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Lesson Plan Guide

Teacher Candidate: Quindolyn Chalmers

Date: September 13th, 2015

Grade and Topic: Kindergarten Science

Length of Lesson:60 minutes: 2 day lessons

Mentor Teacher: Jennifer Townes

School: University of Memphis- IDT 3600

UNIT/CHAPTER OBJECTIVE/GENERALIZATION/BIG IDEA:

This lesson plan is a part of a unit plan on the states of matter. Students will learn
about matter and the three states of matter: solids, liquids, and gases. They will
understand the properties of each state of matter. They will identify and describe
the properties of solids, liquids, and gases. Students will learn to identify the
differences between a physical and chemical change.
LESSON OBJECTIVE:
Given an object, the student will be able to distinguish different aspects of the states of matter with 85%
accuracy.

I can identify and describe the properties of solids with 95% accuracy.
I can identify and describe the properties of liquids with 95% accuracy.
I can identify and describe the properties of gases with 95% accuracy.

The students will be able to fully identify the different parts of states of matter.
STANDARDS ADDRESSED:
K.12.1; K.10.1; K.13.1
GLE0007.3.1Recognizethatlivingthingsrequirewater,food,andair.

The ITSE standard that will be met is critical thinking. Problem solving, and decision-making standard.

MATERIALS:
White Board, Smart board, Macbook, Internet, worksheets
Pencil, Drawing Paper, Markers/Crayons, scissors, and glue
Example of a solid, liquid, and gas
https://www.youtube.com/watch?v=C33WdI64FiY
https://jr.brainpop.com/science/matter/solidsliquidsandgases/preview.weml
http://www.sciencekids.co.nz/gamesactivities/gases.html

BACKGROUND and RATIONALE:

By completion of this lesson, students will be able to identify and state what solids, liquids, and gases are.
Scientific Language that will be used: Solids, Liquids, and Gases.
Helps students to be able to understand how solids, liquids, and gases transition.
I will further build on this topic in future lessons, so that students will be able to recognize without much
thought on how solids, liquids, and gases are different.
The lesson and/or technology used will be modified to meet the needs of diverse learners.

PROCEDURES AND TIMELINE:

Introduction: Begin class by introducing the scientific terms solids, liquids, and gases. Write the scientific
terms on white boards.
Procedures: Provide a sequential (step by step) description of the procedures and activities for the lesson.

10:00-10:05 Introduce lesson of States of Matter. Write on the white board the name of states of matter. Ask
students if they know what matter is? Tell the students that we breathe matter every day and different forms
throughout the day. Suggest to students to turn their listening ears on and should pay close attention to the
video because there will be questions to follow.
10:05-10:10 Show students video on YouTube called Matter Chatter to get students aware of what
states of matter. Preceeding the video, ask students follow- up questions such as, what are the
three states of matter? What kind of matter do we breathe every day? Etc.
10:10-10:20 Have students tell what they learned from the video while I write on the board what they
name out different forms of each state of matter.
10:20-10:25 Show students another on BrainPop Jr. of the states of matter: transition into next part with
phrase such as, Okay, you just learned what states of matter are. We are going to play a game
that involves us to put the forms into the right category.
10:25-10:40 Pull up states of matter game on smart board; have students to play and identify the properties in
which what objects are solids, liquids, and gases.
10:40-10:55 Have students to go to seat and cut and paste together the worksheet
10:55-11:00 Have students to review what was important on what they just learned. Example questions
include: What are the three states of matter? Who can tell me what makes them different?

Closure:
Review the property of matter covered during the lesson. Review with thinking/problem solving questions such as:
How do you change a liquid to a gas?
What state of matter is water?
What state of matter is air?
What state of matter is a block?

ASSESSMENT EVIDENCE:
Students will identify whether matter is a solid, liquid, or gas. They will describe how to change an
objects matter (ex. Boiling water to change it from a liquid to a gas).
MODIFICATIONS:

I am aware that modifications will be made for students who did not master the objectives and for
those ready for enrichment. However, modifications are not covered in this course and are not part
of this particular lesson.