Indiana Wesleyan University

Elementary Education Lesson Plan Template

Delaney Nuckols; 2nd Grade

LESSON RATIONALE
For this lesson, students will carry out an object walk throughout their school. Students are to observe and identify the
properties of each object that defines whether it is a gas, liquid, or solid. The purpose of this lesson is to bring in everyday
objects that students are familiar with and build upon their understanding by defining whether it is a gas, liquid, or solid.

READINESS
I. Goals/Objectives/Standard(s)
A. Goal(s)—Students will classify objects by their properties.
B. Objective(s)— After completing an object walk throughout Kendall Elementary, students will be able to classify
and sort the materials found into three categories: gasses, liquids, and solids.
C. Standard(s):
a. (2.PS.1) Plan and conduct an investigation to describe and classify different kinds of materials by
their observable properties.
D. Materials:
a. Baking soda
b. Water bottle full of vinegar
c. Balloon
d. Paper plate
e. State of Matter Graphic Organizer (25)
f. Random Pictures of Objects to place around the school (chair, an ocean, smoke from a fire, glass of
water, and a bowling ball) (5)
g. Safety goggles
E. Time: 45 minutes
a. Anticipatory set: 5
b. Mini lesson: 15
c. Guided Practice: 15
d. Closure: 10
II. Management Plan- To manage the class during the lesson, I will implement Kendall Elementary’s behavior plan.
Kendall Elementary uses the “clip down” method and Dojo points. In turn, I will use Ms. Sheeley’s method of changing
their card which is the same concept of clipping down. Additionally, I will implement my own incentive system for
positive behavior by having students work together as a team to earn read around the room time at the end of the
day. During this lesson, students
III. Anticipatory Set
• For this anticipatory set, I will conduct a science experiment that illustrates the three states of matter without
teaching it directly. Rather it will engage and provoke inquiry.
o “Friends, today I want to conduct an experiment with you all. For this experiment, I have a balloon full of
baking soda and a water bottle full of vinegar. Before I do anything, I am going to put on safety goggles for
protection. And then I am going to place the mouth of the balloon over the mouth of the water bottle without
dropping the baking soda in, yet. Friends, what do you think will happen when we mix the baking soda into the
vinegar? (Allow time for students to respond) Let’s make a hypothesis about what we think will happen
(Allow time for response) On the count of three, I will mix the two. Ready? 1…2…3! (Allow students to
observe the reaction)”
IV. Purpose: “The reaction we saw that blew the balloon up was made from objects with different properties! These objects
can be sorted into three groups: Gasses, Liquids, and Solids. Friends, these three forms of matter are things we
interact with every day and have their own unique properties!”

PLAN FOR INSTRUCTION

 Selvi – In order to adapt this lesson to meet the needs of my ELL, I will write the names of the objects down
under the pictures for the object walk. I will also position myself next to Selvi, so that I can ensure she connects
the picture to vocab. Additionally, I will have a picture of gas, liquid, and a solid next to the terms on the graphic
organizer.
 Jason – along with Selvi, Jason will carry out the object walk next to me so that I can control his behavior more
outside of the classroom.
 I will include both the object’s name and picture on the sheet to aid lower-performing students make the
connection between the material and name.

