Direct Instruction Lesson Plan Format

Date: 10/01/2014

Grade Level:

Target Students: Entire Classroom

Second
Theme/Topic: What are the three forms of matter?

Rationale: Students should know the states of matter that apply to daily activities, life and
functions of mechanics.

Common Core State and/or NC Essential Standards:

Knowing the matter forms is a basic uniform of study and a knowledge of science that each student
should know that applies to any public or private school that a student may transition to; and also
for basic for human bodily functions.

Lesson Objectives (Behavioral and/or Performance Objective):

Students will be able to mix at least two different forms of matter together to
Students will
create a tertiary form of matter.
able to:
What, How, and
to What Extent?

Student Friendly Objective: Students, today you will be using ordinary kitchen utensils and
mixing together cooking ingredients to create a gas so we can see three forms of matter.

Essential Question: Can we see gas? Can we touch gas? Can we smell gas?

Materials: Baking soda, vinegar, soda bottle, funnel, measuring cups, Wubbies and balloons.

Time: 60min
10min-video
10min-prep
materials.
20min-class
participation
10min-Q&A

Lesson Activities
Introduction to the Lesson:
(Hook/Review/Intro.) Hands on kinesthetics with materials from the kitchen
and balloons should be of interest for the class. The chemical reactions of the
mixed ingredients causing the balloon to rise should start raising questions of
how and why. What type of matter are the two ingredients mixed forming? How
do they know that it is creating a gas?

All materials be utilized for the experiment are common place, useful and are
safe to be done at home. What is one gas that we know of? Does the gas in the
balloon expand? Does the gas in our bodies expand? Where does the gas we use
in our cars come from and how is it different?
Teacher Input/Modeling: Show a 10min video on how some gases do and do
not have a smell and what the dangers are of them. State the instructions and
demonstrate the task for the class.

Guided Practice: After watching my demonstration the students will take one
of the balloons handed to them and place the appropriate measured amount of
baking soda in the water bottle and pour measured amount of vinegar into the
balloon and the will place the balloon on top of the water bottle. Then on my
command they will pour the vinegar inside of the water bottle.

Independent Practice: Students will work on their own and write a paragraph
about what the chemical reaction they saw take place and what they learned about
the solute and solvent and how the final result applies to their daily functions and
activities.

Closure of the Lesson: Each student should be able to answer the questions of
what is gas? What is a solvent? What is a liquid? What is a solid? What is a
Solute? The next lesson discussed will be what are the difference in blowing up a
balloon with air vs. helium.

Evaluation/Assessment of Student Learning

w(Evidence Included)
Formative: A walk through will be done to watch and ask questions about the experiment. Have
the students point out which is the solvent and which is the solution.

Summative: Students will have demonstrated that they know what was learned by the discussion
at the end of the class and the Q & A time allowed. Grades will be given on participation and also

a ten question quiz.

Extension of Lesson: I will have the students use their smart devices to look up other science activities
online they would like to try and email me the url and I will pic the ones that we will experiment with for the
next lesson.

Plans for Individual Differences

Early Finishers: The work will be checked for all early finishers and if the work is satisfactory and they
are confident that they know all vocabulary and the experiment, then they will take the quiz early and get a
prize for being prompt and efficient.

Late Finishers: Late finishers are encouraged to work more quickly and are asked if they were confused
on any instructions given. They are encouraged to always ask me if they are in doubt about anything.

Exceptionalities: After the instructions are given to the entire class and at my walk through during the
class experiment, the students that I know may need assistance will be attended to with an additional round
of instructions to make sure the instructions are understood.

English Language Learners: ELL or ESL students shall be given an interpreter for the class and
throughout the experiment. The other bilingual student will relay my instructions to the ELL student and
the ELLs students questions to me for efficient learning and communication.

21st Century Skills: Students should be able to related what they drink and eat and understand what
happens and takes place with digestion and why they have flatulence. Students should be able to find the
necessary websites relating to what they learned and email me.

Discuss how you address at least two of these learning styles in your lesson: This was a hands
on experiment. Students were able to see the physical change take place when the solute and solvent were
mixed. Plenty of Q & As were done throughout the experiment.

Supervising Teacher Signature

Student Teacher Signature

Chianti Leak