Your name: Taylor Smith

Elementary Inclusive Preservice Program Lesson Plan

Lesson title: Matter Grade/age level: First Date (intended teaching date): November 19, 2013

Learning Objective(s)
What do you want students to know, understand, or be able to do as a result of this lesson?

Students will become familiar with the term matter Students will be able to identify characteristics of a solid, liquid, and gas Students will be able to make relevant observations I will assess by analyzing students observations on the worksheet. I will also listen to conversations throughout the process (turn and talks at the beginning and end, group conversations) to make sure that students understand what makes something a solid, a liquid or a gas. I will listen to students predictions and how they change their answers after testing it.

Evidence for assessment

Where will you look (product, performance, documentation you create, etc.) for signs of student learning? What will you look for? What are your criteria? (examples of statements or actions that would show the particular kinds of understandings, learnings, &/or skills you are after?)

Rationale
Why are you teaching this lesson? What connections does it have to standards? Does it connect to students interests, strengths, and needs?

Standard PS 3.2a: Observe and describe the three states of matter: Liquids take the shape of the containers they are in. Air does not have a denite shape. Solids have a denite shape.

Prerequisite Knowledge This is the first science unit of the year, so there is not much prerequisite
What prior knowledge are knowledge required for this activity. For children who do not you counting on? Will this be they are able to draw pictures to show their thinking instead. a problem for any of your students and if so, what will you do?

know how to write,

Learning Experience
In each section below, specify the sequence of instructional activities. Consider how you will manage materials, bodies, and time. Use small boxes to indicate time.

Assessment
What will you look/listen to/for?

Starting It

How will you invite students what into the learning experience?

I will begin the lesson by talking about I will listen to see what knowledge we know about water. What children already have of how water can happens when we put water in a pot and be all of the states of matter. After boil it? What happens when we put it in teaching, I will look to see that children a freezer? What happens when we pour it are choosing the correct category for each into a different container? I will then item on the chart. present a chart that represents the different states of matter. The chart will include visuals as well as written descriptions of each state. I will then hold up pictures of objects and students will help me put them on the chart. I will then explain the observation activity and children will move to tables to observe.
10 mins

Doing It

Students will have the chance to observe I will look around the room to make sure

Outline your sequence of three different balloons. One balloon will students are making relevant instructional moves including be filled with ice, one will be filled with observations. I will help students participation structures, materials, intellectual water, and one will be filled with air. understand why they are making certain resources, and time allotted. Students will make observations about predictions. If children understand the Is there a product or what they notice about each balloon on characteristics of each state, they should performance you will be expecting students to the worksheet. Then, students will make be making correct predictions. If not, create?

a prediction about which one is a solid, they should be able to change their liquid and gas. The chart will be posted answers after popping the balloon. I will in a spot in which students can see it remind students to look at the big chart during the observations so they remember that explains what happens to each state that solids hold their shape, liquids take of matter. the shape of their container, and gasses disperse in the air. After observations are made, students will pop each balloon with a pair of scissors and observe what happens when the substance is released from the balloon.
25 mins

Finishing It
How will you bring students to closure with this learning

Students will come back to the rug and I will listen during the turn and talk to see we will talk about our predictions. Which if children understand why we are putting

experience and connect it to future learning?

balloon contained a gas? Which each item into each category. contained a solid? Which contained a liquid? How did we know? We will then turn and talk about why we are putting each item (water, ice, and air) in a specific category on our chart.
5 mins

Accessibility

What accessibility and am participation challenges have you taken into account and how have you addressed them? (material and human resources, sequence of instruction)

For students who cannot write, there is space for them to draw in their answers. I creating a chart to help students who need visual cues.

Materials Needed

Balloons filled with air, water, and ice. Worksheets. Chart.