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V. Lesson Presentation (Input/Output)
 Mini Lesson – For this mini lesson I will walk students through what a liquid, gas, and solid is. During this time, I
will also share with them the unique properties each state of matter holds.
o “The three forms of matter can also be called the three states of matter, which are gasses, liquids, and solids.
Now friends do any of you have a guess to what a solid is? (Allow time for response) A solid is something
that is form and stable in shape. Meaning you cannot change its shape. Your desk is a great example of a solid,
it is hard, firm, and you cannot bend it. Now can anyone guess what an example of a liquid would be? (Allow
time for response) A liquid is a substance that flows freely. An example of a liquid would the water I have in
my water bottle or the oil that was in the bottle. A liquid is something that is often wet, has no set shape, and
fills things up. If a solid is firm and liquid is something that flows, what would a gas be? (Allow time for
response) A gas is substance that expands to fill a given shape. Like the gas made from our mixture that filled
up the balloon with gas. Another example of a gas would be the air we breathe. Gasses don’t have a shape, and
are often invisible to our eyes. Gasses, liquids, and solids make up the world around us, and we can identify
them by their properties.”
 Guided Practice – For this portion of the lesson, I will take students on a walk around the school where I have
already hung up images of objects that can either be classified as a gas, liquid, or solid. I will model the first two
objects and then will allow students to write down their observations for the remaining objects. During this time
students will write the name of the object down under either “Gas”, “Liquid”, or “Solid.”
o “Now that we have talked about what properties make something a liquid, gas, or solid, we are going to go on
a state of matters hunt around the school. However, before we begin I want to tell you all my expectations for
this activity. When we are out in the hall, voices must be at level zero and hands kept to oneself. If at any point
you guys show that we can’t handle this fun activity, we will come back to the room and complete it at our
desks. Each of you will take a clipboard, graphic organizer, and pencil out into the hall. When we get to our
first object I will give more directions, but now I want everyone to line up in line order quietly. (Allow time for
transition and move to first object) Here is our first object! Listen to me do a think aloud for this first
object. This is a chair. As I look at this chair I can identify that it is firm and would not be able to bend. These
properties tell me that this is a solid, so I will write it down under the solids column on my organizer. Let’s
move onto the next object. (Allow time for transition) Here is our second object. This is a picture of an ocean.
By observing the properties of this picture, I can see that the ocean is moving freely and has no specific shape.
Based off of these properties, what state of matter do you think this object is? (Allow time for response)
Right! It is a liquid. Now we are going to go onto the next three objects and you are going to quietly work on
your own filling out the graphic organizer. If you have questions I will be able to help, but use your observation
skills to determine that state of matter it is. (Allow time for students to observe the next three objects.
During this time, I will be able to help anyone who needs it but will primarily focus on aiding Selvi.
Once students are finished we will walk back to the classroom for the closure of the lesson.)”

VI. Check for understanding.

 I will check for understanding by observing students as they classify objects on the object walk.
 I will walk around and listen to the students’ conversations as they share their graphic organizers with each
other.
 I will formatively assess students by collecting their graphic organizers at the end.

VII. Review learning outcomes / Closure

 Once all students have returned to the classroom after the object walk, they will share their findings with their
table group. During this time students can change their answers if they were convinced by one of their peers
reasoning. After 5 minutes of collaboration I will put up a blank graphic organizer broken into the three states of
matter. I will then have students help me fill it in correctly.
o “Now that we are back in the room, I want you all to return to your seats quietly and wait for my directions.
(Allow time for transitions) For the next ten minutes 5 minutes you will share your organizers with your
table group. If someone has an object in a different place, I want you to share why you put it where you did
because of the properties it had. When you are done talking, we will go over where the objects go. (Allow time
for discussion between peers) Track on me! For our gasses, what did you put down? (Allow time for
response) Great! You should have smoke from the fire. What about for liquids? (Allow time for response)
Right! The ocean and a glass of water should be under liquids. What about for our solids? (Allow time for
response) Great job, friends! You should have the chair and bowling ball in the solids column. Now will the
IPad person collect the papers from their table and hand them to me at the front of the classroom? (allow
time for transition)”

PLAN FOR ASSESSMENT

Students will fill out a graphic organizer broken into the three states of matter. Students will be assessed on how they
classified the materials, throughout the object walk, as a gas, liquid, or solid.

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REFLECTION AND POST-LESSON ANALYSIS
1. How many students achieved the lesson objective(s)? For those who did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
7. Did taking the students outside of the room for the object walk, negatively affect their behavior?
8. Did students receive enough scaffolding to classify and sort objects into the three states of matter?
9. Were the adaptations made for Selvi effective?

