LBS 405

LESSON PLAN TEMPLATE

5E Lesson Plan with Arts Integration

NAME: Renee Galindo

GRADE LEVEL: Second Grade
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STANDARDS:
NGSS: 2-PS1-1. Plan and conduct an investigation to describe and classify different kinds of materials by their
observable properties.
VAPA:
Grade Two Component Strand:
- 2.0 Creative Expression
- 2.3 Make a collage with cut or torn paper shapes/ forms.

You can list other standards if you have them: CCSS ELA, CCSS Math,
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GUIDING INQUIRY QUESTION: (what scientific phenomenon are you addressing? Kid friendly)
-What are 3 elements of matter?
- What are examples of the elements of matter?
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LEARNING OUTCOME/ OBJECTIVE(S): (no more than 2)(These should be measurable in the evaluate
section)
- By the end of the class, students will identity the different states of matter by analyzing their properties.
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EVALUATION (10-25 mins)
- Students will identity the different states of matter by analyzing each element with their properties. They will
also record their observation in their science journal.

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CURRICULUM CONNECTION (Identify how this lesson fits in the larger unit of instruction):

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RESOURCES/MATERIALS:
- Glue, Tape
- “States of Matter” worksheet
- 3 boxes of a solid and liquid (As many as groups needed)
- What is this World Made of? By Kathleen Weidner Zoehfeld
- Journal Notebooks

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ENGAGEMENT (5-10 minutes)
Key Question:
- Can anyone tell me what liquids or solids are?

Opening Activity/Experience to surface student thinking:

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-I assume I will have several different answers but students should explain that liquids are something that is wet
and solids are something that is hard.
-I will record their answers on the board so all the students can see their classmates suggestions.
-I will have a print out of liquids on one side on the board and solids on the other side as visual images.
-“Thank you for sharing.” “Today we are going to learn about the three forms of matter: solids, liquids, and
gases.”
-I will go off and add (if needed) to the chart we did as a class.
-Solid matter has atoms that are packed very tightly together. Solid things hold their shape all by themselves
when they are room temperature. ( Ex. Desk, pencil, wooden block, ball)
- Liquids are usually wet. There is space between atoms in liquids and they are always moving a little. (Water,
orange juice, syrup)
-Matter in gases does not hold its shape and does not stop moving. The atoms in gases are always moving and
are very far apart. Usually cannot see gases. Gases take on the shape of the container that they are in. (Ex. Air,
balloon)
-Matter can move through the states of matter by changing its temperature.
-Let us think about water. Water is a liquid at room temperature. When you heat water up, it becomes a gas,
which you can as steam. When you cool water down, it becomes solid, which is ice.
-During this time of explaining the 3 states of matter: I will be writing it on a new sheet of paper in front of the
class so all the students can connect what I am saying with the board.

Questions for whole group discussion:

-Who can tell me the difference between liquids and gases?
- What is matter?

Grouping: Whole class discussion

Accommodations/Modifications for Students who are Bilingual Learners-Expanding Proficiency:

- I will be writing on the board. I will have a header “Matter” with “3 Types”
- I will have a print out of liquids on one side on the board and solids on the other side as visual images.

Accommodations/Modifications for Students with Auditory Processing Disorder:

- I will write on the board while I explain to the class the 3 states of matter. Students with auditory
processing disorder can references the board as many times they need to get a complete understanding.
- I will have a print out of liquids on one side on the board and solids on the other side as visual images.

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EXPLORATION (15-30 minutes)

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Grouping:
- Students will be in their table groups at their table. I will have boxes for each group.
Accommodations/Modifications for Students who are Bilingual Learners-Expanding Proficiency:
- The ability to shake, touch, smell, the boxes will help Bilingual leaners because it allows the students to use
their own senses to come up with their guesses for what’s in the boxes.
Accommodations/Modifications for Students with Auditory Processing Disorder:
- I will demonstrate one box by guessing what can be in it and write it in my journal in front of the class.

