Lesson Components

What teacher and student behaviors are planned and expected

Comments/Notes/

Reflections

Context: The opening and instructional phases will be at the carpet. The experimental phase will be at tables. As for the closing it will be at the carpet again.

Course name: Science

Grade level: 2nd grade

Length of lesson: 45-60 min

Description of setting: Classroom

Students: 10 girls 9 boys 9 ELLS

Virginia SOL(s) OR Common Core State Standard(s):

Virginia SOL Standard 2.3- Matter

Students will investigate and understand basic properties of solids, liquids, and gases. Key concepts include:

a. identification of distinguishing characteristics of solids, liquids, and gases.

WIDA Can-do descriptor(s):

Reading: Students will be able to sort pictures into content categories of solid, liquid, or gas (level 3).

Writing: Students will sort objects and images into categories (solid, liquid, gas) using a T chart (Level 2).

Students will produce content related sentences about solid, liquid, and gases in their science journals (Level 5).

Listening: Students will follow multi-step oral directions given by teacher to classifying objects according to characteristics (shape, volume, or permeability) (Level 3).

Speaking: Students will be able to orally describe characteristics of solid, liquid, and gases to a partner (Level 5).

Student will be able to express and support why an object is a solid, liquid, or gas in class discussion (Level 5).

Student will be able to participate in class discussions on familiar academic topics (Level 4)

Sort and explain grouping of objects (Level 3)

Objectives (KUD format):

Students will understand

• That matter can be grouped into three states: Solid, liquid, or gas.

Students will know

• Volume, property/characteristics, solid, liquid, and gas, definitions.
• How we can recognize which state an object is in (Solid, liquid, or gas).
• The steps of how to identify if something is a solid, liquid, or gas.
• How to use a chart to help us identify if an object is a solid, liquid, or gas.
• The characteristics of a solid, liquid, and gas.

Students will be able to

• Group objects into different properties
• Think, pair, and share their observations.
• Use a graph to be able to identify if an object is a solid, liquid, or gas
• Observe the properties of a solid, liquid, and gas.
• Sort objects and images into solid, liquid, or gas.
• Write two sentences about the vocabulary words: solid, liquid, and gas.
• Reflect and share their thoughts about which state of matter: solid, liquid, or gas, they deal with most in their lives.

Assessments: Methods for evaluating each of the specific objectives listed above.

Diagnostic: Students will demonstrate what they already know by demonstrating their knowledge of the different characteristics of Solid, liquid, and gases through a concept development activity. This will be in the beginning of the class. It will also be used as the hook for the lesson and will also help develop students understanding of the concept of characteristics. It will be used to determine who can already identify the three states of matter, and to determine how to group students for the experimental or practice phase, as well as, who may need reviewing.

Formative: Students will show their progress toward today's objectives by examining objects with the teacher and observing their characteristics. They will then constructing a graph with the teacher that they can use to identify whether something is a solid, liquid, or gas. Students can also show their understanding by thinking, pairing with a partner/discussing,, and then sharing their answer with the class about whether an object belongs into solid, liquid, or gas category. They can further show their understanding by sorting items at their table in a (form of a graph) into solid, liquid, or gas.

Summative: Students will ultimately be assessed (today or in a future lesson) on these standards by the graph they complete today in their groups, the sentences they write about solid, liquid, and gases, and their understanding of solid, liquid, and gases through discussion, in a discussion circle.

Instructional Steps (Procedures): Detail student and teacher behavior. Identify possible student misconceptions. Include:

I. Welcome/greeting/announcements

The teacher will welcome students and let them know we are going to learn about something that is very important, and something we will have a lot of fun with! She will read the objective.

II. Hook/ bridge/ opening to lesson

Teacher will post words on construction paper and stick it onto the white board. She will have students examine this data set. Words in the data set include: spoon, air, water, pencil, juice, wind.

2. The teacher will ask students what they notice about the list of words. Do any of the words seem to go together. The teacher will try to get students to observe the characteristics of the words and try not to label the groups. If students have a hard time she can ask them to use their sense, how do these things feel, or look . She will give students time to think, and then have someone come up and move the words around into groups.

3. Next the teacher will ask, "What name, or label, would you give to the groups that you formed?" and have students explain. The teacher will then explain to students that they grouped the words by the characteristics, or properties they observed or noticed. She will write properties on the board and its definition. Characteristic/property: You use it to group something by; a trait something has. The teacher will then continue to say that scientist use special properties of characteristics to group all matter into. Matter is in three forms. To find out which form something is in, we have to look at its characteristics.

