STEM 434/534 Lesson Planning Template

(Complete answers in Purple font)

Name: Grace Davis Grade: 2nd Grade Topic: Science Matter

Brief Lesson Description:
Time Allotted for Lesson 20-25 minutes
Time Allotted for Experiment 15-20 minutes
This lesson will be split into two parts over the course of the day. The first part of this lesson will be the worksheet and
measuring liquids and solids the second part will be making Ice cream in a bag. Class will start with a YouTube video from
BrainPOP about measuring matter, class will then go over the differences between Mass and Volume. The students will then be
put into groups of two with a balance beam and a beaker. The students will then be given a worksheet with different items they
will be measuring together. The students will then be given their supplies and they will continue the worksheet with their
partner without teacher assistance. After they have completed their worksheet, the students will clean up their areas and will be
for the time being. Closer to lunchtime we will then partner up again and students will be given their supplies and together as a
class we will make Ice Cream in a Bag so that the students may eat some before heading to lunch. This helps students to see
how combining two different states of matter a liquid and a solid can make another state of matter a solid.
Specific Learning Outcomes: Students
will be able to measure solids and liquids with beakers and balance beam
science equipment. Students will be able to take measurements and write them down.
How did this lesson develop as a result of your examination of research and data about employing culturally sustaining pedagogical
strategies? (Think equal opportunity, student interests, race, gender, disabilities etc.)
Students will all have the same equipment and will be randomly chosen into groups. Students and class
will work together most of the time, YouTube video is a robot and has different examples of cultures.
Students with disabilities will have a aid present with them. They will have these aids so that they can
help them and get them excited for the actvity.

Narrative / Background Information

Prior Student Knowledge: Students should know what a solid and liquid are and what are some examples of them. Students
should also have some sort of idea of what the word mass/ volume means.

Science VA SOL
Matter 2.3- The student will
investigate and understand basic
properties of solids, liquids and gases.
Key concepts include
B) Measurement of the mass and
volume of solids and liquids.
Health VA SOL
2.3- The student will describe the
influences and factors that impact
health and wellness
NGSS (You may have to look to a different
grade level for the connection)
2-PS1-3 – Make observations to
construct an evidence-based account
of how an object made of a small set of
pieces can be disassembled and made
into a new object.

Science & Engineering Practices: (You must tie engineering practices into your plan)
The teacher will start off by asking students if they have ever had Ice cream from a bag? Students will then be randomly chosen
into pairs of twos they then will be given the materials they need to make ice cream in a bag. The students will then follow the
teacher in the process of mixing and pouring ingredients into the bag and mixing it up. When finished the students are welcome
to eat some of their ice cream in a bag in class before heading to lunch.

Possible Preconceptions/Misconceptions: Some

misconceptions are that the students do not think that Ice cream
can be made in a bag. Also, some students may not like ice cream or can't have it which is where I will
have an alternative treat for them. If students do not like ice cream, I will have an alternative snack, a cookie for them
but everyone will do the experiment. Misconceptions there is no way we can make ice cream in a bag with just ice and other
ingredients.

LESSON PLAN – 5-E Model

ENGAGE: Opening Activity – Access Prior Learning / Stimulate Interest / Generate Questions: (Discrepant events are awesome to use
here)
The teacher will start off by showing a BrainPOP video on YouTube to give the students an idea of what measuring Matter is.
After the video is over, the teacher will go over what Matter is just to make sure everyone is still on track, “Okay, class matter
consists of what three elements?”. The students will then answer and so on, students will then go ahead and put all their
belongings on their desk away to get ready for the next activity.

EXPLORE: Lesson Description – Materials Needed / Probing or Clarifying Questions:

“What do you think will happen when we mix these ingredients together?”
“Does anyone here like ice cream or not like ice cream?”
“What are the three types of matter?”

This activity will start off with the teacher asking if the students have ever heard of Ice Cream in a Bag. The students will then
be split into groups of two by the teacher randomly selecting names out of a popsicle container. The teacher will then start to
place the materials in front of the students that will be needed for this lesson. The materials include 1 cup of half and half,
2tbps of Granulated sugar, ½ tsp of vanilla extract, 3 cups of ice and a 1/3 cup of kosher salt. The teacher will also place two
Ziplock bags in front of them, one bigger than the other. The students will then proceed to follow the teacher who will be
demonstrating to the students in the front of the classroom. First the students will be mixing the half and half, sugar and
vanilla together in the smaller Ziplock bag. Next the students will place the ice in the bigger bag and then place the smaller
bag in that bag and close it and shake vigorously till ice cream is hardened. Students will then have the opurnity to ask the
teacher to come over and scoop some out of their bag into bowls for them to try.

