Developmental Lesson Plan

Teacher Candidate: Miss Salomon

Date: Group Size: 20 Allotted Time: 30 minutes Grade Level: Kindergarten

Subject or Topic: Gas and Evaporation

Common Core/PA Standard(s):
Standard - 3.2.K.A3
Describe the way matter can change.

Learning Targets/Objectives:
● The students will be able to understand how matter changes by observing an
experiment throughout the weeks and talking about it as a class

Assessment Approaches: Evidence:

1) Science journal 1) Students will fill in the prompts in
2) Gasses chart their science journal. The teacher will
help with all the prompts except for
the last one “What I learned”. This
will help the teacher understand if the
student has comprehended the content
2) The students will help the teacher fill
in the gasses chart as they did with the
other two types of matter in the
previous lessons

Assessment Scale:
● The teacher will read the student’s science journals, specifically the prompt “What I
learned”
○ The students should have done this by themselves, therefore, this will help the
teacher understand what the students gain from the lesson
● The teacher will use a check list and either make a check or X depending on if she
thinks the student understood the content
○ If the teacher is unable to read the children writing, the student will be brought
over to read it out loud
● For students who didn’t receive a check, they will be pulled aside as a group during
W.I.N (What I need) time to go over the content in new ways again
Subject Matter/Content:

Prerequisites:
● Understanding the three states of matter solids, liquids and gasses
○ A more extensive understanding on solids and liquids
● Understanding that matter is all around us and is ever changing
● An understanding of all parts of the water cycle
○ How it works and what order it goes in
● A basic understanding of evaporation and where it falls in the water cycle

Key Vocabulary:
● Evaporation- to turn from liquid into gas; pass away in the form of vapor.
● Gas- a form of matter that is neither liquid nor solid. A gas rapidly spreads out when it
is warmed and contracts when it is cooled.
● Freshwater- of or having to do with water that is not salty.
● Saltwater- full of saltwater; living in saltwater.
● Water cycle- the process by which water on the earth evaporates, then condenses in the
atmosphere and then returns to earth in the form of precipitation.
● dissolve- to mix completely with liquid

Content/Facts:
● Gas is the last type of matter we will learn about
○ It has no fixed shape or fixed volume
○ Gas can be invisible to the natural eye
○ As more gas enters a container, the particles become squished (compressed)
together
● Evaporation is what happens when a liquid turns into a gas
○ Freshwater evaporates faster than saltwater
○ Hot water evaporates faster than cold water
■ The molecules of the hot water have more energy to leave the container
turning into gas
● Saltwater vs Freshwater
○ Fresh water evaporates faster than saltwater
○ When the water molecules are trying to dissolve (evaporate) saltwater it takes
more energy to dissolve the salt and then the water
○ When the water molecules are trying to dissolve (evaporate) freshwater it takes
less energy because it’s only dissolving the water
○ When the saltwater evaporates, it leaves behind crystals of salt

Introduction/Activating/Launch Strategies:
● The teacher will remind the students about our fresh water vs salt water experiment
○ The teacher will begin a class discussion about what we’ve noticed have
 happen throughout the weeks
● During this discussion, the teacher will write some of the students thoughts onto a big
sticky note on the easel

Development/Teaching Approaches
● To get the students to understand evaporation better, the teacher will read the book
Evaporation by William B. Rice
○ While reading the book, the teacher will have certain words blocked off with
sticky notes
○ When we get to a sticky note, the students will be prompted to make an
educational guess on what the missing word is
■ For example, the book writes “Fun fact: If a liquids gets so cold that it
freezes, then it becomes a solid”
● The word solid will be blocked off and the students will have to
educationally guess what the word is
○ Throughout the book, the teacher will have comprehension questions for the
students and she will stop and teach mini lessons to help the students
comprehend this higher level book
● The teacher will then play a short video for the students to continue their
comprehension on evaporation
○ https://youtu.be/2iXqoLPjSTg
● The teacher will now have the students take their science journal out
● The teacher will prompt the questions for the students to answer in their science
notebook
○ The first prompt is “What I did”
■ The teacher will ask the students what question we want to answer
● “Will salt water or fresh water evaporate faster”
■ The teacher will prompt the students to write this, writing it as a class as
the students sound out the sounds
○ The next prompt is “What I saw”
■ The students will now have a few minutes to draw what they saw in the
freshwater vs the salt water experiment
○ The third prompt is “What happened”
■ The teacher will prompt a discussion and help the students write down
what happen in their journal
● The teacher will now help the students understand why the fresh water evaporated
faster than the salt water
○ The last prompt is “What I learned”
■ After discussing what why this happen, the students will do this part on
their own
● The teacher will explain how the students should think of their
answer before they begin writing
● While the students write, the teacher will walk around and
scaffold the students
○ The teacher will also write underneath in adult writing
 what the students wrote

