxonomy or Webb’s Depth of Knowledge, which level(s) of thinking is/are called for in
the standard? Analyze.____
Which level(s) of thinking is/are called for in your objective? _Understand and
remember.___________________________
Why did you choose this level(s) of thinking? I chose this level of thinking because after this lesson,
students will understand what matter is and understand that its properties are solid, liquid, and gas.
They will also remember things in their everyday life that is considered a solid, liquid, and gas.
Assessment Plan- How will you Describe your assessment plan:

know students have mastered My assessment plan for the students is to do a kahoot quiz. I think this way, especially in a small group, I
your objectives? will be able to determine which students understood every part of the lesson and which ones struggled
and need more explanation.
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How does it align with your objective?

This assessment aligns with my objective because I will know after they answer the questions, multiple-
choice and short answers, if they understood the content or not.
Is your assessment formative or summative? Why did you make that assessment decision?
My assessment is a formative assessment. I made this decision because I will be able to know which
students need more instruction and if all of them are not understanding it, I can then improve the way I
taught the lesson. Additionally, I believe students will also have fun while taking this assessment.
Assessment Scoring/Rubric 4 will be given if student exceed the objective by being able to explain what matter is, what each
What are the criteria for how you property is, and give an example of each property.
will assess student 3 will be given if a student can explain what matter is and each of its properties but are not able to give
learning/student work? If you’re an example of each.
using a rubric, include your rubric 2 will be given if a student can only explain what matter is and not its properties.
here. 1 will be given if a student did not meet the objective and is only able to determine what one of the
properties are or none.
Part 2: Lesson Implementation

Management & Environment ● How will you arrange yourself and the students (location in the classroom, seating)?
(integrated throughout your We will be seated at a computer on zoom. Every student will be seated at their desk or table on a
step-by-step plan): chair.
● What processes & procedures will you use? How and when will you communicate those to
students?
A procedure I will use to keep my students focused and on task will be an attention getter. I will
introduce it to the students right at the beginning of the lesson.
● What expectations will you have for the students? How and when will you communicate those to
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students?
My expectations will be for students to keep themselves muted unless I ask them to unmute
themselves. Another expectation is for the students to participate.
● What strategies will you use if students do not meet your expectations? Are there specific
students who require a more extensive management plan? What will that consist of?
I will use the positive praise strategy, where I will compliment another student on participating
or raising their hand. I will use reminders saying “I want to see everyone participating. If you are
not participating, I will not know you are listening and paying attention.”
● What will students do if they complete the task quickly?

I will allow them to stretch or take a break while the other students finish up.
Materials
(What materials will you use? Why I will use a water bottle, a book, and an inflatable ball. I am using these materials to demonstrate to the
did you choose these materials? students that one is a solid, one is a liquid, and one is gas.
Include any resources you used.
This can also include people!) I will also have the students grab objects that will be of these properties.
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Differentiating Instruction How will you differentiate instruction in this lesson? Underline those that apply:
(adapting instruction to meet the
needs of individual students or Process Product Content Readiness Interest Learner Profile
groups of students)
Describe what/how you will differentiate:
Depending on the student’s needs, I may have some students work together, or I may assess them
individually if they do not wish to participate in front of the other students because they are on a
computer and do not feel comfortable speaking out with their peers. If a student is uncomfortable
speaking out on the zoom, he or she may sign something in the camera or write me directly using the
chat feature on zoom to answer any questions I have for him or her or make any comments on the lesson.
I will also provide breaks for the students that need them and check on them periodically throughout the
lesson.
Which specific students will benefit, and why?

