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Rowan University College of Education Elementary Education Lesson Plan

TEACHERS NAME: Katie Collins SUBJECT/S: Science TIME FRAME: 30 minutes total Hook- 2 minutes Teaching Content- 20 minutes Guided Practice- 2 minutes Independent Practice- 5 minutes Closure- 1 minute NJCCCS AND COMMON CORE INDICATOR(S): 5.2.2.A.2- Identify common objects as solids, liquids, or gases. 5.2.2.B.1- Generate accurate data and organize arguments to show that not all substances respond the same way when heated or cooled, using common materials, such as shortening or candle wax. ENDURING UNDERSTANDING: I want my students to understand that matter can change states. ESSENTIAL QUESTION(S): How can matter change states? LESSON OUTCOMES Content Outcome: The students will know that solids can become liquids, and liquids can become gases. Performance Outcome: The students will be able to organize and identify common objects as solids, liquids, and gases. CONTENT SUMMARY AND BACKGROUND KNOWLEDGE: This lesson focuses on solids, liquids, and gases. Students have become familiar with solid objects such as paper, metal, wood, and cloth. Students were able to see how these objects were able to take different shapes through a variety of activities and experiments. This lesson will continue to build off their prior knowledge and provide them more examples of how other contents of matter can or cannot change. For this lesson, students will work in a whole group activity and will experiment with liquids and gases. Students will see how liquids can change shape and how it is able to turn into gases. To prepare myself for this lesson, I have looked through a number of websites and read numerous articles. These resources will guide me in providing my students with the best learning experience through a number of activities. Students will get to experience their own learning through the use of technology and whole group discussion. By the end of the lesson, students will know that solids can become liquids, and liquids can become gases. ASSESSMENT OF STUDENT LEARNING: To assess the students ability to identify that matter can change states, I have located a Change It activity that will be completed through the use of the Smart Board. Students will take turns putting objects into a virtual oven. In this oven, objects will either change its state of stay the same. Students will be required to verbalize what happened to these objects. Each student will have the opportunity to demonstrate their knowledge. From this activity, students will move onto the Sort Household Items game, which is also completed on the Smart Board. Students will each be given the opportunity to sort one object into solids, liquids, or gases. As the students are GRADE: Kindergarten LESSON & UNIT TOPIC: Solids, Liquids, and Gases/Matter

completing these two activities, I will be observing to see who is able to compare and contrast these objects. I will keep a checklist to record my notes. CONNECTIONS: Describe how this lessons background preparation, content, practice, and follow-up will connect to the following, which are critical to learning success: prior learning- In a previous lesson, students identified solid objects such as cloth, paper, wood, and metal. Students were also able to identify how these objects can change their state. content and instruction in other subject areas- Students will be able to connect the content of this lesson to health class because they will identify objects that are used to keep us healthy. However, these objects will need to be separated into solids, liquids, and gases. varied cultural perspectives and/or contributions- During this lesson, students will be working with their classmates from various cultural experiences to identify the states of matter. Students will need to look past each others differences and will need to collaborate to complete the assignments. home and family- Students will be able to look at objects that they have at home and identify them at being solids, liquids, and/or gases. students daily lives- Through learning about matter, students can become more aware of their surroundings and the objects that they see every day. Students will further understand how objects may change their state or stay the same, and have an explanation for the changes. use of technology- Students will separate household items according to solids, liquids, and gases. In addition, students will have the opportunity to put items into a virtual oven to see if they change their shape. learning community principles Students will demonstrate seeing other groups as similar because they will work together to complete their technological assignments. Students will not be concerned about cultural or social differences. They will be more focused on the task at hand. TEACHER RESOURCES: Balloons (18/1 per student) Cups Bowls Access to water Blocks Access to the Internet to display (Sort Household Items and Change It): help/physical_science_solids_and_liquids_kindergarten_k_science.htm Matter Checklist LIST OF STUDENT MATERIALS: 1 balloon per student LEARNING EXPERIENCE STEP-BY-STEP PROCEDURE: Hook Students will be asked to identify solid objects that we have identified. Afterwards, I will ask students to talk about paper, cloth, metal, and wood.

Teaching of Content Describe, step-by-step, how you will teach the actual content. This might be through talk, demonstration, text reading, read aloud, student investigation, viewing video, viewing visuals, and/or other approaches. After students identify solids that we have talked about in the past. Students will be given balloons. I will ask the students to blow up the balloons and tell me what is inside of them. I will ask them to tell me what was used to fill up the balloons. Once students recognize that air is what filled up the balloon. I will tell the students that air is considered a gas. I will further explain that gas is something that we cannot see, but we know it is there. I will give another example of gas to my students, such as hairspray. I will also explain that evaporation demonstrates gases. I will tell my students that when water is going up into the air to develop rain clouds, it is in a gas form. Furthermore, I will introduce the idea of liquids. I will show to my students that liquids can change their shape according to the container that it is in. I will pour water from a cup into a bowl. I will show the students that liquids can change their shape. In addition, I will tell the students that liquids can change their state. I will use the example of evaporation. Students will then get the opportunity to play the Sort Household Items and Change It activity on the Smart Board. Checking for Understanding The students will be asked the questions that are shown below. They will answer the questions aloud. I will ask students at random while I am making my way around the classroom. What will happen when these items are placed into the oven? What shape will these items take on? Guided Practice As the students are working on the Change It activity, I will ask the check for understanding questions to see if my students understand the matter concept. I will choose several students to determine what will happen with these items when they are placed in the oven. I will also ask students to explain why they think certain things will happen with these items. My role will be to facilitate my students to ensure that it is done correctly. However, my biggest priority is to help my students make this concept into clearer ideas. Independent Practice Students will take turns completing the Sort Household Items activity on the Smart Board. Each student will receive will have an opportunity to demonstrate their learning. Students will need to classify each household item that is displayed in order for me to document the students growth and understanding. I will record my findings on the checklist. Closure I will ask students to give me an example of a solid, a liquid, and a gas to close this lesson.

Matter Checklist

Name Jonathan Maelin Charles Allyson Liam Antonio Chelsea Joseph Ashley Daniel Julia Ryan Jimmy Serena Cesar Lacy Anthony Kayla Notes:

Solids Recognition

Liquids Recognition

Gases Recognition