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Gasses Solids
Liquids

4
Bowling Ball

5
Glass of Water

6
Ocean

7
Smoke

8
Chair

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 Indiana Wesleyan University
Elementary Education Lesson Plan Design and Assessment Rubric
Rationale
The Beginning
Candidate
Rationale Candidate demonstrates
little or no understanding
of how planning is
related to how children
CAEP K-6 1.a grow, develop, and learn.
Readiness
The Beginning
Candidate
Goals/ Lesson objectives are
Objectives/ poorly written and/or
Standards have little or no
connection to learning
goals or standards. Little
connection exists
INTASC 4 between objectives and
lesson activities and
CAEP K-6 3.c
assessments.
The anticipatory set is
missing or has little or no
connection to the goal or
Anticipatory Set content of the lesson.
InTASC 8
The statement of purpose
is ambiguous or worded
so generally that the
Purpose connection with the
content of the lesson is
not apparent.
Plan for Instruction
The Beginning
Candidate
Few or no instructional
opportunities are
Adaptation to included. Any
Individual instructional
Differences and opportunities are not
Diverse Learners developmentally
appropriate or adapted
CAEP K-6 1.b to individual students.
InTASC 2
Diversity
The Developing The Competent The Accomplished
Candidate Candidate Candidate
Candidate uses Candidate uses Candidate uses
understanding of how understanding of how understanding of how
children grow and children grow and children grow and develop
develop across the develop across the across the developmental
developmental domains developmental domains domains, and is able to
but is unable to state how while articulating the articulate the theoretical
the lesson is related to rationale for the lesson. foundations for the lesson.
that knowledge. The statement of rationale
describes developmentally
appropriate and
challenging learning
experiences and
environments.
The Developing The Competent The Accomplished
Candidate Candidate Candidate
Lesson objectives are The lesson plan contains The lesson plan contains
correlated with learning objectives that connect clearly stated content
goals and standards. The goals and standards with objectives. Objectives are
connection between lesson activities and logically connected to
objectives and lesson assessments. appropriate goals and
activities and standards and are
assessments is weak or consistent with lesson
unclear. activities and assessments.
Instructional planning is
based on individual
student needs.
The connection between The anticipatory set is The anticipatory set
the anticipatory set and clear and direct and connects the current
lesson objectives and focuses students’ lesson with previous and
content is weak or attention on the lesson. future learning and
unclear. focuses students’ minds
and attention on the day’s
lesson.
A statement of purpose is The statement of purpose The statement of purpose
included in the LP, but is clearly connected to has the power to capture
has little power to the content of the lesson the imaginations of
motivate students and and is presented in terms students and motivate
capture their that are easily them to accomplish the
imaginations. understood by students. expected learning.
The Developing The Competent The Accomplished
Candidate Candidate Candidate
Instructional Instructional Specific instructional
opportunities are opportunities are opportunities are provided
provided in this lesson; provided in this lesson. in this lesson that
however, they are not The opportunities are demonstrate the
adapted to individual developmentally candidate’s understanding
students. appropriate and/or are of individual learner
adapted to individual characteristics and how
students. these differences might be
used to maximize a
student’s learning. Unique
instructional opportunities
are included for individual
students.
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Plan for Instruction, cont.
The Beginning The Developing The Competent The Accomplished
Candidate Candidate Candidate Candidate
The candidate’s lesson is The candidate’s lesson The candidate’s lesson
The candidate’s lesson is somewhat demonstrates an demonstrates strong
not developmentally developmentally understanding of developmentally
appropriate. appropriate. developmentally appropriate practice
Lesson appropriate practice. including a variety of ways
Presentation The candidate’s lesson The candidate’s lesson to teach content.
does not use includes the basic level of The candidate’s lesson
appropriate modeling modeling. includes both modeling The candidate’s plan
and guided practice. and guided practice. includes multiple ways to
The lesson presentation model and guide practice.
InTASC 5 includes activities that The lesson presentation
CAEP K-6 3.f The lesson presentation
includes little encourage student includes relevant activities The lesson presentation
opportunity for students participation, but lack that encourage student supports student
to engage in relevant purpose or depth. participation and critical motivation through
and active learning. thinking. relevant and collaborative
activities to engage
learners in critical
thinking and problem
solving.
The candidate’s plan is The candidate’s plan is The candidate’s plan is The candidate’s plan is
not differentiated for differentiated according to differentiated according to differentiated according to
subsets of students or a subset of learners and learners and includes a learners and includes a
individual students. includes modifying variety of instructional variety of instructional
Differentiated content or instructional approaches that address approaches that address
Instruction processes. individual interests and individual interests and
preferences for learning. preferences for learning.
CAEP K-6 3.d
The candidate
differentiates content by
modifying difficulty,
depth, or complexity of
materials.
Little or no provision is A guided practice section The lesson plan includes a Plans to check for student
included to check for is included in the lesson plan and the means to understanding of the
Check for student understanding plan, but the connection check for student content are an integral
Understanding or to reteach concepts with the lesson understanding of the part of the lesson, and
that elude students presentation is weak lesson. A provision is include frequent questions
InTASC 4
during the initial and/or unclear. included to reteach all or and other actively
presentation. part of the lesson to all or engaging forms of
part of the class. formative assessment
during guided practice.

