Design for Learning

Instructor: Dabney Chitwood

Kindergarten
Lesson Title: Grouping!
2015
Curriculum Area: Mathematics
minutes

Grade Level:
Date: October 23,
Estimated Time: 35

Standards Connection:
16.) Classify objects into given categories; count the number of objects
in each category, and sort the categories by count. (Limit category
counts to be less than or equal to 10.) [K-MD3]
Learning Objective(s):
When given a chart of animal(s) students will identify two different
categories and calculate the total number of objects in each with 100%
accuracy.
Learning Objective(s) stated in kid-friendly language:
Today boys and girls, we are going to learn about grouping!
Evaluation of Learning Objective(s):
Students will be given a chart with four boxes of animals. Each box
has a different kind of animal with a different number of animals.
Students will identify how many of each animal and then add the total
in the last column of boxes. Proficient students will complete the chart
with one hundred percent accuracy and will be placed in the green
group. Students that complete two rows will be placed in a yellow
group and receive more individual practice with each other and the
teacher. Students with only one row completed will be placed in a red
group and need more one-on-one intervention with the teacher.
Engagement:
The teacher will call the students to the carpet by table number. She
will review how to count to ten with the students, asking them to help
her by counting out loud. She will remind the kindergarteners that
they can use their fingers to count and refer to the number wall in the
front of the classroom. Then the teacher will use a Harrys
Kindergarten music video to review again. Okay boys and girls, today
we are going to learn about grouping numbers! Does anyone know
what I mean when I say grouping numbers? Yes! A group of
something is when there is more than one. Who can share with the
class an example of a group? Teacher will give wait time and allow for
discussion. Thats right! Groups can be the days of the week, the
months, colors, shapes, etc. This is how we categorize things. Before
we get any further into our topic, lets review how we count to 10I
know you all can do it! Count with me! Count one to ten out loud with
class. Who can tell me how they can figure out the sequence of
numbers if they dont know? Yes! We have the numbers listed above
the clock and we can use our fingers. To make sure you are all experts

at counting, I am going to play a Harrys Kindergarten music math

video. How does that sound? Great!! I hope I hear all of you singing
along! Teacher will play Harrys math video with the projector. When it
is over she will address the class. I am so impressed to hear all of you
singing and counting your numbers. Today we will be using our
counting it a lot of different ways. It will be a fun challenge. Before we
move on give me a thumbs up to show me you feel ready, a thumb to
the side if you need more practice counting, or a thumb down if you
dont think you are ready to move. The teacher will scan the students
and quickly assess how ready they are to move on. If a majority of the
students are not ready she will review one more time showing them
her fingers as she counts and reviewing to tally marks and the
numbers above the clock. Now, lets move on to another fun part of
our lesson! Teacher will transition into teaching.
Learning Design:
I. Teaching:
The teacher will open the interactive PowerPoint and project it onto the
screen. Now that I know you are all experts at counting, lets move on
to a bigger challenge! We are going to talk about grouping and how to
count quickly when objects are in groups. Also, we will learn how to
sort objects into specific groups and count them! I am going to use a
PowerPoint to project images on the screen. I will leave these images
up for about seven seconds. Because kindergarten is studying farm
animals, I have chosen some pictures of animals, as well as shapes.
When I remove the images from the screen, we will take a couple
minutes to discuss what each person saw. But remember, there is no
right or wrong answer, we are just going to discuss numbers! When
you are finished thinking, show me a thumbs up so that I know you
have a number in mind! Does anyone have a question before we
begin? If you are ready give me a thumbs up! Great! Get readyyou
only have seven seconds! The teacher will open the PowerPoint to a
blank side and get the students ready. Then, she will flash the first
slideshow for seven total seconds. It will be an image of one sheep
and three rabbits. Okay! I see a lot of thumbs up. By a show of
hands, who can tell me what they counted on the slide? Yes! I saw
three rabbits as well. Show me the me too sign if you agree.
Awesome participation! How many categories were there? Great!
TWO! What was the second group of animals on the screen? Sheep!
One sheep, thats right! If there were three rabbits and one sheep,
how many total animals did you all see? What could you do to
determine this answer? Yes! Use your fingers to count three plus two.
Lets do it together, everyone put your hands up. The teacher will
count starting at one. She will add three and one on her fingers and
end up with four. Great job! So, three plus one is four! Right! Okay,
get ready for the next slide. The teacher will flash the second slide for
seven seconds. The slide has four circles and one triangle. Show me
your thumbs when you have a number in mind. What did every body
see? I saw blue shapes! Who can tell me which shapes they saw.
Thats right! Circles and triangles. How may of each? Yes! Four