Students who may have ADHD, get anxious easily, or get distracted easily. The check in’s may benefit
students with an IEP as well.
Differentiating Instruction How will you adapt this lesson to meet the needs of individual students or groups of students?
(adapting instruction to meet the (content? materials? level of support? pace? etc.). Make connections to your student asset profile.
needs of individual students or For the students who finish faster than others and may be bored waiting for other students to finish, I
groups of students) will have them go on BrainPop and watch a video or play one of the educational games it has that is
related to the material I am teaching. I will give a specific wait time after questions before picking on
someone to answer, giving every student more time to think of the answer if they need more time. In
case a student is needing more support, I will have them either raise their hand and talk to me, or if they
are uncomfortable with that, I will have the students use the chat feature on zoom to talk to me
individually.
Accommodations What accommodations will you make for students who are English Language Learners? (Refer to
(What students need specific your ESOL Strategies checklist and list specific strategies)
accommodation? List individual ● Pre-Production Level: The content I have written down will be in English and Spanish.
students (initials), and then explain ● Early Production Level: I will translate what matter is and its properties in both English and
the accommodation(s) you will Spanish.
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implement for these unique ● Speech Emergence Level: If we were in person, I would have small groups together for some
learners.) parts of the lesson and in the groups would be 2 or more ELL students and then non ELL students
for them to help each other.
*If you don’t have students who ● Intermediate Fluency Level: I will allow the ELL student to reteach the content to his or her
require these accommodations, peers.
describe what you WOULD do if
you did have these students.
What accommodations will you make for students who have an IEP or 504 plan?
I will allow these students to take a break if needed and I will provide more time if they need it. I
will also provide them with online manipulatives related to the content of the lesson.
What accommodations will you make for students identified as gifted and have an EP (education
plan)?
For these students, I will have activities planned out for them if they finish early, such as a
BrainPop video called “Changing States of Matter”, or a book on MyOn called “The Simple Science
of Matter.” At the end of the video and/or book, the students can take the five-question quiz at the
endI will also have the gifted student, if they finish early, help another student who may be
struggling.
References (Planning of HMH Florida Science written by Michael A. DiSPezio, Marjorie Frank, and Michael Heithaus, Ph.D
instruction should be guided by
research-informed I found some fun ideas for this lesson on Pinterest for teachers as well.
approaches. Acknowledge
references used to inspire lesson Jack Hartman video on Matter.
ideas.)
Step-by-Step Plan
(What exactly do you plan to do in 1. What is the content area for this lesson? What is matter and its properties: Solid, liquid and gas.
teaching this lesson? Be thorough. 2. What is the expected lesson structure for a lesson taught within this content area? In other
Act as if you needed a substitute to words, what lesson structure is appropriate for teaching within this content area? (5Es;
carry out the lesson for you.) guided/gradual release/etc.) ______Level 2, Supervisor cycle 2 =_small group.
Interactive lessons where the students can participate and share their own thoughts.
Where applicable, be sure to
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address the following: 3. Step-by-step plan:

