Gwynedd Mercy University

School of Business and Education

Name: Mia Doto Grade/Level: 2nd Grade

Topic: Solids, Liquids, Gases

PA Core or Academic Standard(s): (1 point) PDE 3.2.2 A5

Big Idea(s): Solids, Liquids, Gases

Essential Questions: (1 point)

- What are Solids, Liquids, and Gases?

Objective/Performance Expectation: What will students know and be able to do as a result of

this lesson? (1 point)
-Students will be able to describe a solid, liquid, and a gas. Students will be able to identify
which state of matter different listed materials are by completing the labsheet with 80%
accuracy.

I PLANNING AND PREPARATION:

1. Briefly describe the students in your class, including those with special needs. Explain
how you will meet the needs of ALL learners (Differentiated Instruction). (2 points)

-I have 22 students in my class, including two students with special needs. To meet
all students' needs, I will make sure to double-check with the students with special
needs and their assistant that everything is going smoothly for them. The students will
be working in cooperative groups. This helps reach the interpersonal learners’ needs.
It also allows stronger students to help those students who may need more guidance
with the activity. The hands-on activity appeals to kinesthetic learners. The scientific
process involved meets the logical-mathematical thinkers’ needs. Finally, the
discussion and written assessment appeals to the linguistically intelligent learners.

2. List the specific standard and expectations as outlined in the PA Core/Academic

Standards (SAS). (1 point)
- 3.2.2 A5 Consistency and change recognized that everything is made of
matter
 ● Identify solid, liquid, and gas when presented with real objects
● Prove why a material is a specific type of matter sharing evidence
● Recognize matter takes on different shapes (e.g. solids have shape; liquids take
shape of container.
● Sort materials based on type of matter (e.g. solid, liquid, gas)

3. Explain the psychological principles/theories you used in constructing this lesson and
explain how it is manifested in the lesson. (2 points)
- -John Dewey believed that human beings learn through 'hands-on’ activities. I

believe that students succeed better with hands-on activities. With that being said,

this lesson is hands-on and should help the students understand the concept better.

- -Howard Gardner’s Theory of Multiple Intelligences supports the presentation of

learning in multiple ways, including bodily-kinesthetic intelligence, which is the

ability to handle objects skillfully.

- -Neil Fleming’s Kinesthetic Learning Theory explains that children learn best by

doing, exploring, and discovering. Kinesthetic learning results in increased

learning outcomes for all students. The students will be exploring the objects

given to them and looking at all of their similarities and differences.

II. CLASSROOM ENVIRONMENT:

4. Describe the effective classroom routines and procedures resulting in little or no loss of
instructional time. (1 point)

- My students have been practicing their arrival and dismissal routines since

August. Once the students arrive in the classroom, they put their backpacks in the

closet and put their lunches in the lunch bins which are located in the closet as

well. The students then take their seats and complete a morning work paper for 5-
 10 minutes until everyone is present. Once the bell rings I take attendance while

they watch the morning announcements projected on the smartboard.

- -After morning announcements we do the pledge of allegiance and start language

arts. Once language arts is done we begin math. Around 11:00 the students go to a

special which is different every day. After special the students then have recess

and lunch. Around 1:00 the kids should be coming back to class and we then

begin science. Once science is finished at 2:00, I give the students 20 minutes to

read a book of their choice. After we break out into our reading groups where I

have the chance to meet with each student individually and see how their progress

is. At 3:00 the students get time to start their homework for the day. Dismissal

begins at 3:15 and the students grab their backpacks and watch an educational

video on the board while waiting for their busses to be called.

5. Identify what you will do to set clear standards of conduct and behavior management of
student behavior. (1 point)

- In August the first thing that we reviewed together were the classroom rules and

expectations. This is when I introduced my behavior chart which is located next to my

whiteboard on the wall. The chart has every student's name with a green, yellow and red

card. If a student isn’t following a rule, I tell them to switch their card to yellow. If a

student has a yellow card they have to discuss with me why they have a yellow card and

how they can change their behavior to prevent this from happening again. If the student

continues to make poor behavioral choices that same day, they have to move their card to

red which results in a phone call home. In addition, I hand out “Paw Prints” when

students exhibit an act of kindness or responsible behavior. This provides positive

 reinforcement for appropriate behavior. The students have the opportunity to save their

Paw Prints and get a reward at the end of each month from my reward bin. Every month

we go over the behavior chart so that students don’t forget the daily expectations.

- For this lesson, I will make sure to explain to my students that these materials that they
are receiving are for our special science lab! They aren’t toys; they are our science
materials.
-
6. Identify what you will do to establish expectations for student achievement. (1 point)

- I will make sure every student understands the lesson concept completely by
doing a closure assessment. I will ask each child if they have any questions and
monitor them throughout the lesson, assisting as needed. We have a poster in our
classroom that says “Never give up.” At the beginning of the year I told my
students the word “can’t” is unacceptable in my classroom. If you believe you
can, you will. I believe that if my classroom is a positive environment each
student will do better individually.

