Metroplex Center Lesson Plan Template for Formal Observations

Intern/Resident: Katie Fisher Date: September 5, 2019

Subject: Science Grade Level: 2nd
Projected Length of the Lesson: 45 minutes
Learning Objective (Learning Intention/ TEKS)

TEKS:
2.2.A-Ask questions about organisms, objects, and events during observations and investigations.
2.2.D-Record and organize data using pictures, numbers, and words.
2.5.A-classify matter by physical properties.
2.5.C-Demonstrate that things can be done to materials to change their physical and chemical properties.

Outcomes/Objectives:
Students will be able to ask questions about objects and events during observations and investigations, record
and organize their gathered data using words, pictures, and numbers, and classify matter by observing physical
properties. The student will also be able to demonstrate that things can be done to materials to change their
physical and chemical properties.

Criteria for Success (How will you know if students master the learning objective? How will students know they were successful?)

I will know students have mastered the learning objective based on whether they are able to observe, vocalize,
and record the data gathered throughout the experiment. I will know that they have mastered the objective by
whether they are able to identify the different states of matter and that they are able to recognize that the states
of matter can be changed by manipulating the materials used.

Students will know their mastery by:

 Being able to translate their observations into words, pictures, and numbers.
 Identify the different states of matter.
 Understand that you can manipulate materials to change their physical properties.

Relevance/Real World Application (Can your students explain to someone WHAT they are learning and WHY?)

They are learning to use their observation skills and/or prior knowledge to understand that matter can change.

Interdisciplinary Connections (Other Subject Integration)

Math:
2.10.A-Explain length of bar graph represents the number of data points for a given category.
2.10.B-Organize a collection of data using bar graphs with intervals of one or more.

ELPS

C.1.E-internalize new basic and academic language by using and reusing it in meaningful ways.
C.2.I-Demonstrate listening comprehension by following directions, responding to questions and requests, collaborating
with peers, and taking notes.
C.5.B-write newly acquired basic vocabulary and content-based grade-level vocabulary.

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Class Information

I have a couple students who struggle with staying on task and require reminders to do so. There are also
several who need to be reminded of instructions several times.

Assessment Plans (Formal and Informal)

1. Assessing prior knowledge before the lesson:

Ask students if they know that states of matter can be changed
Can they name a few examples?

2. Assessing understanding during the lesson:

What are they noticing about the liquids in the jars?
Do any of them appear to be changing?
What do you think is happening?

3. Assessing mastery after the lesson:

What did they see happening to the liquids?
Did the state of matter change in any of them?
Did they cream go through a physical or chemical change?
What happened to the molecules in the liquid when they turned in to a solid, and what do they look like now? (use prior knowledge from previous days lesson and activity)

Technologies and Other Materials /Resources

 Jars
 Cream
 Salt
 Crackers
 Lemon juice
 Fat-free milk
 Lemon juice
 Vegetable oil
 Post-its
 Anchor chart
 Lab packet
 Smartboard
 Brainpop JR

Academic Vocabulary

Bar graph Hypothesis Molecules

Globule Vigorously Liquid

Colloid Investigate Solid

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Lesson Procedures/Learning Activities:
Introductory Activity/Opening:

Remind the students about how we learned how matter can change states, and what the particles in different states look like.
Have the students come to the rug to watch the Brainpop JR on physical and chemical changes in matter. After the video
have them gather their clipboards and pencils and form a circle on the rug.

Information Giving:

Make a point of talking about how matter can go through physical and chemical changes when manipulated. Explain that
they will shake jars with different liquid and observe and record what they see after specific lengths of time. They will
record their observations in the lab packet.

Modeling/Providing Examples:

I will start the circle and demonstrate the acceptable ways to shake the jars, and explain that when they get tired, they can
pass it to their neighbor.

Guided Practice:

Throughout the experiment we will pause and observe any changes that they notice in the liquids.

Higher Level Questions/Thinking Opportunities (List at least two questions):

 Do you think the changes are physical, chemical, or neither? Why?

 Why do you think the cream is changing?

Independent Practice:

The students will complete the fourth, and final, page of their packet independently.

Closure/Culmination Procedure (Summary of what was learned):

The students will try the butter on crackers. They will then write their name on a post-it and put it on the board under
“yes/no” to create a bar graph about who liked the taste and who did not. I will then choose two students to share why they
thought the fat-free milk did not turn into butter.

Instructional Strategies for High Student Engagement

Whole group conversation

Raised hand to indicate that they would like to share their ideas

Differentiation (Content, Product and/or Process) (How are you challenging the able learners? How are you supporting the struggling learners?)

 For the higher-level students, see if they are able to list other objects that go through changes and
whether they are physical or chemical and does it change the state of matter.
 Lower level students will be able to ask for definitions and have questions/passeges read to them if
needed.

Anticipated Student Difficulties or Misunderstandings:

 Students may not grasp the difference between physical and chemical changes in matter.
 Trouble forming a hypothesis.

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