circles and one triangle. Lets add those numbers, four and one, how
many total shapes did that slide have? Five! Great work class! This is
a tricky question: how many groups did you see? Show me with your
fingers. I see a lot of twos! Yes! There were two groups, circles and
triangles. Very good class! The teacher will show the third slide and it
has two pigs and four cows. Did anyone see pigs? Yes, I saw pigs too!
How many pigs did everyone see? Two? Great counting! And what
was the other category, or group, of animals? Yes, the cow! I saw six
cows? Did I count them right? No?! Well, who can share with us the
correct number of cows? Thats right, four! So, if the slide had four
cows and two pigs, how many total animals were there? I heard
someone say six! That is right! How did you come up with that
number? Great! You started with four and then added two more.
There are many ways. Did someone add them differently? The
teacher will allow for responses and more conversation. Very good!
Those are all correct ways for us to add. The teacher will transition to
the next slide that has three squares. What is the first thing you saw
when I flashed this slide? I saw squares too! How many squares did
you see? Three is correct! Awesome observing, class! If there were
only three squares, how many categories were there? Show me with
your fingers. I see a lot of ones! That is right, there was only one
group on that slide. The teacher will transition to a slide with two
chickens and two ducks. Now class, I tried to trick you on this but I
think you are all too smart! How many images did you see? I saw four
as well! There were two chickens and two ducks. Who saw the ducks
first? Awesome. And which of you saw the chickens first? Wow I am
so impressed. Who can tell us how many categories there were? Two,
correct! Show me the me too sign if you agree that there were two
categories? Awesome! Who can add the total number of animals for
us? Yes, four! The next slide will be five circles. The teacher will
transition to this slide and show it for seven seconds like the rest.
What did everyone see? I saw a lot of shapes! Oh, youre right, there
was only one shapecircles! Who knows how many circles there
were? Yes, five is correct! That was a lot to count at once, I am so
impressed. How many groups were there if the slide had five circles.
Thats right! Only one. Now, this will be the last side, pay close
attention and try to think quickly! Teacher will transition to the last
slide with four horses and one donkey. Tell me what you saw by a
show of hands! Yes, I saw four horses. Can anyone name the animal
that was in the middle!? It was actually a donkey! So, how many total
images were there? Yes, there were five! Awesome participation! How
can share how many groups there were? Yes! Two! Now that you
have all proved to me how smart you are, we are going to head back
to our seats for individual practice. I have to tell you about a little
surprise I have planned for you. The teacher will transition into the
practice.
II. Opportunity for Practice:
Once you are all back at your tables I am going to pass out some
M&Ms. Now, you may not eat the M&Ms until after our practice. Can
everyone repeat what I just said. Yes, so when can you eat the

