Blended Learning Lesson Plan

Lesson Title:
Can You Name it?

Objectives:
Students will be able to name the properties of different solids and liquids.

Students will be able to express the differences between solids and liquids.
State Standards:
Standard 2.P.3: The student will demonstrate an understanding of the observable properties of
solids and liquids and the special properties of magnets.
2.P.3A.1 Analyze and interpret data from observations and measurements to describe the
properties used to classify matter as a solid or a liquid.

Context:
This lesson is a second grade science activity about solids and liquids. I will be including this lesson in the
unit of physical science. I will be teaching this because it is important to understand the basics of solids
and liquids to later build on the other properties. This will be the beginning of their learning about
properties and will be included in future lessons. In the future they will use information they learned to
help them understand how properties can change with outside factors such as heat. They will also be
able to use this information to help them comprehend how a substance can change through the
properties. This will teach them the differences between solids and liquids and how to classify what a
substance is.

Data:
The students will be separated into three groups. These groups will be determined by how the students
did on the exit slip done in the previous class time. The purpose of the exit slip is to have students
answer the questions based on what they previously know or do not know. With this information I can
see what I need to go over and what they may already know that I don't need to go into so much detail
about. The groups will be low, medium, and high based on how well they did on the exit slip. The kids
who did well will be placed in the low group so I know they need a lower amount of help than the kids
who would be placed in my high group who will need more assistance. In the future I will continue to
give them exit slips about the information we will be learning to be able to judge their understanding of
the previous and future topics in the unit.

Materials:
Introduction- Note book, pencil, computer and smart board to watch "Solids and Liquids for Kids"
https://www.youtube.com/watch?v=nbfloBQnpK8
Teacher Directed- Computer and smart board, science notebook, pencil

Collaborative- Worksheet, glue, scissors, box of examples of solids and liquids, signs for rug (one says
"solids" and one says "liquids")

Independent- Ipad, google classroom, brain pop link

(https://jr.brainpop.com/science/matter/solidsliquidsandgases/), head phones/ear buds

Closure - Ipad, notebook, pencil, kahoot link (https://kahoot.it/), exit slip

Procedures:
Introduction (15 minutes):
Students will come into class and put all their materials way except for their science notebook
and a pencil. Once seated and ready to begin I will have them direct their attention to the smart
board where I will introduce the topic to them. I will ask if anyone knows the states of matter
such as solids and liquids or if they could give me examples. Then I will begin a YouTube video
for them to watch. After the video I will have them create a chart in their notebooks and give
them 2 minutes to write down solids and liquids they could think of within the classroom. They
will save these lists for later and I will tell everyone which group to move to around the class.
Once everyone is with their groups I will explain what they will be doing at each station. Then
once I am done and answer any questions the students might have I will let them begin their
station. The students should know when the timer goes off it is time to stop and move to their
next station.

Teacher Directed (15 minutes):

This station will be located at the front of the classroom for a few reasons. First, if I need to be
able to replay the video from the introduction again the students will be right in front of the
board. Also, I can watch the rest of the students from the front. The teacher directed section will
be slightly different depending on which group I have with me. For example, the low group that
does not need much help will be asked to create a new list of solids and liquids they could find in
their house hold instead of taking a longer time to look over everyone's list of what they could
find in the classroom. During this time I will have the students take out their notebook and we
will see what everyone wrote down. We will discuss the differences between solids and liquids
and create a class list of what they thought of in the classroom. Under their charts I will also have
them write down notes that will remind them of the different states of matter and how to tell
what the state is. For now we will just be covering solid and liquid. When re-watching the video
"Solids and Liquids for Kids" the students will be directed to take notes from what they learn in
the video.
Collaborative (15 minutes):
 This station will be located in the back of the room on the big rug so the students have room to
move around if they want too. In this station the students will each be given a worksheet, glue, and
scissors. They will have too talk with their group to determine which objects go under which state of
matter and add that object under the correct side of the chart on their worksheets. Once everyone in
the group has finished their worksheet there will be a box of items on the rug for them to look through.
The rug will be marked one side liquids and one side solids and they will take the items and place them
on either side of the rug depending on what the group classifies the state of matter as. This will give the
students time to be able to talk to each other and help each other to finish the activity. They will be able
to communicate about different solids and liquids as a group.

Independent Digital (15 minutes):

At this station, the students will grab their Ipads from the Ipad cart and take it to the area of
desks I assigned during the introduction. Once they get their Ipad's and sit down they will go to the
google classroom and locate the Brain Pop Jr. link I added to the class page. They will watch a video on
the states of matter and then be able to go through different activities to further develop their
understanding. After each activity the students will be required to screen shot it so that I can see their
progress. Under the video there are also two quizzes "easy" and "hard" the students will be directed to
take both and screen shot their results. These will not be counted as actual grades but for me to be able
to see their progress and if they are understanding the material. After the students have finished
watching the video and taking the two quizzes they can then do any of the activities about the states of
matter.

Closure (20 minutes):

After all the groups have finished their time at each station all the students will return back to
their desks. Once everyone is settled I will have everyone pull up the screen shots of their activities and
quizzes on their Ipads for me to go around and glance at. Which I will then later go on their Ipads and
take note of which activities they did and how they did on the quizzes. While I go around and quickly
look at their screen shots I will instruct them to take a moment and look at their worksheet and their
notebooks. Then I will ask if there are any questions about what we just learned. I will give answers to
questions while also taking note of what they seem to understand and what I might need to go back and
revisit during the next class. They will then again use their Ipads and go to Kahoot.it to play a kahoot
about the states of matter. Once we are done the students will then fill out an exit slip about what they
learned from the lesson. This exit slip will also help me steer the next class session in the right direction
as to what they need more practice with.

Rationale:
(https://www.youtube.com/watch?v=nbfloBQnpK8):
I chose this Youtube video as my first piece of multimedia because I think it is a good way to
introduce the states of matter. Instead of me lecturing or using a power point to go through the
information I think allowing the students to watch a video and hear someone else explain it
would be fun and interesting for them. After watching the video myself I think it would be good
for the students because it is simple and too the point and gives a lot of different examples for
each state of matter. Not only does it give examples it also gives short definitions or sayings to
help the students understand different ways to tell solids vs liquids. I think this video is not too
short where the students feel like it was moving too quick but it is not super long either so it
doesn't take too much time away from being able to get into the different stations. I also like
that this video not only uses images but text to show what it is talking about. Since it is on
Youtube there are a few ways to change it for students who may need it like turning on captions
or slowing down the speed of the video so it goes slower in case the talking is too fast.

(https://jr.brainpop.com/science/matter/solidsliquidsandgases/):
For the second piece of multimedia I chose Brain Pop Jr. because I think it is not only fun
but educational. It also is made for kids so I think it would be easy for my students to
understand and be able to move through the website and the activities it has to offer fairly
easily. I think the mix of videos, activities, and quizzes on Brain Pop would be fun for the
students because it is not something they use every day and it is a change from their
normal learning material. Brain Pop is also something the students can use outside of the
classroom so I think introducing them to it during class may make them want to use it
outside of class to explore what other options it offers. Since Brain pop offers different
activities or games I feel like there will be something for every student to be able to try
and enjoy. Brain Pop Jr is also designed specifically with kids in mind so it should be
easy enough for them to be able to figure out without much assistance from me.