GCU College of Education

LESSON PLAN TEMPLATE

03/2014

Teacher Candidate: Quinton Hunt

Grade Level: 6th
Date:
11/22/2018
Unit/Subject: Science
Instructional Plan Title Gas behavior
I. PLANNING
Lesson Students will understand the pressure and temperature of gas by doing a few hands-on labs.
summary and Students will learn Charles’ law and Boyle’s law with gas behavior volume, pressure, and
focus: temperature.

Classroom and There are three students within this classroom with an IEP for behavior problems, thus, students
student factors: will work and take breaks in 15-20 minutes intervals.

National / State MS-PS1-4:

Learning Develop a model that predicts and describes changes Cause and Effect
Standards: Cause and effect relationships may be used to predict phenomena in natural or designed systems.
in particle motion, temperature, and state of a pure substance when thermal energy is added or
removed.
Specific learning target(s) / objectives:
Students will demonstrate comprehension of text by summarizing how Charles law relates to temperature and
volume of gases, how Boyles law relates to pressure and volumes of gases. Students will construct graphs to
illustrate the directly proportional relationship between volume and temperature. The inversely proportional
between volume and pressure.

Academic Key vocabulary:

Language:  Pressure
 Volume
 Temperature
 Particles
 Variable
 units

Instructional  pencils
Materials,  interactive whiteboard
Equipment and  personal whiteboard
Technology:  workbook
 chalk
 bubble wrap
 wax paper
 tape
Grouping: This assignment is taught as whole class but when it is time for hands on labs students will take
turns being grouped by twos.

II. INSTRUCTION
A. Opening
Prior Students have previously visited changes of state from lesson 2. Students have demonstrated the
knowledge changes from solids to liquids then liquids to gas, thus, being what state of matter is. Students also
connection: previously explored evaporations and pressure.
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Anticipatory  students will dive deeply into the meaning gas and its behavior
set:  students will be introduced to charles’ law also known as the law of volumes and Boyle’s
law.
 Students will work on hands on labs
 Students will discover the indirectly existing relationships between gas volumes and
pressure.
B. Learning and Teaching Activities (Teaching and Guided Practice):
I Do Students Do Differentiation
 Teacher will read directions  Students will listen to directions  Student will receive
aloud  Students will do “keep guided directions in writing
 Teacher will read objectives questions in mind pg. 66”  Students will be shown
followed by guiding  Students will read pg pictures to assist in
questions (pg 66) 67(pressure and temperature of remembering Charlie’s
 Teacher will read content gas) law
refresher (pg. 66)  Students will work on hands on  Students will have a
 Teacher/student will read labs with teacher. paraprofessional as
pressure and temperature of  Students will complete the needed
gas (pg. 67) connect activity log (how can air  Students will use hands
 Teacher will introduce keep chalk from breaking) think on manipulatives
hands on labs (how can air it over
keep chalk from breaking)  Students will work on connect it
pg. 67 pg 67
 Teacher will read the  Students will read the investigate
connect activity lab (back (connect to the real world).
ground)  Students will read pg 68 and
 Teacher will choose 2 reading check
students to do labs  Student will read top part of pg
 Teacher will read the 69 and cooling and warming a
connect activity lab balloon
(starting; materials, safety,  Students will do hands on
and procedures). temperature and volume (teach
 Teacher reads volleyball in with movement).
the sun (pg. 67).
 Teacher will go over answer
with students (connect it pg.
66)
 Teacher will read connect to
the real world (pg. 68)
 Teacher/student read pg 68-
69 (do reading check)
 Read cooling and warming
balloons
 Student will do the
temperature and volume (pg
69) teach with movements.

III. ASSESSMENT
Summative Students will take a end of the unit assessment where students will Formative assessments:
Assessment: have multiple choices and true or false questions. Students will be observed
visually. Students will complete
the connect activity lab
questionnaire. Students will have
a question and answer period to
discuss todays lesson.

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Closure: Students will revisit the days lab and write into their journal book how the lab and lesson impact them.

Homework: Students will read pg 70-74 and write a journal entry

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