M&Ms? Thats right, AFTER. If you eat the M&Ms while we are using
them for the lesson, I will have to give you an alternative object and
you will not get to eat the rest of your M&Ms. Does anyone have any
questions about what I expect? Great lets begin. The teacher will
pass out M&Ms to the students. Every student will have the same
number of each color (five). The teacher will walk around and call out
numbers of colors. For example, she will say four yellow and two blue.
The students will group the yellows and the blue and then add how
many that is. The correct answer would be six. Also, the teacher will
discuss different ways to arrange four yellows: two rows of two, one
row of four. Once she has walked around the room and seen that
everyone has categorized the colors and added the numbers in their
head, she will show the correct groups on the Elmo. When using the
Elmo to present the groups the teacher will circle the different colored
M&Ms on the board. This will help the students have a visual of the
different groups. Another example the teacher can use is with the
students. She can group them into boys and girls, or bus riders and
walkers. She will do this about five to six times and then ask the
students to return to the carpet. There she will explain the next part of
the lesson. Awesome work class! Thank you for being active listeners
and participating so well. You may now eat the rest of your M&Ms and
throw away your napkin. When you are finished, please return to the
carpet and wait for my next instruction.
III. Assessment
The teacher will pass out a chart that contains a group of animals to
each student. The students will be expected to write the number of
each animal in the box and then add the total number. This will assess
students on how to recognize more than one category, how to count
the objects in the categories, and how to add the total. When they are
done, they are to turn the paper in. Okay class, here you will find
something similar to what we discussed on our PowerPoint slides.
However, now is your turn to show me what you know without any
help! Try to determine the answer of the questions, if you need help
reading what they say then you may raise your hand. When you have
completed this assignment please turn it in to me. The teacher will
pass out the chart.
IV. Closure:
After all the students have completed the chart and handed it in, they
will have a seat on the carpet. The teacher will review what they
learned today. Okay class, who can tell me what a categories is?
Thats right, it is how we group objects that are similar. So, in our
PowerPoint we grouped similar animals and similar shapes. How did
we group our M&Ms? Yes! We grouped them by color and counted
how many we had of each! I am so impressed with your participation
skills. I hope you all enjoyed your M&Ms!
Materials and Resources:
PowerPoint
Chart (worksheet)

M&Ms (five of every color for each student)

Elmo
Pencil
Harrys Kindergarten music math (YouTube)
o https://www.youtube.com/watch?v=INHYb1RNaMM
MCREL Strategies:
o Cooperative learning
o Similarities and differences
o Reinforcing effort (praise for class as a whole)
Management Strategies:
o TLAC hand signals
Differentiation Strategies (including plans for individual
learners):
Green students: These students will receive a chart and need to walk
around the room grouping objects they see that are similar and belong
in the same category.
Red students: Less M&Ms and color-coded chart and teacher
assistance.
Data Analysis:
17 total students
13 completed the assessment with 100% accuracy
4 completed the assessment with the teachers assistance
Reflection:
I really enjoyed teaching this lesson and interacting with the students.
They were very engaged in the number talk and the M&Ms.
Kindergarteners love to be standing up, hands on, and involved in the
learning process and I believe this lesson gave them that opportunity. I
think reviewing how to count in sequence to 10 was helpful for the
students because some of them arent fluent to five yet. I encouraged
the students to use their fingers if necessary and refer to the numbers
above the clock. They love the Harrys kindergartener video and sang
along the entire time. Using the interactive PowerPoint also benefited
the students because they were able to respond by a thumb up and
then show me a number using their fingers of what they saw. It was
interesting because some of them looked for a specific animal or shape
before they counted them while other just counted the total. Overall, it
was a great way to talk about numbers using familiar objects that they
have all learned. For practice I did something that was hands on
because manipulatives are very helpful for younger grades. I use
M&Ms and show my pile on the Elmo. I would call out groups of colors
for them to place in the middle of their napkin and walked around the
room watching how they sorted them. I enjoyed observing the
different way they interpreted my instructions and I would show an
example on the Elmo each time. Also, I noticed that circling the groups
helped the students recognize the colors and how even though there
were five yellows, one green, and two blues, there were three groups
all together. There are 17 total kindergarteners in my class, all of them

complete the assessment except for four that completed it with

teachers assistance due to Spanish being their first language.

Samford University
Design for Learning

Name: _______________________
Fill in the boxes with the correct number of animals then add
the two numbers to find the total.

How many
chickens?

How many
horses?

How many
total animals?

How many
rabbits?

How many cows?

How many
total animals?

How many pigs?

How many cows?

How many
total animals?

How many horses?

How many ducks?

How many
total animals?