III. Instructional steps

1. Next the teacher will show a brain pop video till 3 min 30 sec.

https://www.brainpop.com/science/matterand chemistry/statesofmatter/

2. The teacher will ask students if they can recall any of the characteristics or properties of a solid from the video. She will write solid on the board and its characteristics, which is that the shape and volume stay the same.

3. She will have an example of a solid for demonstration. She will take a spoon and put it into a circle container. Then she will take it out and put it into a square container. She will ask if the shape of the spoon changed. She will write the information on the board into the chart. The teacher will then start a sentence and have students complete it, by saying " The spoon is a ____, because the shape and volume _____?

4. Next the teacher will ask students if they recall the characteristic of a liquid (from the video). She will write liquid on same chart and write that the shape changes, but the volume does not. She will demonstrate by pouring water from a circular container into a square container to show that the water takes the shape of the container. The teacher will have students orally complete the sentence she initiates by saying " Water is a ______ because the shape ______ and the volume _____? She will also ask students to observe an addition one can do with liquids, by pouring water from one container to another- that you can pour them.

5. Finally the teacher will ask students if they recall any characteristics of a gas from the video. She will write gas into the chart and write that the shape changes and volume changes as well. She will do a demonstration by blowing up two different shape balloons and then pop them to show that gas, or air can take different shapes, and volume. She will have students orally complete the sentence by saying " Air is a ______ because the shape ______ and the volume _____? She will also ask students to observe an additional characteristic of gases, by pretending to push air into a bottle- that you cant see it (usually).

6. Now the teacher and students have completed the chart about solid, liquid, and gases on the board. The teacher will have students do an example to make sure they know how to use the chart. She have students think, pair, and share their thoughts about what they think a pencil is, solid, liquid, or gas. She will call on students to share their thoughts and guide them to use the chart to help support their claim.

CHART LOOKS LIKE THIS:

7. Last but not least the teacher will go back to what they opened the lesson with (the set of words) and ask if they can identify which group is Solid, liquid, and gas. She will also ask if they can add an example from the classroom to each group.

8. Finally, the teacher will explain (and write on the board) what the students need to do for practice. They will do TWO things.

ONE: Students will be given labeled objects and images (at their tables) to sort into solid, liquid, or gas. They will be able to examine the objects and place them from one container to another, if they wish. They will be asked to fill a chart (scroll to the end to view example)

The teacher will model how to fill the chart with the example about wind. She will also emphasize that its a picture of wind but its meant to symbolize real wind, same goes for the steam picture.

TWO: They will write one sentences about the vocabulary words: Solid, liquid, and gas, on the worksheet provided.

There will be 5 groups of 4. Each student will have a job.

1. recorder- complies/writes ideas down

2. Timer- encourages group to stay on task

3. Leader- makes sure everyone gets a turn to speak, and is on task

4. Presenter- Presents work to class

I will make sure there is a mix of ELL students with non-ELL students.

IV. Closing

Teacher will go over the work with students on a projector. Students should be familiar with how one speaks during discussions.. Teacher will close with a discussion with this question: Which state of matter do we deal with most in our lives?

Materials:

White board

Projector

Internet

Computer

Water in cup for demonstration

Circle and square containers for demonstration

2 types of different containers for each group (8 total)

5 cups of water

5 cups of oil

Picture of steam (one for each group)

Picture of wind (one for each group)

5 blocks

5 pennies

Markers

Balloon

Construction paper with words written on them

Tape

Spoon for demonstration

Pencil for demonstration

Attention to Individual Student Needs: Detail specific actions/materials you will use to meet individual needs in this lesson.

Some students have a hard time comprehending concepts therefore I try to go from the familiar, concrete, to abstract (as in the characteristics definition example). Many students are ELLs. I try to use complete sentence to model academic output. I try to provide structure in class to allow students to successfully practice the task. I provide opportunities to write and speak. I also planned differentiated grouping. I check for understanding throughout the lesson. I also use various manipulative, and different ways to deliver the same message. I also try to model everything expected first.

Technology Use: Detail specific technology being used in the lesson with explanation for why it is being used.

Computer

Website/ internet

I will show a short (3 minutes) educational video about the three states of matter .

DOES THE SHAPE CHANGE?

DOES THE VOLUME CHANGE?

It is a ? (SOLID LIQUID or GAS)

A (Penny)

B (Cup of water)

C (Green Block)

D (Wind)

E (Cup of Oil)

F (Steam)