◻ What Higher Order Thinking Time: Action Steps:
(H.O.T.) questions will you ask?
◻ How will materials be
distributed? 1 minute “Hi friends! I am going to teach you your science lesson today. Before I do, I just want
◻ Who will work together in to go over some expectations I have for you all. First one is to please stay muted unless I ask you to be
groups and how will you unmuted, which for this lesson, we will be unmuted most of the time because I want to hear everyone’s
determine the grouping? thoughts! My second expectation is for everyone to participate! I want to know you are all paying
◻ How will students transition attention and grasping the lesson. And last expectation is to please be respectful if another student is
between activities? speaking. Let them speak and do not interrupt them. Are they any questions?” I will answer any
◻ What will you as the teacher questions from the students.
do?
◻ What will you as the teacher 3 minutes “I want to go over our attention getter with you all as well just in case we get a
say? little off task and need some help refocusing. I will say Avengers! And you will respond with Assemble!.
◻ What will the students do? Let’s practice it! “Avengers!” Students will respond with “Assemble!” “Great job! Awesome, let us move
◻ What student data will be on to our lesson.”
collected during each phase?
◻ What are other adults in the 2 minutes “Today we are going to talk about Matter. Please take out your science textbook
room doing? How are they and open it to page 172 to follow along. Now does anyone know what matter is?” If a student responds
supporting students’ learning? correctly, then I will continue to build off what they said. If they respond incorrectly, then I will tell them
what Matter is. “Matter is anything that takes up space! Anything with mass is matter. So, is this book
matter? (students will respond) Is this desk matter? (students will respond) Exactly, anything that takes
up space is matter! Next we have a new word we are learning! It is mass. Mass is the amount of matter in
an object. I am going to play a fun video about matter and its properties for you to understand a little
more about matter.
3 minutes The students will watch the video I provide of Jack Hartman. (I will paste the link at the
end of this lesson plan.). “Okay I am going to play a Jack Hartman video for you to get a better
understanding of what matter, mass, and the three states of matter are.”
5 minutes. “Okay can anyone tell me what matter is?” “A student will respond. “What about
the states matter has?” Whether a student responds correctly, incorrectly, or does not respond at all, I
will say “Well three states of matter are Solid, Liquid and Gas.” In this picture (I will point to the picture
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on page 172 of the textbook) The sunglasses the boy is wearing is a solid. The water in his bottle is a
liquid, and the air in his beach ball is a gas!” “Can someone give me an example of a solid?” A student will
respond. “What about an example of a liquid?” A student will respond. “And last an example of a gas?” A
student will respond.
3 minutes “ Now I am going to give you 2 minutes to go find one item in the room you are in
that is a solid, one item that is a liquid, and one that is a gas. It may be hard to find a gas, so if you do not
find that, do not worry, you do not need it. Only what you can find! You do not need to find all three!
Make sure to stay close enough to the computer so you can hear me call you all back to the computer.
Come back in two minutes with it to share what you found! Any questions? If you do not have any
questions and are ready to go grab your items, give me a thumbs up!” Students will either ask questions
or give me a thumbs up.
7 minutes Students will come back to their seats with their items and I will ask everyone to
share. If a student is uncomfortable with talking through the computer, he or she can show me their
object in the camera and give me hand gestures in the camera of what they believe the item is. For
example, one finger can mean solid, two fingers will mean liquid, and three fingers will mean gas. They
will also be allowed to directly write me in the chat on the zoom. I will say “Okay would anyone like to
volunteer and share with me what they found and which state of matter the item is” Students will each
take their turn.
5 minutes “Now I have a fun slideshow that will have pictures of objects that are a solid, liquid, or
a gas. I want you all to tell me what state of matter each object is! So, when I show the object on the slide,
anyone can unmute themselves and say what they believe it is. I want every one to participate. The first
object is a Super Mario toy. What state of matter do you think this is? Students will say “Solid!” Great!
What about this bottle of soda? “Liquid!” “What about this Nintendo switch?” “Solid!” “Good job! You all
are really getting the hang of this! What about this ball? The ball inflatable and was blown up?” “A gas!”
“Wow I thought I was going to trick you guys with that one, but you are all too smart for me! I think we
have this concept down, I want to learn what you have learned and play a fun game of Kahoot! I am going
to share my screen with you all and have you click on the link in the chat. Once the page pops up you can
type in these numbers that I have on my screen shared with you.
7 minutes “Let us go ahead and start our Kahoot game! First question is: What is Matter? (Answer
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is anything that takes up space.) What is Mass? (Answer is the amount of matter in an object.) What are
the three states of matter? (Answer is Solid Liquid and Gas) Now this next question is a short answer, so I
want you to type in an example of a solid, an example of a liquid, and an example of a gas. (These will be
3 different questions.)
1 minutes “Now that you all understand that matter is anything that takes up space, that mass is
the amount of matter in an object, and the three states of matter: solid, liquid, and gas, you will be
prepared to dive deeper into these states of matter with Ms. Wall next week! I hope you all enjoyed this
lesson today!”
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11

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USF Elementary Education Lesson Plan Template (rev.

Sum19) Name: Briana Narvaez________________

Part 1: Lesson Content

How does this lesson connect to/reflect the local community?

What Standards (national or

over time related to this standard?

Objectives- What students will Some examples:

instruction – the learning and kinetic energy (content- what).

(connect back to 4504/CT

Assessment Plan- How will you Describe your assessment plan:

How does it align with your objective?

Part 2: Lesson Implementation

● What will students do if they complete the task quickly?

Which specific students will benefit, and why?

address the following: 3. Step-by-step plan:

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