Design for Learning

Instructor: Dabney Chitwood
Kindergarten
Lesson Title: Find the Families!
2015

Grade Level:
Date: October 23,

Curriculum Area: ELA

minutes
(English Language Arts)

Estimated Time: 50

Standards Connection:
23.) Read emergent-reader texts with purpose and understanding.
[RF.K.4]
Learning Objective(s):
When given a crossword puzzle students will be able to match the
words from the word bank to words in the crossword with 100%
accuracy.
Learning Objective(s) stated in kid-friendly language:
Today boys and girls, we will learn about word families!
Evaluation of Learning Objective(s):
Students will be given a crossword puzzle with the at, ap, and an
word families. They will identify the words from the word bank in the
puzzle. Students will grow in awareness of sounds segments such as
phonemes, syllables, and rhymes when reading words and be able to
find them amongst other words and letters. Students who proficiently
complete the crossword with one hundred percent accuracy will be
placed in a green category. Students who find less than five words will
be placed in the yellow group. They will receive one-on-one
intervention identifying the beginning sounds that differ in the at,
ap, and an word families. Students would are unable to identify
word families in the crossword will be placed in the red group. These
students will receive a smaller puzzle with the ending sounds
highlighted and continued one-on-one intervention on the at, ap,
and an word families.
Engagement:
The teacher will call students to the carpet. She will begin by
reviewing word families the students have discussed and talk about
how the ending sounds rhyme. The students will be reminded how to
pull apart words by fisting the consonant and then dragging out the
ending sound. This strategy will be very helpful when identifying word
families. Then, the teacher will use the book Miss Mary Mack by Mary
Ann Hoberman to practice clapping when the rhyming words are read.
Okay boys and girls, I want you to quietly push your chairs in and take
a seat on the carpet. Today we are going to learn about word families
and how their sounds rhyme. Can someone tell me what a rhyme is?
Call out and respond what your answer might be. Lets keep the
energy and learning fun and upbeat. The teacher will give wait time
and respond to the answers given. Thats right! A rhyme is when the
ending sound of more than one word is the same. There are a lot of
words that you all have learned so far that rhyme. Who can share with
us an example of some? Allow students to name words they think of.
The teacher will also point out the ending sounds to the students.
Great job class! Hat and Cat rhyme because they are in the same

word family. They both end with the at sound. Lets drag out these
words one at a time. H------at and C------at awesome! Do each of
you hear the ending sound as you drag out the word family? Who can
think of objects in their house at sound the same? What about pan
and can? Like canned food cooked in a pan? The teacher will stretch
the words out and ask the students to join in as they say the words
together. Now, before we talk more about word families I want to read
the book Miss Mary Mack. Who has read this book before? Awesome,
quite a few of you have. Well, please read along with me and clap
whenever you hear the words that rhyme. Lets do the first page
together so you know what to expect! Teacher will read through the
first page and clap when words have the same sounds. She will model
fluent reading and ask the students to join in for a choral reading when
they have picked up on the words. For example, when reading Miss
Mary Mack, Mack (clap), Mack (clap); all dressed in black, black (clap),
black (clap) the teacher will clap these words and emphasis the
similar ending sounds. Periodically the teacher will stop and ask the
students which rhyming words they hear. This book has similar
patterns throughout that the author uses when writing. I noticed a
couple of them during our read aloud. Who can tell me some of the
patterns? Share your thoughts with an elbow partner and try your best
to include the pictures as you talk about the story. Once the teacher
has read through the entire book she will transition into the specific
word families the class will learn about. Great job being active
listeners! Now that you all are experts, I want to share with you the
three word families we are going to learn about today. They are the
at, ap, and an ending sounds! The teacher will transition into the
lesson.
Learning Design:
I.

Teaching:
The teacher will introduce the three word families again. Also,
the teacher will project an interactive PowerPoint on the board
throughout the lesson. First, boys and girls, we are going to learn
about the at word family. This is one of our sight words we
have been learning this year. So, by raising your hand, who can
tell us how to spell at? The teacher will give wait time. Yes! a
and t. Thats correct! What sounds do you hear in the word
at? Great! I hear the /a/ and /t/ sounds, too! Show the me
too hand signal if you agree! Lets practice writing this word on
the board. Can I have a volunteer that would like to come up to
the board and highlight a sound that they hear? Teacher will call
on two separate students. One will highlight the /a/ sound and
the other will highlight the /t/ sound. I am so impressed! Great
work. So, lets clap this word letter-by-letter kindergarteners! A
(clap) T (clap). Great, now repeat after me class. A and T spell
AT, A and T spell AT, A and T spell AT, and thats that! The teacher
will give the students an opportunity to repeat the song and then
she will sing in unison with them. Then, the teacher will change
the slide. Now, at is a word, however, in order for it to be a

