Developmental Lesson Plan One

Teacher Candidate: Ashlyn Phifer Date:

Group Size: 20 Allotted Time Grade Level 4th

Subject or Topic: Physical Properties

Common Core/PA Standard(s):

Standard - 3.2.4. A1 Identify and classify objects based on their observable and measurable
physical properties. Compare and contrast solids, liquids, and gases based on their properties.

Learning Targets/Objectives:
Students will be able to measure volume of a given substance
Students will be able to explain the different states of matter

Assessment Approaches: Evidence:

1. Inquiry Sheet hypothesizes 1. Student can correctly answer all three
2. Post-it Understanding questions independently
2. Student puts their number post-it under
whether they feel as though they understand,
need more practice, or would like a different
teaching method
Assessment Scale:
3- student can accurately answer all three questions
2- student can accurately answer two questions
1-student can accurately answer one question
- student cant answer any question and needs a different explanation of materials

Subject Matter/Content:
Measure the density of a given substance
Classify the different states of matter
Prerequisites:
Understanding of gravity
Key Vocabulary:
Mass: the amount of matter in an object
Density: state or quality of how compact something is
Solubility: Capability of being dissolved or liquefied
Weight: the measurement of the pull of gravity on an object
Volume: the amount of space that matter takes up
Solid: have a defined shape and occupy a definite amount of space
 Liquid: do not have a defined shape, but they do have a definite amount of space
Gas: do not have a defined shape or take up a definite amount of space
Content/Facts:
The density of a substance that floats is less than the density of the substance in which
it floats

Introduction/Activating/Launch Strategies:
When a substance floats, it stays on top of another substance. When a substance sinks, it
settles down to the bottom of another substance.
Ask:
What are some materials that float?
What are some materials that sink?
In your blue groups, discuss why some things float while others sink.

Development/Teaching Approaches
Students will have their discovery notebook and will sit with their red groups
In their red groups, they will fill out what they think the definitions of matter, mass,
and weight are from their prior knowledge.
The teacher will then ask for volunteers to define each word while presenting the
definitions on a PowerPoint slide after the students talk. The students will be able to
modify their definitions
The teacher will then ask the students what they know about solids
The teacher will then explain that solids have a definite shape and occupies a definite
amount of space, providing the example of ice
The teacher will then ask the students what they know about liquids
The teacher will then explain that liquids do not have a definite shape but occupies a
definite amount of space, providing the example of water
The teacher will then ask the students what they know about gases
The teacher will then explain that gases do not have a definite shape and do not occupy
a definite amount of space, providing the example of fog
The class will then work together to fill in the review chart on the smart board, the
teacher will have answers to post after they have worked together
Students will write the definition of density and solubility in their notebooks and draw
pictures to help them remember
Have students fill out the inquiry worksheet (attached at the end of the lesson)
Students will receive a tray with a cup of water and two paper clip boxes. Each box
will be labeled. Box A is full of paper clips, and Box B is empty.
The students will fill out the beginning of the inquiry sheet until it says, Testing
Time!
Students will then put one of the boxes in the cup of water, take it out and do the same
with the other.
They will then fill in the rest of the inquiry notebook
Closure/Summarizing Strategies:
Have students complete an exit ticket:
1. Which two states of matter take up a definite amount of space?
 2. In which state of matter do the molecules have the least amount of energy?
3. In which state of matter is the attraction between molecules the weakest?

Accommodations/Differentiation:
For a student with a physical disability, provide them with a fill in the blank vocabulary
notebook sheet instead of making them write the word and definition in their entirety

Materials/Resources:
Two Paper clip boxes per group
One cup of water
Inquiry Sheet

Reflective Response:
Personal Reflection Questions

1- Did students have enough time to discover things on their own?

2- Did I finish everything I wanted to finish in the time period allotted?
 Inquiry Sheet
1. How are the boxes the same?
________________________________________________________________________

________________________________________________________________________

2. How are the boxes different?

________________________________________________________________________

________________________________________________________________________

3. Which box/boxes do you think will float on the water?

________________________________________________________________________

________________________________________________________________________

4. Which box/boxes do you think will sink in water?

________________________________________________________________________

________________________________________________________________________

TIME TO TEST!

5. What did you observe? Was your hypothesis supported?

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________
 Inquiry Teacher Guide
1. How are the boxes the same?
The boxes are the same size.
2. How are the boxes different?
Box B is heavier than box A
3. Which box/boxes do you think will float on the water?
Box A
4. Which box/boxes do you think will sink in water?
Box B

TIME TO TEST!

5. What did you observe? Was your hypothesis supported?

Box B has more mass than box A