Mrs.

Depoys 2nd grade class

Plains Elementary School

Amanda Goldstein

Submitted: 2/18/14
Taught: 2/20/14

LESSON PLAN OUTLINE

JMU Elementary Education Program
A. TITLE/TYPE OF LESSON Whats the Matter?/ States of Matter
B. CONTEXT OF LESSON
Students have been learning about matter prior to this. They have learned about solids
and today we will be focusing on gases. Later in the week they will learn about liquids.
Once students understand what of gases, liquids, and solids are and their characteristics,
they will learn how some can change from one state to another. Students cannot
understand these processes until they understand the characteristics of each individual
state as a foundation first. By first learning about solids, liquids, and gases separately,
students will have an easier time understanding how and why each state can change in
future lessons.
C. LEARNING OBJECTIVES
Understand
Students will be able to
state that a gas has no
definite shape but it still has
mass.
Students will understand
that gases and solids are
different.

Know
Students will know that a
gas only takes the shape of
the container or space that it
is in.
Students will know that
gases have mass.

Do
Students will be able to give
examples of a gases and
solids.
Students will appropriately
completely worksheets for
their Whats the Matter
book.

D. ASSESSING LEARNING
I will assess students in different ways during this lesson. At the beginning of this lesson,
we will start a KWL chart together as a whole class. This chart will list what students
know (K), want to know (W) and what they have learned (L) from this lesson. I will try
to take what students know and want to know and turn this into something that they have
learned by the end of this period. Since I have only helped teach these second graders
about this material for one class period, this will allow me to see where these students are
at this point. I will also be able to see who understands what a gas is, and eventually all
states of matter, by seeing how students complete their Whats the Matter? worksheets.
Although I will not be able to tweak this lesson to these worksheets, I will share what
students have done with Mrs. Depoy so we can both change future lessons to help
students understand this material better in the future.
E. RELATED VIRGINIA STANDARDS OF LEARNING
VA SOL 2.3 The student will investigate and understand basic properties of solids,
liquids, and gases. Key concepts include
a) identification of distinguishing characteristics of solids, liquids, and gases;
b) measurement of the mass and volume of solids and liquids

F. MATERIALS NEEDED
- Smart Board
- Pencils
- Markers
- Crayons
- Whats the Matter? worksheets
- Balance
- Balloons
- KWL chart (chart paper)
The Smart Board, pencils, markers, crayons, and balance will already be in the
classroom. I will make sure to have them all available prior to this lesson. I will make
copies of the Whats the Matter? worksheet, bring in balloons, and make a KWL chart
before the lesson.
G. PROCEDURE
Preparation of the learning environment
- All materials will be ready and organized before starting this lesson. This will
allow me to spend more time teaching and helping students understand this
information, wasting less time on preparation.
Engage -Introduction of the lesson
- I will show a BrainPop video to the children on the three states of matter.
After this, we will do a KWL chart involving this material.
Implementation of the lesson
- After the video and KWL chart, I will ask students to discuss the different
states of matter with their neighbors. They will give examples of the three
different types in the classroom. After this, I will ask to see if anyone found a
gas in the room. Since this is new, they may not get this right away. I will
explain that the air around us is a gas.
- When we start talking about gases, students will be asked how they think that
they can measure the mass of a gas with a balancing scale. Since the air
around us is not contained, it is not as easy to measure as a solid or a liquid. I
will demonstrate on a balance scale how a balloon, being a solid, if blown up
will weigh more than if deflated. I will use two identical balloons to
demonstrate this. The inflated balloon will be heavier because it has more
mass filled inside of it than the deflated balloon does. Students will be able to
visually see how the scale leans towards the inflated balloon, rather than in
direction of the deflated one.
- Students will start creating their Whats the Matter? Book. I will give them the
gases page first. The students will later complete, similar sheets for liquids
and solids if they finish or in future lessons. These sheets will include
examples of each state, mass of certain objects, observations, and questions

students still may have. After this is completed, students will eventually
complete a sheet in their book that describes how to change from one state to
another in future class days.
Closure
- At the end of the lesson, we will go back to the KWL chart. Students will now
be able to discuss what they have learned throughout this lesson. I will also
answer any questions students still may have. Since the focus of today was on
gases, I will again demonstrate why the mass of an inflated balloon is heavier
than a deflated one. Hopefully students will understand this and be able to
explain this better than they were able to at the beginning of class after
learning about gases.
Clean-up
- At the end of this lesson, students will have all materials put away (markers,
pencils, etc.). I will collect their worksheets to check for understanding and
give them back to them the following school day that I am there. Students will
keep these in a safe place so we can eventually put all parts of this book
together. If students had trouble understanding something, I will assess this
and review it in future lessons, as well as share this with Mrs. Depoy for the
lessons that she will teach, too.
H. DIFFERENTIATION
I have addressed various types of learners in this lesson. Students will use technology on
the Smart Board, write, draw, and observe at different points throughout this period.
Since students at this age are such visual and concrete learners, we will use real objects to
help them understand liquids, solids, and gases. They will later abstractly record
information on their Whats the Matter worksheets. If students are struggling during
discussion, I will guide them through this more. We may do the worksheets together if
they do not seem to grasp this. For the students who seem to understand this and happen
to get ahead of their classmates, I will have another worksheet for them, just like the one
on gases, involving solids for them to start working on. Even if students are at different
stages of understanding in this lesson they will be supported through differentiation.
I. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU
DO ABOUT IT?
It may be difficult for the students to understand this information since they have learned
it through so many snow days and delays. It may not be as fresh in their minds as if they
have been in school learning this material on a steady and regular basis. If this is the case,
I will spend more time guiding them through their work than having them work on this
independently. If there are issues with the Smart Board, we will spend more time on the
KWL chart. If copies cannot be made, students will look on the board and record
information in their notebooks as a rough draft. They will later transfer this information
into their Whats the Matter? book. Although I do not foresee these problems occurring, it
is important to anticipate them so I can plan accordingly if they do happen.