word family it will need to appear at the end of other words. So,
lets talk about sounds we could add to the beginning of the word
at. Who can think of a consonant that would make at another
word? When you have thought of one, raise your hand and I will
call you to come write it on the board. The teacher will call three
different students to fill in the blank with a consonant. Good
work. Thank you for patiently waiting your turn and helping your
classmates fill in the blanks. Can you all brainstorm more words
with the sound at at the end? Talk with your elbow partner
about some that come to mind. The teacher will ask the students
to share what their partners said. Those are all great words!
Now, lets talk about the word ap. What letter sounds do you
hear in the word ap? Thats right! Those are the letters a and
the letter p. Who else hears a and p? Good listening.
Teacher will change the slide. Can two students come up and
highlight the letters? Great work! Who can tell me the difference
in sound between at and ap? Great! One ends in a t and
the other a p. Now lets brainstorm some letters that we could
place at the beginning of the ap word family. I need three
volunteers to fill in the blanks on the board. The teacher will give
three markers to the students and they will write consonants at
the beginning of the ap and tell the class what word that made.
Those are all great!! What are some more words that end with
the ap sound? The teacher will give wait time. Awesome
words. Repeat after me as I teach you a song. The teacher will
model the song first clapping when appropriate. The song is A
(clap) P (clap). A and P spell AP, A and P spell AP, A and P spell
AP, and thats a rap! The teacher will allow the students to repeat
after her clapping along with them and then she will join in and
they will sing in unison. Awesome singing class! Now, does
anyone remember the last word family we are going to discuss
toady? Yes, the an word family. Who can share with us what
letters they think are in this word? Thats right! An a and n
make up the word an. What sounds do we hear in an, class?
Use your hands to stretch out the sound. I heard an /a/ and /n/,
did anyone else hear these sounds too? Awesome! The teacher
will change the slide. Lets get two volunteers to come highlight
the letters in an. Give wait time and helpful hints if necessary.
Now, lets think of some consonants, or letters, we could add to
the beginning of this word. Try to brainstorm new ones that we
didnt talk about with the at and ap word families. Talk with a
neighborhood and raise your hand if you have one to share on
the board. The teacher will change the slide. Who wants to
come up and write three letters for us? Allow a different set of
students to come fill in the blank. Lets learn one more song!
Clap with me! A (clap) N (clap). A and N spell AN, A and N
spell AN, A and N spell AN, and thats the plan! The teacher will
allow student to repeat after her and then join in with the
students. Now we are going to practice recognizing these word
families using picture clues. This will help you all when reading
so that you can use the illustrations in your books to understand

the words. Please head back to your seats and I will pass out the
worksheets.
II.

Opportunity for Practice:

I am passing out a list of pictures with ending sounds of either
ap, at, or an. Teacher will project the list on the Elmo. Your
job is to say what the picture is out loud, using our inside voice,
and then think of the beginning sound you hear and write it in the
blank. When you are finished you may color the pictures. I also
have three books that are staples, one for each of you, to pick up
when you are done. These are word family books and you are to
write the word from the correct word family on the lines below,
you may also color the pictures in this book. Please listen, there
is not a book for the ap word family because those are going to
be sent home with your parents. I want you all to read them at
home and impress your family with what you have learned. Also,
I have a challenge for you when you get done. Who likes
challenges? Great! I believe you all can do it. So, once you are
done come see me and I will hand you the challenge! Good job
participating in the lesson boys and girls, you will all be rewarded
on your star chart this afternoon! The teacher will walk around
the room making sure everyone is engaged in their individual
work and will answer any questions the students may have.

