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# 11 DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION ELEMENTARY 3rd SEMESTER LESSON PLAN TEMPLATE (3/3/14) Teacher Candidate: April

l Talbot
Contextual Factors: 26 Students 15 Boys 11 Girls 3 IEP 6 High Level Learners 2 ELL 2 Speech 6 Low Level Learners Classroom Environment: Desks are arranged in groups of five or six. They are placed randomly throughout the classroom. Whiteboard is on the east end of the room. The rug instruction area is on the west wall. Technology available.

## CONTEXTUAL FACTORS (classroom factors)

WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be able to do?)
Standard 3: Physical Science. Students will gain an understanding of Physical Science through the study of the properties of Materials. Objective 2: Compare and contrast the differences in how different materials respond to change. a. Model physical changes of various materials. b. Investigate and provide evidence that matter is not destroyed or created through changes. Content Walk-Away:

Lesson 1: I will be able to identify matter and the three states, solid, liquid, and gas.
Language Walk-Away:

I will be able to describe and write the three states of matter, whether they are solid, liquid, or gas.
Vocabulary:

Matter, Mass, State, Solid, Liquid, Gas. ASSESSMENT EVIDENCE (What evidence do I need to show the students
have learned the Walk-Away?)

## Modifications/Accomo dations (ELL, IEP, GATE, etc.)

Give extra help for low level learners. Use pictures to describe vocabulary for William and Aaliyah. Ask the High Level Learners some higher level questions to

Formative Evidence (checking for understanding throughout the lesson): Listen and observe students describe the three states of matter, whether they are a solid, liquid, or gas. Content Walk-Away Evidence (Summative): Students will be able to identify the three states of matter, whether they are a solid, liquid, or gas. Language Walk-Away Evidence (Summative):

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I will be able to describe and write the three states of matter, whether they are solid, liquid, or gas.

stretch their thinking Keep an eye on where Treysen and Hailey sit so that they will focus on the lesson more. Make sure that Damian and William do not sit next to each other.

## ACTIVE LEARNING PLAN

Activate/Building Background Knowledge Have you ever wondered what is all around us? What our desks, pencils, and paper is made of? Remember, last week when we were learning about gravity? We talked about matter? Ask students by the raise of hands who remembers what matter is? Explain to the students that today they will be learning all about matter. Define the vocabulary words matter, mass, state, solid, liquid, gas. SIOP1-Content objectives, 2-Language objectives, 3-Content appropriate 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary Focus Lesson (I do it)

5 min.

Give students the pretest on matter. View presentation on the PowerPoint. Explain and show the students the three states of matter, solid, liquid, and gas. SIOP, 4-Supplementary materials, 5Adaptation of content, 6-Meaningful activities, 10-Appropriate speech, 11-Clear explanation, 12-Variety of techniques

Modification/accommodations: (ELL, IEP, GATE, etc.) Help lower level students describe matter and the three states, by giving prompts when needed. Ask the high level and students about each state, whether its solid, liquid, or gas.
Formative assessment: Learning Goal Students can identify the three states of matter. Success Criteria Students will able to explain what matter is, and the three states of matter. Assessment Strategy Observe students when they describe matter and the three states.

Modification/accommodations: Use real objects of each state of matter. Guided Instruction (We do it) Have students move to the rug. Use popsicle sticks to call on students to come and draw from a mystery bag. As students draw an item from the mystery bag have them identify whether the item is a solid, liquid, or gas. Encourage group discussion by having the other students ask questions about the item. SIOP 16-Opportunity for interaction, 18-Wait time, 19-Opportunity for L1 students, 20-Hands-on materials, 29-Feedback Formative Assessment: Learning Goal Students can identify the three states of matter. Success Criteria Students will able to explain the three states of matter. Assessment Strategy Observe students when answering questions about the objects.

7 min.

Collaborative/Cooperative (You do it together) Students will sort pictures of the three states of matter. At their desks students will work together and sort the pictures according to the three states solids, liquids, or gas. SIOP 17-Grouping supports objectives, 21Activities to apply content/language knowledge, 23-Content objective supported, 24-Language objective

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5 min.

## supported, 25-Students engaged, 26-Pacing, 29-Feedback

Formative Assessment: Learning Goal Students can identify and place the pictures under the correct state, solid, liquid, or gas.

Success Criteria Students explore the three states of matter with their table group.

Assessment Strategy Listen and observe the students compare the three states of matter.

## Modification/accommodations: Give extra help to the lower and learners if needed.

10 min.

Independent (You do it alone) Students will write about three states of matter. This will be done in workshops. SIOP 22-Language skills: reading, writing, listening, speaking, 30-Assessment Summative Assessment: Student worksheet Modification/accommodations: Help the lower level students by making sure they understand the directions. Explain further if necessary.

5 min.

Closure/Review of walk-aways, vocabulary, and essential questions (Note: Closure includes student interactions, reflection, and/or demonstrations.) Have the students place their completed journals on the desk in a neat pile and then meet back at the rug. Ask the students what is matter, and can they identify the three states of matter. Inform the students that tomorrow we will continue to learn about matter and how matter can change from one state to another. We will be making predictions and observations. SIOP 27-Review vocabulary, 28-Review concepts

SIOP Indicators (Add SIOP number and description within the lesson plan) Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary materials, 5-Adaptation of content, 6-Meaningful activities Building Background: 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary Comprehensive Input: 10-Appropriate speech, 11-Clear explanation, 12-Variety of techniques Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19-Opportunity for L1 students Practice/Application: 20-Hands-on materials, 21-Activities to apply content/language knowledge, 22-Language skills: reading, writing, listening, speaking Lesson Delivery: 23-Content objective supported, 24-Language objective supported, 25-Students engaged, 26-Pacing Review/Assessment: 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment

TEACHING NOTES
What materials do I need to have ready? PowerPoint, mystery box filled with objects that are different states of matter. What is the approximate time needed for this lesson? 35 minutes.

## REFLECTION AFTER LESSON

How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning? How can I transfer what I learned from teaching this lesson to future teaching? What was effective and not effective? What goals can I set to improve my practice and student learning?

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I can use the assessment data to reflect on my teaching of how well the students understood the three states of matter. If students are having trouble identifying the three states of matter I can give prompts when needed. Especially for my lower learners that need more time to verbalize the information about the three states of matter. I need to work on the pacing of my lesson.