USF Elementary Education Lesson Plan Template (rev.
Sum19)
Grade Level Being Taught: 2nd
Title of Lesson
Meeting your students’ needs as
people and as learners
What Standards (national or
state) relate to this lesson?
(You should include ALL applicable
standards.)
Understanding the standards
over time
What misconceptions might
students have about this
content?
Name: Jessie Peck
Subject/Content: Science Group Size: 18 Date of Lesson: 10/10/2019
Part 1: Lesson Content
Solids, Liquids, & Gas
How does this lesson connect to the interests and cultural backgrounds of your students?
This lesson connects to the interests ad backgrounds of my students because they interact with these
forms of matter each day.
How does this lesson connect to/reflect the local community?
This lesson connects to my classroom community because students will need to know this content to
be successful this year and in the future.
SC.2.P.8.2: Identify objects and materials as solids, liquids, or gas.
Trace the standard to the previous grade level. What have students already learned or been
exposed to related to this standard?
SC.1.P.8.1: Sort objects by observable properties, such as size, shape, color, temperature (hot or cold),
weight (heavy or light), texture, and whether objects sink or float.
Trace the standard to the next grade level. What will students learn next related to this
standard?
SC.3.P.8.1: Measure and compare temperatures of various samples of solids and liquids.
SC.3.P.8.2: Measure and compare the mass and volume of solids and liquids.
SC.3.P.8.3: Compare materials and objects according to properties such as size, shape, color, texture,
and hardness.
When discussing mass and weight, students may think that they mean the same thing. Use the example
of an astronaut who has the same mass on earth and in space, but only 1/6th the weight because the
pull of gravity is less.
When discussing solids, students may believe that this means they are indestructible. This is not true.
Even if a solid object is broken into pieces, the pieces are still considered a solid.
1
USF Elementary Education Lesson Plan Template (rev. Sum19)
Grade Level Being Taught: 2nd
Objectives- What students will
know or be able to do after the
instruction – the learning
outcomes
Content (WHAT students are
learning- look to the standard)
Action (HOW students will show it-
there might be clues in the
standard)
Measure (HOW WELL they need to
do it)
(Note: Degree of mastery does not
need to be a percentage.)
Level(s) of Thinking
Assessment Plan- How will you
know students have mastered
your objectives?
Name: Jessie Peck
Subject/Content: Science Group Size: 18 Date of Lesson: 10/10/2019
Some examples:
--Students will be able to accurately (measure- how well) differentiate (action- how) between potential
and kinetic energy (content- what).
--Based on what they read in the first half of a fiction story, students will be able to write (action- how)
a reasonable (measure- how well) prediction (also part of the action) for how the main character will
respond to a challenge in the second half (content- what).
------------------------------------------------------------------------------------------------------------------------------------
Students will be able to identify objects and materials as solids, liquids, or gas and provide a definition
for solids, liquids, and gas.
Using Bloom’s Taxonomy or Webb’s Depth of Knowledge, which level(s) of thinking is/are called
for in the standard? Understand
Which level(s) of thinking is/are called for in your objective? Understand
Why did you choose this level(s) of thinking?
I chose “understand” because both the standard and objective state that students will be identifying.
Identifying is an action which falls under the “understand” category.
Describe your assessment plan:
Students will complete an exit ticket in which they will list one example of a solid, liquid, and gas.
Is your assessment formative or summative? Why did you make that assessment decision?
This assessment is formative. I chose a formative assessment because this lesson will be the first time
students are hearing about this content.
How does it align with your objective?
This assessment aligns with my objective because it is having students identify a solid, liquid, and gas.
2
USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Jessie Peck

Grade Level Being Taught: 2nd
Assessment Scoring/Rubric
What are the criteria for how you
will assess student
learning/student work? If you’re
using a rubric, include your rubric
here.
Subject/Content: Science Group Size: 18 Date of Lesson: 10/10/2019
If students answer 3/3 correctly, I will know they have mastered the content.
If students answer 2/3 correctly, I will know they will need a conference to find out what they do not
understand.
If students answer 1 or 0/3 correctly, I will know to regroup with them to reteach the content because
they have not mastered it yet.

