USF Elementary Education Lesson Plan Template (S 2014) Name: Caleigh Baldwin

Grade Level Being Taught: 2nd Subject/Content: States of Matter Group Size:16 Date of Lesson: 10/3/17

Lesson Content
What Standards (national or
state) relate to this lesson? SC.2.P.8.2 Identify objects and materials as solid, liquid, or gas.
(You should include ALL
applicable standards. Rarely do SC.2.P.8.3 Recognize that solids have a definite shape and that liquids and gases take the shape
teachers use just one: theyd never of their container.
get through them all.)

Essential Understanding
(What is the big idea or essential All objects and substances in the world are made of matter. Matter has two fundamental
question that you want students to
come away with? In other words, properties: matter takes up space and matter has weight.
what, aside from the standard and Objects and substances can be classified by their physical and chemical properties.
our objective, will students
understand when they finish this
lesson?)
Objectives- What are you
teaching? Students will be able to investigate the properties of matter and their changes, through an
(Student-centered: What will
students know and be able to do experiment with no errors.
after this lesson? Include the Students will be able to describe how our five senses help us learn about different materials,
ABCDs of objectives: action, after conducting an experiment with no errors.
behavior, condition, and degree of
mastery, i.e., "A: the student B: Students will be able to recall information and content presented and apply it in writing in a
will be able to re-write the Science Notebook with little to no errors.
sentence in future tense C: Given a
sentence written in the past or
present tense D: with no errors in
tense or tense contradiction
USF Elementary Education Lesson Plan Template (S 2014)
Grade Level Being Taught: 2nd
Rationale
Address the following questions:
Why are you teaching this
objective?
Where does this lesson fit
within a larger plan?
Why are you teaching it this
way?
Why is it important for
students to learn this concept?
Evaluation Plan- How will you
know students have mastered
your objectives?
Address the following:
What formative evidence will
you use to document student
learning during this lesson?
What summative evidence will
you collect, either during this
lesson or in upcoming lessons?
Name: Caleigh Baldwin
Subject/Content: States of Matter Group Size:16 Date of Lesson: 10/3/17
The objectives I wrote used the main verbs I wanted to incorporate in this lesson: investigate,
describe, and recall. Students are going to do an experiment to discover whether what is in the
balloon is a solid, a liquid, or a gas. In order to do that investigation, they will have to use their
senses. To wrap everything up, theyll have to use the information they collected or observed in
order to answer a closing question.
I want to teach this lesson as an investigation/experiment because my students are very hands
on. Science is the subject that 90% of the class looks forward to because the lesson usually has
an experiment. They are usually able to answer mine (or my CTs) questions after they are able
to physically experiment.
It is important that students are able to describe the states of matter because they can use this
every single day. There are so many solids, liquids, and gases that surround them and they
probably do not realize it.
Formative: To collect formative evidence, I will use observational notes. I will collect the notes during
the investigation. The notes will state if the students are using their senses, and which senses they are
using. The notes will also be used during our carpet discussion, stating student answers to what they
think is in each balloon.
Summative: For just this specific lesson, my summative evidence will be what students write to
answer the end of the lesson question. The question will ask students to list everyday stuff and label
them as a solid, liquid or gas.
USF Elementary Education Lesson Plan Template (S 2014)
Grade Level Being Taught: 2nd
What Content Knowledge is
necessary for a teacher to teach
this material?
What background knowledge is
necessary for a student to
successfully meet these
objectives?
How will you ensure students
have this previous knowledge?
Who are your learners?
What do you know about
them?
What do you know about their
readiness for this content?
What misconceptions might
students have about this
content?
Teaching Methods
(What teaching method(s) will you
use during this lesson? Examples
include guided release, 5 Es, direct
instruction, lecture, demonstration,
partner word, etc.)
Name: Caleigh Baldwin
Subject/Content: States of Matter Group Size:16 Date of Lesson: 10/3/17
The properties of solids, liquids, and gases.
How to encourage students to use their senses.
Having background knowledge on the five senses, and how to use them, is vital for this lesson. Having
been in the classroom, I know that the students know what the five senses are, they may just need a
push in order to use them. To ensure my students use their background knowledge, I will tell them to
pull out their schema, which is something they do every day. They will then tell me the five senses and
I will stress that in order to do the experiment, they must use them correctly.
As I mentioned above, my learners are very hands on. They love working with their tables, and using
their hands to touch objects. I believe they are ready for this content because they are prepped to use
their senses and they mastered the unit before this one (gravity).
While introducing this lesson I have to be careful in explaining that I want to know what is INSIDE of
the balloon. Students might get confused and tell me if the balloon itself is a solid, liquid, or gas. That
can be a H.O.T question, but it is not the purpose of the experiment.
Lesson Implementation
I will be using the 5 Es. First, I will engage the students by telling them that I need their help to figure
out if my balloons have a solid, liquid, or gas in them. Then, they will be able to explore by using their
five senses. After that, the students will be able to explain and elaborate on their answers during a class
discussion on the carpet. Last, they will evaluate their own knowledge by answering a question in their
science notebook.
USF Elementary Education Lesson Plan Template (S 2014)
Grade Level Being Taught: 2nd
Step-by-Step Plan
(What exactly do you plan to do in
teaching this lesson? Be thorough.
Act as if you needed a substitute to
carry out the lesson for you.)
Where applicable, be sure to
address the following:
What Higher Order Thinking
(H.O.T.) questions will you
ask?
How will materials be
distributed?
Who will work together in
groups and how will you
determine the grouping?
How will students transition
between activities?
What will you as the teacher
do?
What will the students do?
What student data will be
collected during each phase?
What are other adults in the
room doing? How are they
supporting students learning?
What model of co-teaching are
you using?
Name: Caleigh Baldwin
Subject/Content: States of Matter Group Size:16 Date of Lesson: 10/3/17
Time Who is Each content area may require a different step-by-step format. Use whichever
responsible plan is appropriate for the content taught in this lesson. For example, in
(Teacher or science, you would detail the 5 Es here (Engage/Encountering the Idea;
Students)? Exploring the Idea; Explanation/Organizing the Idea; Extend/Applying the
Idea; Evaluation).
11:00 Teacher 1. Gather students on the carpet to talk about what we will be doing
today.
Teacher/Stu 2. Access their schema on the states of matter, and their five senses. Both
dent of these will have anchor charts for the students to use as a reference.
What do we use to experiment? (This is a question asked every day
in class).
Teacher 3. (Engage) Let students know that each table will have three balloons,
and it is their goal to tell me what state of matter is in each balloon. The
balloons will be labeled as a 1, 2, or 3.
11:10 Teacher/Stu 4. Ask students about the descriptor words for each state of matter. The
dent answer I will be guiding them towards is: solids are hard and you cant
change them, liquids fill something and take that shape, and gases are
hard to see.
11:15 Teacher/Stu 5. Students will go back to their seats, quietly and wait for my
dent instructions. I will pass out the supplies.
6. Give the directions. (1) You will be using your five senses to figure out
what is in each balloon. (2) On the graphic organizer, you will write
USF Elementary Education Lesson Plan Template (S 2014) Name: Caleigh Baldwin
Grade Level Being Taught: 2nd Subject/Content: States of Matter Group Size:16 Date of Lesson: 10/3/17

