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Danielson Aligned Lesson Plan Template for Formal Observations

Name: Dina Middleton Date: 2/28/2018 Subject: Science Grade Level: Life Skills K-6th

Interdisciplinary Connections:
This lesson can be connected to real-world experiences, reading, and writing.

Lesson Duration:
One day 2/28/2018 11:15 am- 12:00pm (45min)

All around us there are solids, liquids, and gasses. It is important to be able to identify the states of matter for any given object.
Especially for the students within the life skills classroom.


When shown or given an object, the students will be able to identify the state of matter.

At the start of the lesson- “I will be to identify if an object is a solid, liquid, or gas.”

After lesson is Done- “I can identify if an object is a solid, liquid, or gas.”

1.A Use prior knowledge and experiences to understand meanings in English
2.D Monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed

§112.13 (5A) classify matter by physical properties, including shape, relative mass, relative temperature, texture, flexibility,
and whether material is a solid or liquid;

Use of Formative Assessment to Inform Planning:
Questioning: During this lesson there will be a lot of dialog, between the student and I. While questioning the student on concepts
of the many states of matter, I will be taking mental notes for observation in order to determine the students understanding of the

Classroom Poles: During this lesson we will be taking class poles over weather the objects being presented are solid, liquid, or
glass. They need to be able to explain why they believe it is a solid, liquid, or glass when they give their answers.

Exit Ticket: Students write a response to a question posed by the teacher on the Exit Ticket paper provided.

Class Information:
This will be a lesson taught to a life skills class. The students range from kindergarten to 6th grade. Thought the students
are in different grade levels, academically they are on the same academic level. Almost everything taught in this
classroom is based of the first grade TEKS. These students are eager to learn, and will need help to scaffold the answers
they will try to answer.

Technologies and Other Materials /Resources:
Technology: States of Matter for Kids

Exit Ticket

Academic Vocabulary:

Words that will need to be defined during this lesson: solid, liquid, gas, particles, and matter.

Lesson Procedures:


Before showing video ask student, “What do we know about Solids, Liquids, and Gasses?”

The hook will be the YouTube video, States of Matter for Kids,

When the movie ends discuss with the student, “What about what we already knew about solids, liquids, and gasses matched with
the video?”

- Take notes on the answers he gives in order to assess his attention given to the video.

Higher Level Questions:

“How can we tell if something is a solid?” “What are some gasses that we use everyday?” “What makes up a solid?”

Guided Practice:

Balloon Matter: take three balloons, fill one with oxygen (by blowing up), fill the second one with water, fill the last one with water
and then freeze it.

The students will get a chance to see and hold each balloon in order to determine weather it contains a solid liquid or gas.

While they are observing each balloon, I will be guiding their thinking by asking the to take the video they watched and compare
the balloons the particle examples given in the video.

Independent Practice:

The student will independently answer his Exit Ticket


At the end of the lesson you will all state the “I can” objective.

This lesson was differentiated to meet the needs of the life skill class. It was not grade level work rather it was
based on the students academic ability.

Assessment Criteria for Success:
The Exit Ticket will allow me to see if the students have achieved the basic understandings of solids, liquids, and gasses. It will be taken for a
grade and will show me if the lesson needs to be retaught in order to determine true understanding of the objective.

Anticipated Difficulties:
I believe that this lesson will be taught with little to no difficulty. The classroom over all is well behaved. There is one student who
can be very vocal at times and will need to be redirected and told that they are “Good.” There is another student I the class that often
has outburst, and attempts to disrupt the class or destroy the classroom. He will need to maintain in his “special area” to avoid any
big problems. Other than that, the classroom will do well, participate appropriately, and achieve the goals for the lesson.