Part 2: Lesson Implementation

Management & Environment • Students will be seated at their desks.
(integrated throughout your • I will use turn & talk procedures to facilitate discussions and get students thinking.
step-by-step plan): • To call students back from turn & talk, I will count down from 3. Students will respond “turn and talk
 How will you arrange is now done.”
yourself and the students • I will circulate the room to ensure students are engaged and on task.
(location in the classroom, • If students are exhibiting off task behavior, I will approach their desk and remind them to focus and
seating)? keep working hard.
 What processes & • I will randomly draw students names to answer questions or share information.
procedures will you use?
How and when will you
communicate those to
students?
 What expectations will you
have for the students? How
and when will you
communicate those to
students?
 What strategies will you
use if students do not meet
your expectations? Are
there specific students who
require a more extensive
management plan? What
will that consist of?
 What will students do if
they complete the task
quickly?

3
USF Elementary Education Lesson Plan Template (rev. Sum19)
Grade Level Being Taught: 2nd
Materials
(What materials will you use? Why
did you choose these materials?
Include any resources you used.
This can also include people!)
Differentiating Instruction
Accommodations (If needed)
(What students need specific
accommodation? List individual
students (initials), and then explain
the accommodation(s) you will
implement for these unique
learners.)
Name: Jessie Peck
Subject/Content: Science Group Size: 18 Date of Lesson: 10/10/2019
Mrs. Wilson & Mrs. Groves
HMH Florida Science Textbook (2nd grade)
Foldable: I chose this material to engage students in the content and help them learn this content in a
fun way.
How will you differentiate instruction in this lesson? Circle those that apply:
Process Product Content Readiness Interest Learner Profile
Describe what/how you will differentiate:
For those struggling, I will have remade foldables so we don't spend too much time making them and
get into the content. I will provide sentence stems for students who may struggle with coming up with a
definition for each form of matter.
Which specific students will benefit, and why?
A.V. -ELL
What accommodations will you make for students who are English Language Learners? (Refer
to your ESOL Strategies checklist and list specific strategies)
 Pre-Production Level: Students can draw or point to describe each form of matter.
 Early Production Level: Students can name each form of matter and label examples
appropriately. (ex. juice is a liquid)
 Speech Emergence Level: Students can provide the definition of each form of matter and list
examples.
 Intermediate Fluency Level: Students can justify why an object or material is classified as a
certain form of matter.
What accommodations will you make for students who have an IEP or 504 plan?
NA
What accommodations will you make for students identified as gifted and have an EP (education
plan)?
NA
4
USF Elementary Education Lesson Plan Template (rev. Sum19)
Grade Level Being Taught: 2nd
References (Planning of
instruction should be guided by
research-informed
approaches. Acknowledge
references used to inspire lesson
ideas.)
Step-by-Step Plan
(What exactly do you plan to do in
teaching this lesson? Be thorough.
Act as if you needed a substitute to
carry out the lesson for you.)
Where applicable, be sure to
address the following:
◻ What Higher Order Thinking
(H.O.T.) questions will you ask?
◻ How will materials be
distributed?
◻ Who will work together in
groups and how will you
determine the grouping?
◻ How will students transition
between activities?
◻ What will you as the teacher
do?
◻ What will you as the teacher
say?
◻ What will the students do?
◻ What student data will be
collected during each phase?
◻ What are other adults in the
room doing? How are they
supporting students’ learning?
Name: Jessie Peck
Subject/Content: Science Group Size: 18 Date of Lesson: 10/10/2019
HMH Florida Science Textbook (2nd grade)
1. What is the content area for this lesson? Science
2. What is the expected lesson structure for a lesson taught within this content area? In other words,
what lesson structure is appropriate for teaching within this content area? (5Es; guided/gradual
release/etc.) 5 E’s
3. Step-by-step plan:
Time: Action Steps:
• Write the words solid, liquid, and gas on the board. Ask students to discuss in their table groups, what
these words mean, how they differ from one another, and examples of each. (3 minutes)
• Pull sticks for students to share out.
• Confirm or redirect answers.
• Tell class that we are going to be creating a foldable today and that I need for them to pay close
attention.
• Paper passer pass out white paper.
• Fold foldable/circulate room to assist
• Students write their names on the back.
• Remind students to keep their eyes on me/raise their hand for questions
• Complete “solids” first. Include definition, draw a picture, and list example.
• Complete “liquids” next, followed by “gas.”
• Collect foldables.
• Pass out exit ticket.
• Students complete exit ticket (5 min.)