III. Assessment:
After the students have finished with matching picture clues and
making word family books, the teacher will give each student a
crossword puzzle to complete. The students will complete the
crossword independently. As she hands them the assessment
she will remind the students of her expectations. Now
remember boys and girls, you are to do this completely on your
own. Try your hardest to identify words you know with the
endings we learned today. The word bank is at the bottom to
guide you. A strategy to use while completely the puzzle to
begin by looking for the ending word families you learned, then
you will see the beginning sounds. You may circle or cross
through the words, whichever is fine! When you are finished,
hand it in to me.
IV. Closure:
The teacher will review the word families one last time. She will
talk about the interactive board when they recognized the
letters, then the sounds, and then the beginning letters. Okay
class, but come have a seat on the carpet. Who can tell me
what word belongs in the at family? Yes, great examples!
Now I will try to trick you, what family does the word clap
belong in? You are correct! It belongs to the ap family. You
guys are awesome listeners and learners. Who can tell me some

of the pictures they colored for the an word family? Great

examples friends!
Materials and Resources:
White board
o White board markers
o PowerPoint/Projector (Elmo)
Miss Mary Mack (big book) by Mary Ann Hoberman
Pencil
Crayons
Matching worksheet
Crossword puzzle
Word family books for an and at
MCREL Strategies:
o Cooperative learning
o Reinforcing effort
o Differences
o Making real world connections
Management Strategies:
o TLAC turn and talk
o TLAC call and respond
o TLAC hand signals
Differentiation Strategies (including plans for individual
learners):
Green students: Students will be asked to create 3-5 sentences using
words that end in all or one of the word families discussed in the
lesson. They will read these to a partner fluently and then record each
other to listen to themselves.
Yellow students: These students will create a concept map of each
word family discussed in the lesson and come up with more words that
fit into each one.
Red students: Students will complete a crossword with at, ap, and
an ending sounds already highlighted so that they can focus on
searching for the beginning sounds
Data Analysis:
17 total students
15 completed the assessment with 100% accuracy
2 completed the assessment with the teachers assistance
Reflection:
This lesson was very successful and the students loved it. The
PowerPoint was a great interactive tool and the students loved coming
up to the board and writing consonants. I was able to call on a variety
of students as well because they were many opportunities for them to
answer questions and come up to the board. Also, the students loved
the Miss Mary Mack book and clapping the rhyming words. I think this
benefitted the rest of the lesson because it refreshed their memory on
rhyming and ending sounds. All the students know their consonant
sounds, so they were all able to stay involved and engaged during the

lesson. The practice was great because kindergarteners love picture

clues and they are very helpful to them. Everyone did excellent on the
practice. The assessment, on the other hand, was a little more
difficult. Some of the students had never used highlights so they were
a little unaware how to use them. Also, the assessment was a bigger
crossword puzzle than they normally work with. They all completed it
and found all the words, if not most, but it just took them a little longer
because it larger than normal. Overall, it was a very successful lesson
that my teacher observed and loved.

Samford University
Design for Learning

Name: ______________________

CoverPage,Dan,Ran

Fran,Can,Jan,Fan

Coverpage.Danran.

Franhasacan.Jancanuseafan.

Man,Van,Plan,Began

Pecan,Pan,Nan,Japan

Themanhasavan.Theplanbegan.

Apecanisinthepan.NanisfromJapan

CoverPage,Bat
Coverpage.Mattisatbat.

Nat,Mat,Bat,Spat
Natsatonamat.Thebatspat.

Hat,Cat,

Pathasahat.This

Rat,Vat,G

Aratisinthevat.D

Interactive PowerPoint Slides

Design for Learning

Instructor: Dabney Chitwood
Kindergarten
Lesson Title:
Scientific Fun!
2015
Curriculum Area: Science
minutes

