Sie sind auf Seite 1von 4

Name

Class
Date
edTPA Indirect Instruction Lesson Plan Template
Whats The Matter?
_____________________________________________________________________________
Central Focus/Big Idea: Matter changes that liquids and solids undergo
Subject of this lesson: Different changes of Matter (Liquid to Solid,)
Grade Level: 2nd
NC Essential Standard(s): 2.P.2.1 Give examples of matter that change from a solid to a liquid
and from a liquid to a solid by heating and cooling
Next Generation Science Standard(s): 2-PS1-1. Plan and conduct an investigation to describe
and classify different kinds of materials by their observable properties
21st Century Skills: Collaborating 4th Grade- Students will work together to complete a science
experiment. I choose this because the students will be creating ice cream as a team in hopes that
it will become a solid.
Communication 4th Grade- Students prepare and interpret a variety of methods for demonstrating
understanding and explaining the results of investigations including charts and graphs, diagrams
and illustrations, photographic images, and informational and procedural text.
The students will have a chart with different solids and liquids. They will have to determine
which is liquids and solids by the information that we have gone over in class.
Academic Language Demand
Language Function: In the table below highlight the one most important language
function for your lesson. Explain why you chose this one.
Analyze
Interpret

Argue
Predict

Categorize
Question

Compare/contrast
Retell

Describe
Summarize

Explain

Scientific Vocabulary: Matter, Liquid, Solids, Heating, Cooling

Instructional Objective: Students should be able to correctly describe the properties of solids
and liquids. They should be able to describe if the properties of heating and cooling has an effect
on the materials. They should be able to categorize different materials and determine if they are a
solid or a liquid.

Prior Knowledge (student): This is a review lesson for my class so my students should
understand the properties of heating and cooling. They also have some understanding of what
liquids and solids are.
Content Knowledge (teacher): The teacher should have a clear understanding of what matter is.
They should also understand how different things turn into solids and liquids. They teacher
should have a list of examples to give students about matter changes of liquids and solids. They
should also have prior information on the technology in the classroom.
Accommodations for special needs (individual and/or small group): I will create a word bank
on the board for my ELL students. When we do our experiment I will have students work
together as a group. I will also provide pictures for my students who are ELL.
What will you do for students with special needs (ELL, ability, etc.)?
Materials and Technology requirements:

Flash cards
Smart Board
Whiteboard
8 plastic gallon bags
1 gallon carton of milk
1 bag of ice
1 vanilla flavor
1 salt

What materials do you (as teacher) and students need? What resources will be used? If materials
are exotic, where can they be found? You need to be specific with the amount of stuff you will
need.
Total Estimated Time: My lesson has to be 35-50 mins.
Source of lesson: I used Pintrest, Dr. Binns class with our special guest from Farm Bureau
, YouTube
https://www.middletownschools.org/uploaded/Curriculum/Curriculum_Office/Gr_2_Propertie
s_of_Matter.pdf
Safety considerations: When we do our ice cream experiment I will go around to each table and
personally put everything into their bag. I want to make sure that nothing will be spilled on the
floor. I will also be the one to ensure that their bag is securely tighten. I will provide paper towel
on each students desk if there is any accidents. I also checked with my teacher first to make sure
none of my students were allergic to any of the ingredients I will be using for the ice cream
experiment.

Content and Strategies (Procedure)


Engage: I will start the class off by asking a couple simple questions. Can anyone tell me what
a liquid is? Can anyone give me an example of what a liquid? I will give students a chance to
answer. Can anyone tell me what a solid is? Can anyone give me an example of a solid? I
will give students a chance to answer. Can anyone tell me something that those two things have
in common? Well something that they have in common is that they are both states of matter,
lets take a look at a video that will tell us a little bit of information about matter. I will write the
word Matter on the board and start this YouTube video. The video is originally 5 minutes long
but I will stop the video right after they talk about heating and cooling of ice cream at 2.42. In
the video they also mention the 3 stages of matter and give different examples of it. When the
video is done I will ask them to give any other examples that they can think of that is a liquid or
solid. Can anyone give me one example of matter? Can anyone tell me something that is a
liquid and turns into a solid? How about a solid that turns into a liquid? After the students have
given their answers they will return to their seats for the next activity.
Explore: We will play the game called 4 corners with the 2 different matters the video went
over. We will only focus on 2 of the properties that we learned about. I will explain the game to
the students. We are going to play 2 corners just like the game 4 corners. We will label each
section of the room and when I ask a question you have to decide if it is a solid or liquid but
going to the correct area of the room. I will ask questions like

Is a cucumber a liquid or solid?


Is the water inside of a cup a liquid or solid?
If I put the cup in the freezer will it be a liquid or solid
What is a rock?
What is Mable syrup? L or S?
What is snowman?
When the sun comes out and it gets hot outside, what will the snowman be? L or S?
What is ice cream?
Its a hot summer day and you put your ice cream cone down and come back to it in 10 minutes,
Is it a liquid or solid?

Explanation: After we finish the game of 2 corners I will have everyone return to their seats and
we will discuss what we went over. We will focus on the two categories of liquid and solids. I
will explain the characteristics of each and the differences they both have. A solid is a form of
matter that keeps its shape. Liquid is a form of matter that takes the shape of a container. I will
explain, some liquids and solids can change their shape and form by two ways: heating and
cooling. I will ensure that the students understand these vocabulary words given to them.

Elaborate: As a class we will create ice cream. Now that we have gone over some properties
of matter lets do an activity, today we are going to make ice cream. Each table will create their
own small bag and small sample of ice cream. If we start off with milk what category will we put
this in with matter? Solid, Liquid, or Gas? I will give the students a chance to answer. Then I

will ask If we have a liquid, how will we make it turn into ice cream? What are some
important things we need to create ice cream? I will give students the chance to give their
examples. I will then give the directions on how to make the ice cream. First we will have two
gallon bags per table. In one of the bags we will have the students fill it up with milk and the
vanilla flavor. In the second bag they will have ice and the salt. Students will put the bag of milk
and vanilla inside of the bag of ice and the teacher will zip the bag close. When everyone has
their ingredients all together we will shake the bags flat on our desk for 10 minutes TOGETHER.
While your table members are shaking the bag someone in the group needs to document what is
currently going on in the bag. I will pre-make a couple of bags of ice cream before the lesson
starts just in case something does not go correctly. It will also give them a chance to see the end
results of the ice cream. After the ice cream is complete they will be able to eat and enjoy!
Evaluate: Some students may not completely finish their treat but they can enjoy the ice cream
while they finish their assessment.
Students will be given a worksheet on the state of matter. They will have 6 matching questions
and they have to correctly label the object in the correct category.
To be completed after the lesson is taught as appropriate
Assessment Results of all objectives/skills:
Reflection on lesson:
CT signature/confirmation: _________________________________ Date: ________________