College of Education Lesson Plan Template

Teacher Candidate: Channa Griham 1 : !chool: "oodfields !cience/&rd Date and Time of Lesson: 2/25/14 !u#$ect/Grade Le%el:

Description of Lesson: !tudents 'ill #e a#le to name the & states of matter and gi%es
e(amples) !tudents 'ill #e a#le to e(plore different e(amples of solids* li+uids and gases) !tudents 'ill create a graphic organi,er to help them understand the meaning of the different t-pes of matter)

Lesson Title or Essential .uestion that guides the lesson: "hat/s the 0atter1 Curriculum !tandards 2ddressed:

!C Curriculum !tandard3s4: SC 3.3-4: The student will demonstrate an understanding of the changes in matter that are caused by heat.

!C 2cademic 5ndicator3s4: SC 3.3-4.1- Classify different forms of matter (including solids, li uids and gases! according to their obser"able and measureable #ro#erties. 6ther:

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$$%& Standard: Teacher candidates will identify instructional strategies that #romote core "alues in the school community SSC& $lement: %uring the lesson, students are e'#ected to res#ect others o#inions and feelings when communicating with each other. &ll children should sit uietly at their own des( and listen to the instructions that are gi"en to them. Students should (ee# hands and other body #arts to their self when e'#loring. )ational %ance Standard 3: *nderstanding dance as a way to create and communicate meaning

Lesson 6#$ecti%e3s4:
Antecedent: +hen gi"en e'am#les of solids, li uids and gases Beha"ior: Students will summari,e Revised 1.20.14

2ssessment3s4 of the 6#$ecti%es:
-efore the lesson we will re"iew what we learned the #re"ious day. This will be solids and li uids. %uring the

Content: the 3 #hases of matter Degree: with a degree of ./0 accuracy.

discussion 1 will ta(e note of the student2s answers. %uring the lesson students will be as(ed to #artici#ate in an acti"ity where they are using their bodies to show each #hase of matter. 1 will be obser"ing the students mo"ements throughout the acti"ity. &fter the lesson, students will ha"e time to com#lete a foldable that hel#s them understand matter (solids, li uids, gases!. 1 will re"iew the foldable for accuracy of (nowledge. 1 will re"iew the e'am#le that each student has gi"en under their definition on their foldable.

0aterials/7esources:

Chart #a#er, mar(ers, com#uter, solid materials (roc(, bloc(s, boo(, #encil! li uid materials (water, reference rain, 3uice and other li uids! e'am#les of gases, -alloon, 4lue

Prere+uisites 3Prior 8no'ledge4: Students will need to be able to com#lete a gra#hic
organi,er inde#endently. Students will need to be able to define words and gi"es e'am#les from the real world. Students will need to coo#erati"ely wor( with #artners. Students will need to be able to create a foldable inde#endently. Students will need to be able to #artici#ate in mo"ement acti"ities without causing disru#tions.

Procedures:
1. So class, yesterday we learned about different solids and li uids and some of their characteristics of the two. Today we are going to learn about the third #hase of matter (nown as 4as. 5. 6ust li(e yesterday, we are going to create a 7rayer model chart together on 4as. +e will com#lete this chart together. 1 will fill out the chart on the chart #a#er and the students will com#lete the chart in their science noteboo(s. 3. &fter we ha"e com#leted the chart together (in the same format as the day before!, we will begin to discuss different e'am#les of gases. 1 will reference the air that we breathe and 1 will e'#lain how o'ygen is considered a gas. 1 will let students (now that gases are all around us. 4. 7or a demonstration of e'#laining gas, 1 will blow u# a balloon. 1 will as( the students if they (now what is in the balloon (1 will be loo(ing for the answer 8air9!. /. 7or this demonstration, 1 will be using a #lastic bottle that is filled with "inegar and a balloon that contains ba(ing soda. +hen 1 turn the balloon o"er, the solid (-a(ing soda! and the li uid ("inegar! will interact to create a gas inside of the balloon. 1 will e'#lain to the students that the ba(ing soda and "inegar are interacting chemically and creating a gas. Students will ha"e the chance to as( uestions and ma(e obser"ations. :. &fter we ha"e com#leted our e'#loration of gas, 1 will allow the student2s time to re"iew the different e'am#les from the #re"ious day (lesson 1!. ;. &fter we ha"e e'#lored the obser"ation stage for a little while, we will mo"e on to our ne't acti"ity. .. 1 will show students the simulation of the different mo"ements of the #hases. htt#:<<www.youtube.com<watch=">s-?"o@,u(Ao Revised 1.20.14