Grade Level:
Date: November 17,
Estimated Time: 35

Standards Connection:
1.) Classify objects as solids or liquids.
Learning Objective(s):
When given a chart of five objects, students will be able to classify the
objects as solids or liquids and draw the molecules in both stages of
matter with 100% accuracy.
Learning Objective(s) stated in kid-friendly language:
Today boys and girls, we are going to be learning about solid and liquid
objects!
Evaluation of Learning Objective(s):
When given a chart, students will use red crayon to draw the molecules
in both a solid and liquid state if matter. Also, using five picture clues,
students will put a check mark in either the solid or liquid category for
each object. Proficient students will complete the chart will 100%
accuracy and be placed in the green group. Student who can identity
the molecules in both a solid and a liquid, but only classify two out of
five objects will be placed in a yellow group. Lastly, students who
cannot draw molecules in either a solid or a liquid and cannot classify
more than one object will be placed in the red group and need one-onone intervention.
Engagement:
The teacher will call all of the students to the carpet by table number.
She will explain to the kindergarteners that they will be learning about
solids and liquids. The teacher will pass around a block as well as a
bag of water and asked the students to use descriptive words to
explain the objects. What do you think about these objects? What are
some words you could use to describe them? Teacher will give wait
time. Yes! I agree. The bag has water in it and the block is blue.
Another word we could use to describe the block is solid and the water
could be described as liquid. Lets watch this Harrys kindergarten
music video to learn more about these words. The teacher will preface
the lesson with Matter Chatter, a Harrys Kindergarten music video.
The video teaches students a song to remember the difference
between a solid, liquid, and gas; however, the teacher will pause the
video after solid and liquid. After the video has given examples of solid
objects, the teacher will pause it and allow students to come up with
more. She will repeat this for liquids as well and after the video she
will address the class. What did you think about that video, class?

Thank you for all paying close attention and for giving great examples
throughout the video. Can any of you think of solid or liquids in this
room? Yes! The whiteboard marker, desk, and book are all solids.
What are some liquids in this room? Could the water in the water
foundation be an example? Yes! Also, your juice from breakfast and
your drinks for lunch are great examples. What are some nonexamples of a solid? Yes! Anything that is a liquid is a non-example.
Therefore, rain, milk, and water are not solids, but rather liquids! Lets
circle up on the carpet and learn more about them! Teacher transitions
into teaching.
https://www.youtube.com/watch?v=C33WdI64Fi
Learning Design:
III.

Teaching:
The teacher will begin the lesson by defining what a solid and
liquid are then teach students how to classify objects into these
two categories. Has anyone ever heard the word matter? Matter
is anything that takes of space and matter can be a solid, liquid,
or a gas, like we learned from Harrys video. First, we are going
to discuss solids. In solids, atoms and molecules are tightly
bound to one another and this results in solids having definite
shapes that are unchanging. Can you all make a very tight fist
with your hand? This is an example of how tight the molecules
are in a solid. The teacher will then show a picture of the
molecules in a solid. Now, looking at this picture let the red circle
represent molecules. Do you see how tightly packed they are?
They are all touching and there is not a lot of room for any of
them to move around. The opposite is true for liquids. Liquids
contain atoms or molecules that are not as tightly bound as
solids. The molecules in liquids have much more freedom to
move around. The teacher will then show a picture of molecules
in a liquid. Look and see how not all of the red molecules are
touching. This makes it obvious to us that they are liquid
molecules. How would you make your fist if I asked you to make
it look like liquid molecules? Who can show me? Yes! That is
right! You could spread out your fingers and not close your fist as
tightly to represent liquid molecules. I am passing out white
boards and I want each of you to draw the molecules in a liquid.
The teacher will give wait time to let the students draw what the
molecules look like. She should observe circles that are spread
out and free to move. Great job, class! Can each of you draw
what solid molecules would look like? Yes! Those molecules are
close together and all of them touching. So, now I am going to let
each of you represent a molecule, for pretend of course. I want
all of you to move to the spot I give you. The teacher will line up
the students in rows and columns tightly, right next to one
another. She will use yarn and wrap it around them. Think about
how you are all standing. Do you think you are liquid molecules
or solid? Yes! You are solid. Without my help can you make
yourself look like liquid molecules? Great! I am so impressed.
One other way we can tell if something is a liquid is if it can be

poured out or take the shape of anything else. For example, if I

poured water into an ornament, it would be shapes like that
ornament. Lets use a water bottle as an example too, water in a
water bottle looks like the shapes of the bottle, right? What
about at lunch in your milk cartoon? What shape is the milk
cartoon? Is this the same shape of the milk before you drink it?
Yes! Solids, on the other hand, do not change shape. They
always stay the same shape no matter what. For instance, the
milk cartoon at lunch is a solid, even though the milk inside is a
liquid. Awesome work today, class! The teacher will transition
into the practice.
IV.