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EXPLANATION (15-20 minutes per explain activity. Remember, you can have 1 or 2)

Activities (list)
1. At each group’s table, they will be provide with three containers that are labeled from 1 to 3.
Container 1 has a solid, container 2 has a liquids, and container 3 has been left empty. Groups are
permitted to ask and observe questions about the containers. They should record two questions about
the mystery cans. Then groups are encouraged to make predictions about what is inside each
container.
2. Once groups make their predictions, they can open the containers to observe what is inside the
container. Groups record their observation on the chart. They observe the properties (shape, color,
texture, and smell). Also, they will record what type of matter is in each container.

Diving Questions
1. What type of matter is in each container?

2. How would you describe the properties of

matter? How are the items alike and different?

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 - I will asses the students while I walk around each table group and listen to their hypothesis what is in the
box.
- After each group is finished writing their guesses in their journals, we will all share with each other as a
whole class.
- We will discuss the lab observation, whole class. I will let the students open the box. Groups will discuss
what was inside the container: Water, a wooden block, and nothing (air). The groups also discuss the
properties of the items in the containers.
- One student in each group will share what they thought was in the boxes from their notes they took in
their journal.

Content Media:
- Notes from student’s journal.
Student Communication Product (assessment): (unit test, written report, oral presentation, poster, etc.)
- “States of Matter Worksheet”
- I will pre cut the cutouts. Students will tape each cut of in the one of the 3 columns.
- I will walk around and glance at each student’s worksheet.
Grouping:
- Whole Class/ Individual work

Accommodations/Modifications for Students who are Bilingual Learners-Expanding Proficiency:

- I will have visual aid cards of drawling of the elements of matter.

Accommodations/Modifications for Students with Auditory Processing Disorder:

- I will have visual aid cards and the worksheet so students can take as much time to process the information as
much as needed.
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ELABORATION (15-20 minutes)

Activities:
Read the book, What is this World Made of? By Kathleen Weidner Zoehfeld
- This book explains the three states of matter by using connections that can relate to children. Such as,
baseballs, wind blowing with the leaves, etc.

Content Media:
- Read the book, What is this World Made of? By Kathleen Weidner Zoehfeld

Extending/Application Questions for Whole/Small Group Discourse:

- As a class we will discuss how this connected with our lesson today.

Student Communication Product (assessment):

- This will be an oral assessment. I will take notice what the students share and discuss after the read aloud. I
will call upon the students who I want to double-check their understandings.

Grouping:
- Whole class discussion.

Accommodations/Modifications for Students who are Bilingual Learners-Expanding Proficiency:

- The book is filled with pictures they can relate to. As each element is discussed in the book, I will connect it to
the object we used in the class that day.
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Accommodations/Modifications for Students with Auditory Processing Disorder:
- The book is filled with pictures they can relate to. As each element is discussed in the book, I will connect it to
the object we used in the class that day.
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PART 2: VAPA INTEGRATION & COMMENTARY

Grade Two Component Strand:

- 2.0 Creative Expression
- 2.3 Make a collage with cut or torn paper shapes/ forms.

I integrate this visual and performing arts standard in the Explanation Portion of the lesson. By
using cutouts of the worksheets and taping/gluing it to the correct column. Students apply artistic
processes and skills, using a variety of media to communicate meaning and intent in original works of
art. I hope as the student’s use the “States of Matter” worksheet with hands on will advance their
knowledge of matter. I hope this will help the students remember taping the cutouts and placing them in
the columns for future knowledge of the elements of matter.

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PART 3: Lesson Plan Rationale Assignment* (25 points)

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Designing Learning Activities:
The learning activities I choose allowed the students to learn through their own educated guesses. The
first part of this lesson, students have to guess what are in the three boxes that we filled with the three elements
of matter. Since educated guessing is based on previous knowledge, it is more likely for student’s to lead to the
correct answer. This stimulates the brain to use their scenes to tap into a learning outcome. Students that only
use certain parts of the brain activate during learning, therefore visual learning will activate a different part of
the brain. Taken together, the full range of senses helps students learn material in a more concrete manner. The
second part of the lesson, I incorporated a hands on activity. This helped the students to be more engaged.
Students learn best when they are active. Using hands-on activity and senses helped the brain create pathways
that make it easier and quicker to retain the information.

