Lesson Plan Model: 7.

11
Objectives: ​SC.4.P.8.2
Identify properties and common uses of water in each of its states.
Students will be able to exhibit a cooperative learning model.
Open:
1. Class prepares to learn.
● Class is seated on the floor in front of a rectangular table that has multiple cups on
it.
● A students with a vision impairment sits in the front of the students in order to to
have good view of the lesson.
● The teacher then pairs up students by assigning them partners by giving a the
color blue or green.
● Students then have to find someone to work with that has the same color as them.
● The teacher makes sure that students are picking appropriate people to work with,
if they are not matched in an orderly manner the teacher will then help navigate
those students.
2. The teacher states that she has cups filled with different properties of water. One has
air (gas), another has liquid water, and the other has ice cubes. The teacher then asks for each
group to send up one person from the pairs to pick one of the states of water and to go back and
sit with their partner to then discuss to each other how that property got to that state. Once the
students have discussed it then the other partner will return that cup and get a new one of another
state of water to discuss.
3. The teacher monitors all the groups and also takes special notice of the student
working with the visually impaired, making sure that he or she is being given the appropriate
amount of time to see what they are discussing together.
4. The teacher compliment the students listening and interactions towards each other:
“Thank you for making eye contact with one another when someone is speaking, it really shows
that you are committed to what your partner is saying”, “I am very impressed with your patience
towards our classmate who is not quite comfortable with speaking English, thank you for helping
this student successfully learn”, “what does listening look like? What does it sound like?”. The
teacher keeps track of the students responses.
5. “I can tell from our introduction to states of matter from yesterday that you are all
grasping the concepts being presented to you. Today we will be forming groups of fours and
creating posters showing how water changes through its different states.
Body:
6. Partners are then put into their respective groups of four by the teacher.
7. In their groups of four students reflect about what they learned the previous day:
● Using a strategy called round table, one student writes down what they remember
from the previous day and passes it along to the next student. The group
 including the visually impaired student know that they have to write larger so that
he or she is able to see what they have written.
● Students go around the group for about ten minutes, until the paper is full of their
knowledge.
● The teacher then asks the students to brainstorm how they can make their words
into a visual poster. They brainstorm for ten minutes.
8. The teacher then states for the students to begin working on their poster and that they
may use any of the materials laid out on the back table.
● Students then begin to use an outside voice and with that the teacher tells the
students that they are not to yell and that each student will have a specific
responsibility for this activity.
● On the board in big letters directions state: One of you will be in charge of writing
(markers, pencils, crayons/​marcador, lapices, lápices de color), ​one in charge of
cutting (scissors/​tijeras​), one in charge of gluing (​pegado)​, and one in charge of
fancy materials (glitter, stickers, etc/​resplandecer, calcomanías, otro). ​All of you
will work as one unit with separate jobs.
● Teacher then makes sure that everyone is clear on the directions being given.
9. Students work until Lunch on their posters.
● Teacher monitors students to make sure that each student is doing their role
correctly and not trying to take over their other group members roles.
● If someone is to ask a question to the teacher, he or she will respond “ask three
before me”.
● As lunch time gets closer the teacher will remind the students that their time for
working is limited in order to increase productivity and keep groups on track.
With this the teacher will remind students that even if they are in a rush to finish
in a time crunch they still need to listen to each other and work cooperatively to
work together.
Close:
10. The following day, students will have the opportunity to present their posters with the
rest of the class by utilizing the two stay, two stray structure.
● The teacher will delegate two students (group A) to stay at their table and present
their poster to two visitors.
● The other two students (group B) will get to walk around and listen to other
groups presentations.
● Then the groups will switch and group B will present and group A will listen to
the presentations.
● The Teacher will walk around and take notes on how students are doing, how are
the presenters speaking to their audience? Are the audience members listening
actively to what the presenters are saying? Are there questions being asked?
 ● After all the students have had the opportunity to give presentations and be
presented to students will go back with their groups and write a statement about
something they learned from listening to their classmates.
11. Students will briefly talk in their groups to evaluate social skills
● Students focus on the skill of active listening.
● They discuss the questions “did we communicate well with one another today?”,
“what could we have done better?” , “what can we improve on for the next
time?”.