B. The ne't acti"ity will in"ol"e mo"ement. Students will stand u# and 1 will e'#lain to them the acti"ity: a. )ow that we ha"e seen how the #articles mo"ed, we will create our own simulation using our bodies. 1n this acti"ity we will be demonstrating with our bodies the different #hases of matter. There are a few rules for this acti"ity. +hen you are mo"ing and demonstrating the different #hases, ma(e sure that you (ee# your hands and other body #arts to yourself. Ca(e sure that when you are mo"ing you do not hurt any of your classmates or bum# into anything surrounding you. &lso, ma(e sure you use the s#ace around the room wisely. 1f we get out of control, we will ha"e to sto# the acti"ity. This is a fun acti"ity so let2s ma(e sure we follow all of the rules. b. +hen studying li uid we learned that li uid mo"es at a medium s#eed around the container that it ta(es form in. +ith your body show me how li uid mo"es. Students will demonstrate. c. +hen studying about solids, we learned that there is little to no mo"ement. This means that the molecules inside of the solid are mo"ing e'tremely slow. Show me with your body how a solid would loo( in its #hase change. d. Today we learned about gases. 4ases mo"e really fast and all o"er the #lace. Show me with your body how a gas would mo"e. -e careful of your surroundings. e. +e will com#lete this acti"ity a cou#le of times until the students understand the different #hases. f. Doo(ing at all of the #hases, what can we conclude about the relationshi# between solids, li uids and gases= 1E. &fter we ha"e com#leted this acti"ity, we will transition to our closing acti"ity. 1n this acti"ity students will be creating a foldable summari,ing matter. This foldable will include solids, li uids and gases. Students will gi"e the definition of the #hase and a #icture of an e'am#le that re#resents the #hase. 11. 1 will hel# the students com#lete this foldable and when com#leted the students will glue them in their science noteboo(s for future reference. 15. Com#leting the foldable will wra# u# our lesson on solids li uids and gases. 1 will chec( the students foldable and their e'am#le to ma(e sure that they com#rehend the 3 ty#es of matter.

2cti%it- 2nal-sis:
1dentify at least two acti"ities you #lan to use in this lesson and e'#lain why you are #lanning these s#ecific acti"ities. 1n your e'#lanation include the following #rom#ts: 1. The first acti"ity that 1 did in this lesson was the e'#loration of mo"ement with our bodies. Students were able to demonstrate what it would be li(e to be in each #hase of matter (Solid, Di uid, and 4as!. +hen doing this acti"ity, students will be able to see what it is li(e to go through each of these stages through mo"ement. -y doing this acti"ity, 1 am ho#ing that the students will get a better understanding of what solids, li uids and gases loo( li(e when going through mo"ement. This will cater to my students who are ha"ing a hard time com#rehending the different #hases. This interaction and acti"ity will hel# them e'#erience first-hand what it is li(e to be in each of these stages. &fter com#leting this acti"ity students should be able to describe to me how these forms of matter mo"e. This will benefit my $SD students because they will be able to see this mo"ement conce#t in sim#ler terms. %uring this lesson 1 will be using one source of technology. &t the beginning of the lesson 1 will be showing the students a "ideo Revised 1.20.14

simulation of all the forms in mo"ement. Students will be able to "isually see what it is li(e to be in this state. -y doing this, 1 will hel# gi"e the students an idea of what the changes of matter would loo( li(e. 5. &nother acti"ity 1 will be com#leting with my students is creating the matter foldable. The matter foldable will contain an o"erall definition of matter. This foldable will also contain solid, li uid and gas definitions along with an e'am#le. 1 am creating this foldable with my students so that they will ha"e a "isual reference to hel# them understand the states of matter. +hen students ha"e com#leted the foldable, they will be instructed to #lace them in their science noteboo(. 1t will be there for a future reference. This will hel# my students who may ha"e a hard time com#rehending the lessons. This will also hel# my $SD students to ha"e a "isual so they will be able to refer to it at all times. This acti"ity is also used as an o"erall summary on the indicator of solid, li uids and gases. There will be no technology used for this acti"ity. The acti"ity is com#letely hands on and there is no need for technology to be used.

Differentiation/2ccommodations/0odifications/5ncreases in 7igor
+hen com#leting this lesson, there are many accommodations 1 am going to ha"e to ma(e. Fne of the accommodations that will be made is com#leting the chart together with the students. 1 will wor( with the students to com#lete the 7rayer model charts so that they will ha"e an e'am#le on how to correctly com#lete the chart. 1 ha"e many $SD and di"erse students in my classroom that need a little more su##ort than others. -y com#leting the charts with the students, they will be able to com#rehend the conce#t more successfully. 1 will also ma(e sure that 1 tal( slow and clear enough for my $SD students to com#rehend what 1 am saying. 7or the students who are below le"el, 1 will ma(e sure that 1 am a"ailable to them for hel# or for further e'#lanation of the to#ic. 7or students who may com#lete their wor( early, they will be as(ed to re"iew their wor( or choose a boo( to read until e"eryone is finished. 7eferences: Gersonal communication with Chelsea and Teddi on some of the ideas in this lesson. &ll other ideas were generated by Channa 4riham.

States of Matter.YouTube. Retrieved February 20, 2014, from http:// v#s$%vo&'u()o

.youtube.!om/ at!h"

Revised 1.20.14