Closure/Summarizing Strategies:
● To close the lesson, the teacher will have the students do a final chart on gases
○ This chart will be the same type of chart as the liquids and gases chart from the
previous lessons
● Before the students contribute answers to the chart, the teacher will talk about gas
● The teacher will read a section from the book Solids, Liquids and Gases by Ginger
Garett
○ During this, the teacher will explain what a gas is and give some examples
● After this short mini-lesson, the students will help the teacher fill in the three sections
of the can chart
○ Gases can
○ Gases have
○ Gases are
● Teacher answer key for gases chart
○ https://docs.google.com/document/d/
17e_kpyrS3p2MkwJ7zq6YU3mdoJGxKlcU3ZX3KpEMXdI/edit?usp=sharing
● The teacher will finally tell the students that we have now learned about all three types
of matters and we are experts
● The teacher will ask the students what the three types of matter are and the students
should be able to raise their hands and answer
● This will conclude the unit on solids, liquids and gasses

Accommodations/Differentiation:
● Since evaporation may have many newer vocabulary concepts, the teacher will stop
freaquenly for comprehension checks
● The teacher will often reiterate what a video or book is telling the students in her own
words
● The teacher will ask students to reiterate the information on their own, so the teacher
knows if they are ready to move ahead
● The teacher may pull certain students aside as a group or one on one if they are
struggling
○ During this time, she will have visual pictures for the students to look at
○ The teacher will aslo show the students the salt vs fresh water experiment
● Students may not learn this topic all at once, although the teachers goal is for the
students to learn more than they knew in at the beginning of the lesson and get them
acclimated to science

Materials/Resources:
● Salt and fresh water cups
● The book Evaporation by William B. Rice
 ● Evaporation video
○ https://youtu.be/2iXqoLPjSTg
● Science journals
● Gasses chart
○ Teacher answer key
https://docs.google.com/document/d/17e_kpyrS3p2MkwJ7zq6YU3mdoJGxKlc
U3ZX3KpEMXdI/edit?usp=sharing
● The book Solids, Liquids and Gases by Ginger Garett

Reflective Response:
Report of Student Learning Target/Objectives Proficiency Levels

Remediation Plan (if applicable)

Personal Reflection Questions

Additional reflection/thoughts
A. Overall 90% of the students met the objective of the lesson. During my assessment, I had

the students explain why their hands feel cold after they put hand sanitizer on and wave

their hands around. The students answer were varied especially since they were coming

up with their answers on their own. When looking over the papers I subjectively graded

them, as long as the students someowhat understood that their hands were cold because

the hand sanitizer was evaporating into the air I gave them credit. Some of my students

explain how the hand santatiser was warm, this was where I needed to remediate. I pulled

these students aside and has them do the expereiment again. Instead of having them write

down their answers, I let them verbally explain what happen. Both of the students that I

remediated were able to verbally explain their answers. I think the misconception here

was the writing portion of the assignment. The students were not able to come up with a

complete sentence and explain their answers which is why it seemed like that didn’t

understand the content.

B. Before I taught this lesson I had three questions for myself. My first question was “Will

my assessment work for all my students?” After giving my assessment I realized that

some of the student has trouble writing down their thoughts on the experiment. Although

they understood that the hand sanitizer had evaporated they were unable to put that onto

words on paper. If I were to redo my assessment, I would have made it easier for the

students to draw a picture, write or draw a line to the correct answer. This would help me

as the teacher understand who understood the content rather than who could make a

compelte sentence about the content we learned. My next question for this lesson was

“Did the students understnad that evaporation is when a liquid turns to a gas?”

Throughout my lesson I had the students repeat after me what the definition of
evaporation was. I read book and had the students again repeat that this is when a liquid

turns to a gas. At the end of the lesson, the students were able to watch as the hand

sanitizer evaporated into their hands. I feel explain what was happening before doing the

experiment worked really well for the students. They understood that the sanitizer started

off as a liquid that could drip onto the ground, and finally disappeared into the air making

their hands cold (gas). My final question was “what could I improve?” In my lesson, I

feel I could have made it a little more interactive. Most of the time the students were

sitting on the carpet listening to the book. Reflecting back, I wish I had put some more

comprehension questions about evaporation to ask after reading the book. Although most

of the student need understand the concept, I feel some of the students I had to scaffold

more would have gotten the concept easier if comprehension questions were asked.

Overall, I feel this lesson went really well and the students understood the concept of

evaporation.