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Carlynn Richter

Indirect Instruction Lesson Plan Template*

3rd Grade Science
Common Core/Essential Standard Objective:
3.P.2.2 Compare Solids, liquids, and gases based on their basic properties.
Daily Lesson Objective (student friendly):
Today we will be looking at the similarities and differences of solids such as ice, liquids such as water and
gases such as oxygen.





Description of Activities and Setting

I am going to give each of you a small glass of water and a small glass of ice. I
want you to look at those two objects along with the air you are breathing and
explore them. You can use your 5 senses to explore these items. What are the 5
senses? After students respond I will pass out each item and let them explore.
At this time each student will be able to explore these three objects for about 510 minutes on his or her own. They will be able to use their 5 senses to explore
these objects and will then be asked to record his or her thoughts within a triple
Venn diagram.
Now, I want to talk about these three items. What did you find with the liquid
(water)? After students have a chance to respond we will go over the properties
of liquids and talk about the different way we can change the form of our liquid.
I will then ask the class, What did you find interesting about the solid? Again,
after they respond we will talk about the different properties of solids and how
we could turn our solids into a liquid or a gas. I will then ask, What did you find
interesting about the gas? After they are given a chance to respond I will
describe the properties of a gas. Since gas is the hardest concept to grasp we will
spend more time learning about its properties.
As a class we will make a big Venn Diagram on the board and discuss these
individually. We will also talk about what other substances fit into all three of
these categories. We will discuss gases such as carbon dioxide and what gives
each individual thing its category.
In order to evaluate each student they will each be given a slip of paper and
asked to write down one solid and a property to go with it, one liquid and a
Assessment Methods
property to go with it and one gas and one property to go with it. I will then go
through and make sure everyone understands the differences and further address
all objectives/skills
any misconceptions the students are having.
Assessment Results of Each Student will be able to tell at least one property and one item from each
category before moving on to a new subject.
all objectives/skills

Materials/Technology: One cup of ice per student, One cup of water per student, a Venn Diagram and a pencil.
*Taken from UNCC / edTPA and modified (simplified) for use in ELED 3111 (djs)