what you observe about each labeled balloon. Under the Balloon #1
column, write about balloon #1 only. Etc. (3) Each student will take
turns to observe, and each table will work on one balloon at a time,
together. (4) After observing, the bottom of the graphic organizer will
ask if you think it is a solid, liquid or gas. Write your answer. (5) Use
gentle hands to experiment, do not throw anything. (6) Keep balloon
number two and three inside of the tin, AT ALL TIMES.
7. Ask if there are any questions
11:18 Student 8. (Explore) Students will follow the directions I listed above.
Teacher 9. Walk around listening to the discussions, take my observational notes.
Assist struggling tables or students.
11:30 Teacher 10. Gather students in a circle on the carpet.
Teacher/Stu 11. (Explain & Elaborate) Ask students their results for balloon number 1.
dent Talk about their observations that led them to that conclusion.
12. Do the same for balloons 2 and 3.
13. Allow students to use accountable talk with each other.
11:40 Teacher 14. Students will go back to their seats, and open their science notebooks.
15. Under the Elmo, read the prompt Using what you know about solids,
liquids, and gases, name one thing for each state of matter that you see
every day (One solid, one liquid, one gas).
11:45 Student 16. Students will complete that question and I will call on one table to turn
in their notebooks.
USF Elementary Education Lesson Plan Template (S 2014)
Grade Level Being Taught: 2nd
What will you do if
What will you do if
Meeting your students needs as
people and as learners
Name: Caleigh Baldwin
Subject/Content: States of Matter Group Size:16 Date of Lesson: 10/3/17
11:50 17. Pick a few people to share their responses.
12 Teacher/Stu 18. Clean up.
dent
a student struggles with the content?
If a student is struggling with the content, during the experiment, I will prompt them with questions.
For example, I might ask do you notice a difference when you touch balloon one versus balloon
two? They will also be able to work with their tables, so they can receive support from their
classmates.
a student masters the content quickly?
If a student masters the content quickly, they will be asked different questions that might explore the
vocabulary. They will also be able to answer the end of the lesson question with more detail. Also, they
can look or walk around the room to find more examples of each state.
If applicable, how does this lesson connect to the interests and cultural backgrounds of your
students?
It connects to their interests because my learners are very hands on. They love working with their
tables, and using their hands to touch objects.
If applicable, how does this lesson connect to/reflect the local community?
The states of matter connect to the local community because it is something that is everywhere. No
matter where you look, there is matter. This lesson will help students realize that, and connect it to
their everyday lives in their community.
How will you differentiate instruction for students who need additional challenge during this
USF Elementary Education Lesson Plan Template (S 2014) Name: Caleigh Baldwin
Grade Level Being Taught: 2nd Subject/Content: States of Matter Group Size:16 Date of Lesson: 10/3/17

lesson (enrichment)?
Students who need additional challenge may look or walk around the room to find more examples of
each state of matter, and write about them in their notebook.
How will you differentiate instruction for students who need additional language support?
Will receive guiding questions to answer when experimenting. The students group will also be
encouraged to ask him what he thinks, and allow him to talk first during discussion. Collaboration is
key.
Accommodations (If needed) AT: He is not verbal unless you encourage him one on one, he will receive guiding questions to
(What students need specific answer when experimenting. His group will also be encouraged to ask him what he thinks, and
accommodation? List individual
students (initials), and then explain allow him to talk first during discussion.
the accommodation(s) you will AT: Autistic. He will be in a group setting, and when discussing he can use short descriptor
implement for these unique words.
learners.)
Materials Tins to put the balloons on (4)
(What materials will you use? Why
Science notebook
did you choose these materials?
Include any resources you used. Graphic organizer
This can also include people!) States of matter anchor chart
12 balloons (3 for each table)
- Balloon filled with water
- Balloon filled with ice
- Balloon filled with air