Lesson Plan 2
Lesson Plan 2
Lesson Plan 2
READINESS
I.
Goals/Objectives/Standard(s)
A.
Goal(s) Students will be able to classify solids, liquids, and gases based on their
properties.
B.
C.
II.
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III.
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IV.
MaterialsSmall ziplock bags for each student filled with ice cream ingredients
Large ziplock bag for each student filled with ice and salt
http://files.havefunteaching.com/activities/science/state-of-things-states-ofmatter-activity.pdf (use the pictures and the second worksheet. Have the students
cut out the pictures and glue them into the correct category)
Anticipatory Set
I have three different things that I am trying to take home with me after school. Can
you help me figure out how to take them home?
So I have these big books, how do you think I could carry them home?
Let students respond
Now I want to take this big pitcher of water home too. How could I take it home with
me?
Let students respond. Make sure they mention or I will bring up the fact that it will
have to be put into a container that I can carry.
I really like the way this room smells too. I would like to take that home with me.
How do you think I can do that?
Let students respond. Make sure to discuss that smell and air are things you cannot
take with you.
Purpose: We are going to learn about solids, liquids, and gases which will help us
understand more about our world and how it works.
For my lower ability students, I will take extra time while walking around the class
during the lesson to make sure they are grasping the concepts.
I will walk around the classroom during the lesson presentation to make sure all of my
students are paying attention to directions since many of my students are ADD and
have trouble focusing, especially during directions
(ACEI 3.2)
While students are shaking up their bags, I will walk around the classroom and ask
questions about solids, liquids, and gases to make sure students are understanding the
different characteristics of all three.
VII. Review learning outcomes / Closure (5 minutes)
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When you are finished with your ice cream, bring it to me and I will put it in a bowl
for you. While you are waiting for your ice cream to be ready, I want you to go back to
your seat and complete the sort I have on your desk. Put the pictures of solids in the
solids column, and the same with liquids and gases. When you are finished, turn it
into the desk work box. And then you may come up to get your ice cream.
How many students achieved the lesson objective(s)? For those who did not,
why not?
2.
3.
4.
5.
6.
What adjustments did I make to reach varied learning styles and ability levels?
a.
Blooms Taxonomy
b.
Gardners Multiple Intelligences
7. Were the students able to understand that the liquid turned into a solid and how?
8. Were the students able to see the change from liquid to ice cream in the time
allotted?