Opportunity for Practice:

Now I am going to let you all determine what objects you think
are solid and what objects are liquid. The teacher will have six
paper bags set up around the room. In three of the bags there
will be solid objects: marble, dice, and a pencil. In the other three
there will be liquids: apple juice, water bottle, and a soda. I have
placed around the room six paper bags with objects that are
solids and objects that are liquids. The bags are numbered with a
1-6 on them and I am going to pass out a worksheet with the
same numbers. Each of you should go to a different bag to start
and then reach in the bag, without looking, and record an L for
liquid and an S for solid. Remember not to peek. Also, if you
have a question about an object please let me know and I will
help! When you have completed this, please come back to the
circle to we can talk about what you found!
III. Assessment:
Okay class, now I will pass out one more chart. I have written
the instructions at the top but I will walk through it with you
using the Elmo. Can everyone please turn and face the board,
thank you! The chart at the top is asking you to draw the
molecules in a solid and a liquid using a red crayon. When you
are doing this, recall what we did as a class in the front of the
room and think about the pictures we looked at. Now, the next
chart is simply asking you to classify the objects as a solid or a
liquid, similar to what we practiced. I have given you a picture
clue, however, you do not have the actually object in your hands.
Therefore, you must all use your thinking caps and determine
the best answer. The teacher will pass out the chart and walk
around the room to facilitate the assessment. The teacher must
also ensure that the students are completing the charts
individually and not looking on each others papers.
IV. Closure:
The teacher will collect the assessments and direct the class
back to the carpet. Please head back to the carpet if I have
collected your chart. The class with circle up and discuss the
lesson and the teacher will restate the objective. What did we
learn about today boys and girls? Yes! We talked about solids

and liquids. Can anyone tell me what these two (and gas) are
called? This is a tough question. Give wait time and remind the
students of the Harrys kindergarten video. Yes! Matter! Do
each of you remember the video Matter Chatter? Lets watch it
one more time! The teacher will play the video one more time
for students to have complete closure. I am so impressed with
how each of you classified all of the objects. Does every one feel
good about what they learned? Are there any questions?
Teacher will wait for response. Great questions and comments,
students, and thank you for all being active listeners today!
Materials and Resources:
Matter Chatter https://www.youtube.com/watch?v=C33WdI64FiY
MCREL Strategies
White board
Yarn
Pictures of solid and liquid molecules
Elmo
Block and bag of water
Objects (marble, dice, and a pencil; juice, water bottle, and a
soda) and 6 brown paper bags numbered
Differentiation Strategies (including plans for individual
learners):
Green students: These students will walk around the room looking
objects that are solids and liquids and classifying them using what he
or she learned.
Yellow students: These students will continue to work on how to
determine the difference between something that is a liquid and
something that is a solid.
Red students: The teacher will reteach the kid-friendly objective and
work one-on-one with the student to help them classify solids vs.
liquids.
Data Analysis:
4 total students
4 completed the assessment with 100% accuracy
Reflection:

This lesson was very successful with the four students I worked with. They
are on a higher level then some of the other students in their classroom so I
was able to challenge them in a new and exciting way. They loved the
Harrys kindergarten video because it is something they watch regularly in
class. I think the part of the lesson they enjoyed most was making the
molecules themselves and when I wrapped them in yarn. Also, putting the
objects in bags and allowing them to feel what the object was and determine
if it was a solid or a liquid was very beneficial for them. They were able to
use their senses in a different way to observe the objects. Lastly, the
assessment was great as well because the students made connections with
real world objects, determining if they were solids or liquids.

Samford University
Design for Learning

Name: _______________________
Look in each bag and determine if the object is a solid or a
liquid. Write S for solid and L for liquid.
Object #

1
2
3
4
5
6

Solid (S)

OR

Liquid (L)

Name: ______________________
Draw the molecules in liquid and solids objects using red
crayons and dots to represent them.
Draw the molecules in a liquid
(L)

Draw the molecules in a solid

(S)

Put a check mark in the correct box, liquid or solid.

Object

Paint

Brick

Rain

Key

Soccer
ball

Liquid (L)

Solid (S)