EXPLAIN: Concepts Explained and Vocabulary Defined: The teacher will start off by asking if there are any students that know
what the word Mass or Volume is and then give time for students to answer. Then the teacher will pull up on the board a
picture of different examples of Mass and Volume.

Vocabulary: Mass, Volume

ELABORATE: Applications and Extensions:
At this point the teacher will pull out a worksheet that asks which item has the greatest mass and then another one that asks
which item would hold more volume. The student will work on this paper independently and then turn it in for a completion
grade.

EVALUATE:
Formative Monitoring (Questioning / Discussion): The teacher will take the papers up and then as a class we will go over some
quick questions. “Can someone give me an example of Heavy mass?”. “What about a small mass?”. Okay now that we have
talked about examples of mass let's go over volume. “Can someone give me an example of an object that would hold a lot of
volume?”. “What about a small amount of volume?”.

Summative Assessment (Quiz / Project / Report) (Include a rubric): Students will be given a balance beam and a beaker for this
Project. Each student will be split into groups of two and will be given a selection of items to measure their weight as well as a
selection of liquids to see how much volume it takes up in the beaker. The students will write down their observations on a
piece of paper and will then turn this paper in as a project grade. The students will also be given a quick 10-question quiz about
what they learned today.
Rubric this was the only way I could get it up here. I also was debating on maybe just giving them a self-
assessment rubric?
Science Rubric 4 3 2 1
Focus on All items are Most items are Some items are None of them are
Investigation/Proj measured and measured and measured and measured
ect written down written down written down correctly and are
correctly correctly correctly not written down
correctly
Teamwork Working together Working together One person doing One person doing
with partner with but seeing some some of the work all the work with
no problems problems and the other no help from the
doing some of the other
work
Results/Data All data is written Most of the data Some of the data None of the data
neatly and is written neatly is written near is written
correctly and correctly and correct correctly
Overall Paper written in Paper is written in Paper is not put Paper is not
presentation an order that is the order that is together very written good at
the same as the somewhat the well, and I cannot all, and I cannot
assignment same as the read some. read the paper at
assignment all.
Science Rubric 4 3 2 1

Plan for differentiation: (Be sure to specifically address the following learners)
Gifted students: The Gifted students will be given an extra worksheet when we go over which one has
more mass and which one can hold more volume. There extra worksheet will ask them to read the
beaker and the weight scale and write down the number that it says.
Autism Students: Autism students would be given extra attention and would have a partner to help
them with the written part if they need help. Most of this lesson will be like a class and will be verbal.
ELL Students: The students can listen and if they do not understand something they may ask and as far
as the BrainPOP video I will have English and their native language subtitles. The students that cannot
read will go to a room with a reading specialist to listen to video in their native langauge.

Elaborate Further / Reflect: Enrichment:

 How will you evaluate your practice? I will evaluate my practice giving my students a quiz later the next week after we
have gone over it a little more.
 Where might/did learners struggle in the lesson? The students might struggle at the beginning trying to guess which ones
weigh more or less than the other. They also might struggle with guessing which one holds more volume than the
other.
 How can the lesson be strengthened for improved student learning? Maybe having the students do more of an experiment
with measuring the mass and volume of certain objects from their daily lives. This would help them to see more how
mass and volume relate in their daily life's.
 Did the lesson reflect culturally sustaining pedagogies? If not, how can this be enhanced? Yes, this lesson included everyone
equally they each had equal opunites the whole time.
 Materials Required for This Lesson/Activity
Quantity Description Potential Supplier (item #) Estimated Price
2 Half and Half Food Lion 6.00
2 Granulated Sugar Food Lion 3.00
2 Vanilla Extract Food Lion 5.00
15 cups Ice School Cafeteria 0
2 Kosher Salt Food Lion 2.00
2 Big Ziplock Bags Food Lion 5.00
2 Small Ziplock Bags Food Lion 3.00
5 Beakers School 0
5 Balance Beams School 0
5 Pencils School 0
5 Markers School 0
5 Notebooks School 0
5 Books School 0
5 Scissors School 0
5 Glue sticks School 0
5 cups Water School 0
5 cups Milk Food Lion 3.00
5 cups Oil Food Lion 4.00