Designing Instructional Strategies:

I began my lesson with asking the students about the prior knowledge of simple liquid and solids. For
teachers to be successful they need to the student’s prior knowledge. It is well known that students build what
they already know and have come to understand through formal and informal experiences. I also used their
knowledge and let it be part of the learning. I did this when I wrote down their comments on the board. It shows
that what they know is going to be part of the future knowledge. This will also boost student’s self esteem
because when they know that their knowledge is part of the lesson they will feel confident and as teachers we
hope this will increase participation. In the beginning of the lesson I asked a couple of guiding questions. This
helps the students “warm up” their thinking caps and for-see what they are going to learn in the lesson. For
students, posing guiding question is a first step towards filling their knowledge gaps and resolving puzzlement.
Teachers hope this will help them make connections with other ideas, and also to become aware of what they do
or do not know.

Academic Rigor
Throughout the lesson, I relied on the tool of students problem solving. Students had to problem solve
what was in the boxes. It helped the student develop analytical and deductive thinking skills. It allowed them to
ask questions and make suggestions about strategies to encourage the students to reflect on the problem-solving
strategies that they used and their other classmates. Students need to determine by themselves and use their own
resources and background knowledge to solve problems they are given. Problem solving is a very real part of
the curriculum.

Language Demands
The language demands this lesson require in order for students to access and engage in the content are
their prior knowledge. For example, the students help me define what liquids and solids are. There is no specific
right answer but student’s vocabulary is important to advance to the lesson itself. However, students do not have
the same level of knowledge, this is why I stressed the students to build the foundation of the lesson with their
own definition of the objects. By doing this, it will help students learn new vocabulary from their classmates.
For English Learners in the classroom, I used a couple pictures to help them draw connections to their language
and English. I left the brainstorming visual broad we did as a class I the beginning of the lesson for my English
Learners or any other students so they can use it for reference and refer back to it at any part during the lesson.
The level of difficultly of the text or material needed in this lesson was grade level. I also added a read aloud for
any students who were struggle with the vocabulary. It was another way for me to reach the students without
another sheet or paper or a lecture.

Organization of Student Work

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 In this lesson I used a couple grouping of students as needed. In the beginning, I had a whole group
lesson. I did this because I wanted all the students to hear their classmate’s vocabulary. I also had a whole class
grouping during the read aloud. This helps me read the story once and ask guided questions there. It helped the
students who were lacking the vocabulary to hear it from their classmates and not from me. I also had whole
group discussion when I provided information and/or instruction. It was easier for me to instruct the students as
a whole than individual or small group setting. I then placed the students in their small groups for the box part
of the lesson for students to share their findings, guessing and observations. Lastly, I had the students work
individual as they completely their worksheet. This time I wanted the students to rely on their own knowledge
and problem solving. I wanted to see how the students were retaining the information from the lesson of the
day.

Student Assets and Needs

This lesson plan incorporate the student’s linguistic ability as they shared what they have already knew.
The lesson is about the elements of matter. Know matter what background the students has, they can connect to
a sort of liquid, gas, and solid. Even if their language is not up to par, matter is everything so I know the
students can at least connect it to one charistic they know. I believe I sparked their knowledge when they had to
guess what were in the boxes. I believe it was “fun” for students figure out what was in the box without seeing
what was actually in it.

Socio-Emotional Development Considerations:

As I conduct this lesson I will take into consideration if the students might not know what the
differences or vocabulary is correct to compare and contrast the elements. I will use object that they can relate
to or see in everyday environment. I want my classroom filled with students who are comfortable to talk about
anything. If students do not know how to diffencate, they will soon learn without any judgment.

Resources, Materials, Tools, and/or Educational Technology to Support Learning

The resources, material, tools, I used I my lesson plan stated with the front board filled with students
knowledge on charearistics of defining elements It will be also filled with images for students who need a visual
aid. I used materials to have the students play a “guessing game.” I also used a book because reading is a
dramatic part of student’s education. Any lesson can be tied together wit a book. I also had the book because I
wanted my students to visualize all different types of examples of the elements of matter.