Review Lesson closure is not Lesson closure is weak Lesson closure relates Lesson closure is clearly
Learning included, or is not and/or poorly written. directly to the lesson correlated to the content
Outcomes/ related to the goals purpose and/or objective. of the lesson and actively
Closure and/or content of the engages students in
lesson. summarizing the essential
InTASC 4 elements of the lesson.
Independent No independent Independent practice Assignments or activities Independent practice
Practice/ practice activities are activities are not well are included that provide activities are highly
Extending the included in the lesson, conceived and/or written; students with the correlated to lesson
Learning or activities are student accomplishment opportunity to practice objectives and content and
unrelated to the content of IP activities is not likely learned skills; All activities lead to student mastery.
InTASC 5 of the lesson. to result in lesson mastery match lesson objectives.

11
Plan for Assessment
The Beginning
Candidate
The lesson plan does not
Formal and include formative
Informal assessment activities, or
Assessment there is little or no
correlation between
CAEP K-6 3.a planned assessment
InTASC 6 activities and lesson goals
and objectives. Any
assessments included are
not developmentally
appropriate for the
students.
Instructional Technology
The candidate seeks appropriate ways to evaluate and employ technological tools, resources, and skills as they apply to
specific content and pedagogical knowledge, assessment practices, and student achievement. The selection of
appropriate technological tools reflects the candidate’s ability to make sound instructional decisions that enable all
students to achieve the expected outcomes. InTASC Standard 7
The Beginning
Candidate
Integration of The lesson plan reflects
Technology educational decision
making regarding
InTASC 7 available technology that
adversely impacts
Technology
Thread student learning and/or
fails to engage students
at the necessary level to
meet lesson objectives.
Evaluation
The Beginning
Candidate
Reflection and Self-answer questions
Post-Lesson are not included in the
Analysis lesson plan.
CAEP K-6 3.b
InTASC Standard 9
The Developing
Candidate
Formative and summative
asessment activities are
included in the lesson, but
they are not well
correlated to and/or do
not cover the full range of
LP goals and objectives.
The assessment strategies
do not promote
development of each
individual student.
The Developing
Candidate
The lesson plan reflects
insufficient or misaligned
decision making regarding
available technology;
statements indicating the
use of instructional,
assistive, or other
technologies are written
in general terms or in
terms unlikely to impact
student learning.
The Developing
Candidate
Self-answer questions are
included, but do not fit
the content or purposes
of the lesson.
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The Competent
Candidate
A plan for formal and
informal assessment
throughout the lesson is
included. The assessment
strategies are uniquely
designed for the
individual students.
The Competent
Candidate
The lesson plan reflects
educationally sound
decisions regarding
available technology
(including, but not limited
to, instructional and
assistive technologies) to
support learner needs and
the curriculum.
The Competent
Candidate
The lesson plan includes
all required self-answer
questions. Questions are
included to plan, monitor,
and adapt instruction
based on the lesson
assessments.
Revision Date: August 21, 2018
CAEP 2018 K-6 Standards
The Accomplished
Candidate
Formal and informal
assessments strategies
are a seamless and
integrated part of the
lesson. The assessments
are highly correlated to
the learning objectives
and promote continuous
intellectual, social,
emotional, and physical
development of each
student.
The Accomplished
Candidate
The lesson plan reflects
educationally sound
decisions regarding
available technology
(including, but not limited
to, instructional and
assistive technologies)
that engage students,
enhance the learning
process, and/or extend
opportunities for learning.
The Accomplished
Candidate
Additional self-answer
questions are included that
specifically address unique
lesson content and
methodology. Questions are
included to plan, monitor,
and adapt instruction based
on the lesson assessments.
2013 InTASC Standards