III. INSTRUCTION:

List Materials Needed

- Fabric squares
- Plastic triangles
- Plastic tubes
- Wood cylinders
- Craft sticks
- Screws
- Insulated wires
- Labsheet

7. Motivation Activities/Strategies: (1 point)

How will you generate interest or focus your lesson for the students?
- -To generate interest I will explain that they will be investigating certain
materials. These materials are all different from each other in their very own
ways, but they also share some similarities. This keeps the students guessing what
 the materials are. As an added incentive, I will explain that students can earn a
pass to our class treasure chest if they are able to complete their lab sheet on both
sides today. (Once students earn five passes to the class treasure chest they get to
pick whatever they want out of it. (The treasure chest consists of fidgets, candy,
and cool erasers!)

8. Prior Knowledge Activities/Strategies: (1 point)

How will you activate prior knowledge, build background, or review previous
lessons?
- In order to build background I will start off by reminding my students about how
yesterday they were able to observe solids, liquids, and gases in person. I will
explain to them that yesterday I had a rock in a plastic bag which was considered
a solid, I had water in a bag which was considered a liquid, and I had a plastic bag
filled with air which is considered a gas. The gas concept tricked them a little, so I
showed them again that a flat plastic bag isn’t a gas because the air isn’t inside of
it.
-
9. Sequence of Lesson: What learning activities/strategies will you use to engage the
students in the learning? What will students do to use and apply new concepts or skills
(independent practice if relevant)? How will you monitor and guide their performance?
Include relevant vocabulary. (Please use bullets to sequence your lesson) (3 points)

● First I will start off by calling my students to the carpet, where I will review the topic of

matter for the science lesson.

● Yesterday we learned about solids, liquids, and gases. As a class we got to see a rock in a

bag which is a solid, water in a bag which is considered a liquid, and air in a plastic bag

which is considered a gas.

● Then I will ask my students if anyone can name another solid, liquid, or gas for me.

● Ideas that students come up with will be written on the white board under the selected

category of solid, liquid, or gas.

● Next, the students will be dismissed from the carpet and placed into their table groups.

One student from each group will be assigned to gather the materials.
● The students then will be instructed that they each will be receiving four solid objects.

Their job is to observe the objects and to share their observations with their group. This

could fall under domain 1 for Danielson’s framework for teaching because I am setting

instructional outcomes.

● The first four objects will be a fabric square, plastic triangle, plastic tube, and a wood

cylinder. The students are instructed to feel these objects and use their very best thinking

caps to come up with similarities and differences these objects have.

● After a couple of minutes, I will ask my students how solid objects can be described.

After the class answers, I will explain that we describe objects by their properties.

Properties are things we know about objects by looking at them or feeling them. I will

then write the word “property” on a poster board.

● This is a word that I want my students to learn and understand throughout the lesson.

● After that, the students then will receive three new objects including a craft stick, a screw,

and an insulated wire.

● The students are allowed to compare these new objects to the first objects that they

received.

● After 10 minutes, I will select a couple of objects which are the insulated wire, wooden

cylinder, and plastic triangle.

● Then I will proceed to ask my class what words they could use to describe the properties

of each new object.

● As the class answers, I will write their answers such as hard, flat, straight, poity, blue

below the word “property” on the poster board.

 10. Level of Learning/Assessment Evidence (1 point)

How will you know if students grasped the material? What techniques/strategies will
you use to assess learning (Bloom’s Taxonomy)? Identify what informal and/or
formal assessments you will use to monitor student learning. Also identify if this will
be formative or summative.

-To assess student learning, I will collect the students’ lab sheets after the lesson to
see if they made an illustration of one object that they observed and listed its
properties. I will also check the back of their papers to see if they filled in which
category they think their object can fit into for a state of matter (solid, liquid, gas).
-The informal assessment includes when I monitor students as they are observing the
different objects and discussing with their peers.
-The formal assessment will be the scored labsheet, demonstrating students’ level of
understanding of solids, liquids, and gases and properties of matter. The front of the
paper will list all seven of the objects that the students observed today. The students
will have to pick three objects from the list and write down all of the properties. The
back includes different objects that they did not see today. These objects are in groups
separating them as solids, liquids, and gases. The students will need to decide which
group their three objects can fit into. The students will write a sentence explaining
why the objects fit into that particular group. The students will need to score 8 out of
10 correct (80%) to demonstrate proficiency.

11. What will you do to bring closure to the lesson? How will you summarize this lesson and
preview the lesson that will follow? (2 points)

-First, I will ask students to name an object that they observed and the properties that they
observed for that object.
-As each student is naming an object, I will be writing the list on the board.

-After a few classmates share, I will ask the class which category they believe the object will fit

into best (solid, liquid, gas)

-Afterward, I will inform the class that tomorrow they will be learning about the states of matter.

- I will distribute the treasure chest tickets to those students who completed both sides of their

lab sheet the following day, after reviewing their papers.