LESSON PLAN

Name
Date

Megan Thornton
Grade/Subject

8th grade Physical Science

GOAL(S):
Students will be introduced to classifying matter.
Students will be able to distinguish between elements, compounds,
heterogeneous/homogeneous mixtures.
LEARNING OBJECTIVES, ASSESSMENT, AND THINKING:

Learning Objectives

TLW classify pure

substances as
elements or
compounds.
TLW classify
mixtures as
heterogeneous or
homogeneous.
TLW distinguish pure
substances from
mixtures.
TLW apply what they
learned about
matter.

What measurement
criteria will be used
to assess the
objective?

The lab worksheet.

Formative or
Summative
Assessment?

Level of
Thinking in
Blooms
Taxonomy OR
Webbs
Depth of
Knowledge

Formative

Comprehension

Response to the lab. Formative

Comprehension

Response to the lab. Formative

Comprehension

Response to Science Formative

Starter (next day).

Application

LIST OF TECHNOLOGY TOOLS/APPS:

PowerPoint
Laptop

School website (Internet)

SmartBoard

PRIOR KNOWLEDGE/SKILLS:

Students will have no prior background knowledge on classifying matter. In some

instances, a few students may be familiar with a few of the terms.

INSTRUCTIONAL PROCEDURES:

Lesson Opener (5-10 minutes)

o Attention-getter (sign that lesson is starting)

As students enter the room a Science Starter (bell work) is on my

SmartBoard. Students will use their assigned clickers to answer the questions. The
multiple choice questions are:
1. What is matter?
2. How would you classify water?
3. Would chicken noodle soup be classified as a heterogeneous or a
homogeneous mixture?

o Bridge (relate to past learning)

What students encounter every day is matter. Matter can be classified or put
into specific categories. Reference a few examples.

Development of concepts and/or skills

o Step-by-step Explanation (include planned questions, differentiation,
technology integration 40 minutes)

As a whole group, we will go over the new vocabulary terms. Students

will then be introduced to the classification system for matter through the use of
PowerPoint notes. We will classify a few items (coke, tossed salad, etc.) as a whole
group; before students begin on their lab (individually).

Independent Practice, if applicable

Students will then begin work on a lab, Classifying Matter (may take
tomorrow to finish).

Alternative and/or supplemental activities for additional practice

Students will have access to further information located on my school

webpage and in their textbook.

Lesson Closure

Students will reflect on the lab and their results by responding to the exit
ticket (previous questions from the Science Starter).

FUTURE ASSESSMENT/ACTIVITIES THAT SUPPORT RETENTION OF CONCEPT(S)

&/OR SKILLS:

Students will be given a summative test later on classifying matter.

CLASSROOM LEADERSHIP/MANAGEMENT STRATEGIES TO BE USED:

Preventative:
Greet, seat, complete

X
Active learning/multiple modalities incorporated

X
Cl Mgmt Plan: Rules/consequences/routines/procedures

Parents contacted

Supportive: X
Directions given

Students redirected

X
X
X

X
X
Corrective:

Positive learning behaviors recognized

Academic feedback given
Proximity control used
Individuals/small groups monitored
Appropriate learning behavior cued
Lesson pace considered
Teacher withitness anticipated
Classroom management plan implemented
(routines/consequences/routines/procedures)
Procedures and rules cued
Individual behavior observed
Individual behavior described
Correction for individual behavior planned
Plan executed

ROOM ARRANGEMENT, MATERIALS, AND TECHNOLOGY NEEDED FOR THE LESSON:

Part of the time will be spent in the classroom and the other part of the time Students will need
the following supplies:
1. Lab worksheet
2. Laptop
3. Internet access (for notes)
4. Lab supplies