Jodie Haney

Individual lesson plan

Name: Jodie Haney Date: Fall Semester (October ) Materials and Resources:
Textbook, powerpoint

Lesson Title: Unit 2.2
Matter: Physical change
Grade Level: 9
th
grade physical science Time Frame: 45 min each

Curriculum Standards
D.12.11 Using the science themes*,
explain* common occurrences in the
physical world
D.12.12 Using the science themes* and
knowledge of chemical, physical, atomic,
and nuclear interactions*, explain*
changes in materials, living things,
earth's features, and stars
HS-PSI 3 Plan and conduct an
investigation to gather evidence to
compare the structure of substances at
the bulk scale to infer the strength of
electrical forces between particles.

Focus Question/Big Idea/Goal

What type of matter is it?
What are the physical properties?
What are the chemical properties?
How do physical and chemical changes help
us to identify matter?
Rationale/Theoretical Reasoning

Oliveira et. al., 2013 talks about using variety
when teaching concepts to keep the students
interested as well as cater to different styles
of learning.




Lesson Objective: objectives must be measurable TWS will(learning behavior from
Blooms verbs, DOK and Multiple source synthesis)


TSW utilize a flow chart of physical properties to determine the identity of an unknown
substance

Academic Language: What is the key language demanded? What academic language
will you teach or develop? What is the key vocabulary and or symbols? What
opportunities will you provide for student to practice content language/ vocabulary and
develop fluency?


Vocabulary: viscosity, conductivity, malleability, hardness, luster, melting point, boiling
point, and density

Each lab pair will be given an unknown substance. They will then follow a flow chart
based on physical properties/change to identify the unknown substance.


Assessment /Evaluation:

Formative: How will student demonstrate understanding of lesson objective(s)? How
will you monitor and or give feedback? How will feedback promote student
understanding?


The students will follow a flow chart with different options based on physical changes.
The student pair will each be given an unknown substance and use the physical
properties observed to identify it.



Summative: What evidence will you collect and how will it document student
learning/mastery of lesson objective(s)?


The students will complete a written exam at the end of the unit worth 50 points.





Instruction:
Set Motivation/Anticipatory Set:
The students will fill out a discussion question sheet, answering a question from the
previous class. Then, students will be asked to define the different physical properties
aloud (calling on one student to answer).


Instructional Procedures/Learning Tasks: Provide specific details of lesson content and
delivery based on students prior knowledge, strengths and weakness.

1. Discussion question sheet entry (2 min)
2. Definition review (5 min)
3. Instruction on the activity (5 min)
4. Distributing the unknown substances (2 min)
5. Completion of flow chart (20-25 min)
6. Declaration of findings (5 min)
7. Closure (2 min)

Questions and/or activities for higher order thinking: These cannot be answered by yes
or no.

1. What was your unknown substance? How do you know?
2. What types of careers utilize these differences to identify substances?

Closure: Verbalize or demonstrate learning or skill one more time. May state future
learning.

A quick review of what was learned and asking the higher order thinking questions. The
students will need to hand in their flow chart with the identified substance clearly
decided and read for tomorrow.










Adaptations to meet individual needs: How will you adapt the instruction to meet the
needs of individual students?

Students will work together in order to identify their unknown. This will help those who
might not fully understand through peer tutoring.
Those needing extra assistance will be given a flow chart that is different. There will be
a more direct path with less option. Also, the unknown that they are given will show
more obvious physical changes that can be easily recognized and documented.



Management/Safety Issues: Are there any management and/or safety issues that need
to be considered when teaching this lesson?

Discussion question sheet and identification chart: These need to be created and
printed so that each student has a copy. This should be done ahead of time so that I am
not waiting on copies in case the printer or copier goes down.

Flow Chart: The flow charts for each group will need to be created and copied before
class.

Unknowns: The unknown substances will already be prepared and assigned before class
begins. This will save time and allow for a quicker start to the activity.