Name: Sarahi Romero

03/24/2022 LESSON PLAN GUIDE

TEKS: (C2) Objective: (C3)

(5) Matter and energy. The student knows that matter has measurable physical properties and
those properties determine how matter is classified, changed, and used. The student is expected to:
 Objective 1: At the end of the lesson, students will be able to determine the difference between solids,
liquids, and gases using their characteristics.


(A) measure, compare, and contrast physical properties of matter, including mass, volume, states
(solid, liquid, gas), temperature, magnetism, and the ability to sink or float; and Objective 2: At the end of the lesson, students will be able to give examples of solids, liquids, and gases.
(B) compare and contrast a variety of mixtures, including solutions.  Objective 3: During the lesson, students will be able to sort objects by whether they are a solid, a liquid,
or a gas with the objects given to them.
Specific Measureable Attainable Relevant _Time
Grade: 4 Subject: Science

States of matter, solid, liquid,

Task Analysis: (C4) What lang. must be taught: gas, sink, float, sink, float Strategy to teach Language: (C4)

What skills must be taught: Use graphic organizers and use quizlet as
Introduction to atoms, molecules to give students the framework for the lesson. electronic source.

Assessment: (C5)
1. Anchor chart presentation depicting physical properties and properties of matter.
2. Online simulation and gaming to give visual examples to students about each property.
3. At the end of unit, give students short answer test in which they briefly explain about each property.

Strategies for Success: (C6) Element of Technology: (C6)

Cooperative learning – Four corners game. SimpleMind – Mind Mapping: Students will create a
each corner will have a state of matter (solid, liquid, gas, physical
properties). Student must then illustrate the property and give an example map using each state of matter, the student must
of each. include three examples and one definition of each.
Learning Styles Addressed: (C6) Resources / Materials needed: (C6)

Visual – Create an anchor chart for states of matter and physical Blank copy paper, map pencils, computer, projector,
properties
story book, pencil, anchor chart, construction paper
Auditory –
Read a short story on states of matter
Kinesethic –
Four corners cooperative learning strategy

Higher Order Questions to ask: (C6)

1. Compare how particles in a solid are different particles from a liquid.

2. Explain if the volume of a liquid will change if poured from one container to another.
3.
Define what happens when a liquid particle loses energy and slows down so much they become fixed in place.

Hook: (C7) Closure: (C7)

Video: Short Brain POP video on matter and energy. To Gallery Walk: Students can illustrate a representation of
introduce topic to students. each state of matter and physical properties. Student
illustrations will then be hung around the classroom and
students will have the opportunity to note similarities
and differences. Students can also use this closing
activity to reflect on their own poster and what they
have learned.
 1. Teacher Input / Direct Instruction / Modeling: (C6)
I will begin by introducing students to atoms and molecules. I must show students how molecules change during
each state of matter. I will then begin by trying to find a reading about matter and energy. I will also show a short
online video on matter and energy. Students will begin with creating an anchor chart depicting each state. I will
create an anchor chart to model for students.

2. Student Activities / Guided Practice: (C6)

- Students will create an anchor chart that will include an illustration of a molecule for each state of matter, a short definition, and what define the
state.
- Student and teacher will complete literature on matter and energy.
- Teacher will show a short video about matter and energy.
- Teacher will use cooperative learning strategy game: four corners in which each corner will have a state of matter (solid, liquid, gas, physical
properties). Student must then illustrate the property and give an example of each.
- Have students fold contruction paper sheet into hot dog style to create four tabs. Each tab representing each state of matter and physical
properties.

3. Independent Practice: (C6)

- Student will use the app “SimpleMind” in which students will create a map using each state of matter, the
student must include three examples and one definition of each.

Modifications / Accommodations: (E6) Comprehensible Input Techniques: (R6)

1. Quantity: reduce the number of terms need to 1. What did we learn today?
cover the lesson plan. Include activities that 2. Why is the material that we learned today
will include the basic terms needed to be important?
learned. 3. How do we put into practice what we learned
2. Time: All extra time for students with special today?
needs. Be flexible.
3. Level of support: increase the amount of
assistance in the classroom activities.

Notes:
Name: SARAHI ROMERO
DELIVERY PLAN (C8)
OBJECTIVE:  Objective 1: At the end of the lesson, students will be able to determine the difference between solids, liquids, and gases using their
characteristics.
Rigor
 Objective 2: At the end of the lesson, students will be able to give examples of solids, liquids, and gases.
 Objective 3: During the lesson, students will be able to sort objects by whether they are a solid, a liquid, or a gas with the objects given to
them.

OPENING:
Retrieval Begin lesson with a short BrainPop video on matter and energy to introduce topic to students. Before the
video, I will ask prompting questions like “Can anyone tell me the difference between a solid and a liquid?”

TEACHER INPUT:
- I would have to begin the lesson by teaching and showing students what a molecule and an atom are. This information will help
Relevance
them assimilate the molecules in each state of matter. Student and teacher will complete literature on matter and energy.

MODEL:
Routing Give students illustrations of each on the white board. Students can use one sheet of construction paper and cut three lines
to the create to create four flaps. Each flap will represent each state of matter and physical properties. Students will draw
an illustration for each property. Student will illustrate my examples from the white board.

GUIDED PRACTICE:
Retaining / Rehearsing
Have students complete the four flaps and have them place the foldable in their journals. Each flap will represent each state of matter and physical
properties. Students will draw an illustration for each property. Student will illustrate my examples from the white board.

INDEPENDENT PRACTICE:
- Student will use the app “SimpleMind” in which students will create a map using each state of matter, the
student must include three examples and one definition of each.

CHECK FOR UNDERSTANDING:

Recognizing
- Teacher will use cooperative learning strategy game: four corners in which each corner will have a state of matter (solid,
liquid, gas, physical properties). Student must then illustrate the property and give an example of each.
ASSESSMENT:
- Students will create an anchor chart that will include an illustration of a molecule for each state of matter, a short definition,
and what define the state.

RESOURCES / MATERIALS:
Blank copy paper, map pencils, computer, projector, story book, pencil, anchor chart, markers, construction paper

CLOSURE:
Re-exposure
Gallery Walk: Students can illustrate a representation of each state of matter and physical properties. Student illustrations
will then be hung around the classroom and students will have the opportunity to note similarities and differences.
Students can also use this closing activity to reflect on their own poster and what they have learned.