Lesson Plan

Teacher Candidate: Amanda Zimmerman Date: 2/26/24

Group Size: Whole/ Small Allotted Time: 40 minutes Grade Level: 2nd
Subject or Topic: Science (Solids, Liquids and Gasses)

Common Core/PA Standard(s)

2-PS1-1 : Different kinds of matter exist and many of them can be either solid or liquid,
depending on temperature. Matter can be described and classified by its observable properties.
2-PS1-2: Different properties are suited to different purposes.
2-PS1-2: Every human-made product is designed by applying some knowledge of the natural
world and is built by using natural materials.
W.2.8- Recall information from experiences or gather information from provided sources to
answer a question.

Learning Targets/Objectives
Students will be able to identify the solid, liquid and gas in the experiment.
Students will be able to predict what they think is going to happen when root beer combines
with ice cream.

Formative Assessment Approaches Evidence observation or method of collection

1.Formative 1.Exit Slip
2. 2.
…. …
Assessment Scale for any of the assessments above if needed
N/A

Summative if applicable
Subject Matter/Content to be taught in the lesson
Science/ Solids, Liquids, Gases
Prerequisites
- Students know what a solid is
- Students know what a liquid is
- Students can make observations
New Key Vocabulary
Hypothesis- educated guess
Content/Facts
Gas- a state of matter that has no fixed shape and no fixed volume
Introduction/Activating/Launch Strategies
- Teacher will go over how we have been learning about solids and liquids
- Teacher will talk about gases
- Teacher will group students together
- Teacher will hand out worksheet to go along with experiment
- Teacher will introduce the rootbeer float experiment
- Teacher will go over worksheet and how we are going to fill it out
- Teacher will read the question on worksheet and then have students write down their
hypothesis of what they think is going to happen while discussing with their group
Development/Teaching Approaches
1. While students are writing down their hypothesis teacher will pass out plastic cups
2. Teacher will then ask each group to share out loud their hypothesis
3. Teacher will then go around scooping 1 ice cream scoop into each groups cups
4. Have students identify what state of matter the ice cream is within their groups
5. Students will write down their answers
6. While students discuss and write teacher will go around pouring ½ cup of root beer into
each group's cups, with students assistance
7. Students will observe what happens when the rootbeer is mixed with the ice cream
8. Students will then identify the solid and gas of the rootbeer float within their groups
9. Students will see if their hypothesis was correct

Closure/Summarizing Strategies
- Teacher will regroup class going over the worksheet
- Asking students if their hypothesis was correct
- What did they notice?
- What is the solid, what is the liquid, what is the gas?
- Teacher will collect worksheets from each students
- Students enjoy their treat!
- Students browse through text set to enjoy and read books about the unit we just
concluded.

Accommodations/Differentiation
Follow all IEP and 504 plans

Materials and Resources:

- Worksheet (1 per student)
- Pencil (1 per student)
- Plastic cups ( 1 per student )
- Rootbeer (½ cup per student )
- Vanilla ice cream ( 1 scoop per student)
- Joe- Joe The Wizard Brews Up Solids, Liquids, and Gases by Eric Braun
- Change It! Solids, liquids, gases and you by Adrienne Mason
- Fairy Science Solid, Liquid, Gassy by Ashley Spires
- What’s the Matter in Mr. Whiskers’ Room? by Michael Elsohn Ross
- Ice Boy by David Ezra Stein
Reflective Response:
Report of Student Learning Target/Objectives Proficiency Levels

Students meet learning objectives by creating their own hypothesis and being able to accurately
define the solid, liquid, and gas in their experiment.

Remediation Plan (if applicable)

N/A

Personal Reflection Questions

Did the students understand the experiment and the correlation to the content?
Students were able to effectively make the correlation to the content they learned about solids,
liquids and gasses to their root beer float.
Was there enough time for the experiment to be completed?
Yes there was enough time allotted for the students' experiment.