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TCNJ Lesson Plan

Unit Day 9: Game Day Review

Student Name: Angie Velazquez
Grade Level: 2nd Grade

School Name: Hopewell Elementary

Host Teachers Name: Ms. Harjes

Guiding and/or Essential Questions:

What is matter?
What are the states of matter?

What are some types of properties?

How does matter change?

Pre-lesson Assignments and/or Student Prior Knowledge (ex. background knowledge,

possible misconceptions, prior lesson content)
By this point the students have learned about the properties of matter and objects, how
certain materials are better for an intended purpose, how heating and cooling affects changes in
the states, and how matter relates to peoples lives. Students might still not know or be confused
by certain things.

NGSS 2-PS1-1Plan and conduct an investigation to describe and classify different

kinds of materials by their observable properties. [Clarification Statement: Observations
could include color, texture, hardness, and flexibility. Patterns could include the similar
properties that different materials share.]
NGSS 2-PS1-2Analyze data obtained from testing different materials to determine
which materials have the properties that are best suited for an intended purpose.
NGSS 2-PS1-4Construct an argument with evidence that some changes caused by
heating or cooling can be reversed and some cannot.
CCSS.ELA-LITERACY.SL.2.1.AFollow agreed-upon rules for discussions (e.g.,
gaining the floor in respectful ways, listening to others with care, speaking one at a time
about the topics and texts under discussion.).

Learning Objectives and Assessments:

Learning Objectives
Students will recall information they have
learned throughout the unit in order to define
and explain various terms and ideas associated
with the unit.

I will compare the students answers to the ones
on the Jeopardy board. Students will have to
give accurate answers (use appropriate
terms/vocabulary) and their explanations must
be logical (related to topic and make sense).

Materials/Resources: (List materials, include any online or book references and resources)
Matter Jeopardy game
o Idea:
o Jeopardy template:
Whiteboard & markers (scores)
Survey sheet
Plan for set-up/distribution/cleanup of materials:
The Jeopardy game will have been made beforehand. Krystal and I will take down the
anchor charts and other things on the whiteboard in order to set up the screen and the projector.
We will do this during writing workshop and move everything back during lunch. We will bring
a whiteboard marker with us to keep track of the scores. The survey will be distributed once
students are back in their assigned seats. Krystal and I will distribute them and they will be
collected by us at the end of class.
Step by Step plan (numbered):
1 Lesson beginning: Students will sit at their desks while I explain the rules of the game. I
will heavily emphasize that they will need to be calm and not get too rowdy while
playing the game. I will ask the students how they can minimize the rowdy behaviors and
then tell them how I expect them to act while they play the game. I will also remind them
of the last time they played Jeopardy and ask them to behave better than they did last
2 Once the rules and guidelines have been established, I will divide the students into groups
of 4 (one of 5) and have them relocate if necessary. I will make sure they are settled
before we begin.
3 Students will then play Jeopardy. They will take turns answering the questions. Krystal
and I will assess the students answers and behavior. If they need redirecting, then we will
4 Once all the questions have been answered, then the winners will be congratulated and
the students will move back to their assigned seats to hear the instructions for the
molecule game.
5 I will explain to students that they will be molecules and I will name various
objects/materials. They must first tell me the state of the material and then show me,
using their bodies, how the molecules would be arranged. Once students ask any
questions they might have, the game will begin.
6 Once they are done with the molecule activity, students will be sent back to their seats to
hear the instructions for the closing activity.
7 Closure: Once everyone is settled in their seats with a pencil out, I will explain that they
will be filling out a short survey. Krystal and I will collect the surveys as the students
pack up for lunch.
Key Questions (that you will ask):

*Questions on Jeopardy board*

Timing: Science11:40 am-12:40 pm
40 minutes for Jeopardy
10 minutes to play molecule game
10 minutes to closure/wrap up
Students will be at the desks for the Jeopardy portion of the game. Before moving on to
the surveys, students be given the chance to move around after being seated for a while. After the
molecule activity, I will send students back to their seats while I explain what they need to do
when completing the survey. When packing up for lunch, I will dismiss the students by their
color table.
Classroom Management:
Students will be reminded that in order for the game to work, everyone has to be able to
hear, which means that they have to remain quiet and calm. The lights will be turned off while
the game is being played, which will hopefully create a calmer environment. Students will be
asked to raise their hands, not their voices if they have an answer to a question. Students will be
given 3 strikes before they are out and they have to stop playing Jeopardy. If the class strikes out,
then they will have to stop playing the game and fill in pages in their workbooks. Krystal can
walk around and give gentle reminders to remain calm. If we need to get the students attention
then we will clap our hands or ring the bell.
Questions will be read aloud and displayed on the board for everyone to see. If another
student does not know the answer or get it wrong, others will be given the chance to answer the
question. The varying levels of Jeopardy also help differentiate as the students can pick the level
they are most comfortable answering.