Sample Outline for a Daily Lesson Plan

Teacher: Lauren Wilcox Date submitted: 2-9-12 Lesson date: 2-13-12

Overall lesson topic/title: Lesson 1: Re-Introduction to Matter GLCEs for this lesson: P.CM.06.11: Describe and illustrate changes in state, in terms of arrangement and relative motion of atoms or molecules. Rationale: This lesson will be a review of what students have learned about matter in the past. It is necessary to review the concepts of matter before we go on in this unit because if the students do not know and understand what matter is, how it is arranged, and the states of matter, they will not be able to apply the information later, which is necessary to understand conduction and convection. Materials & supplies needed: Projector Computer Student worksheets: PowerPoint Notes Worksheet, Classifying Matter, and Matter Hunt Students writing utensils Whiteboard and marker Microphone (for J.I.) Procedures and approximate time allocated for each event Introduction to the lesson Students will come into class and I will have a question up on the board for them to answer. Tell me everything you know, or think you know, about matter. I will give them about 5 minutes to work on answering this question, while I do attendance and prepared/unprepared, like at the beginning of each class period. I will have laid out on a table: a pencil, a book, and a bottle of water. This is the routine the students are used to in my classroom, and I want them to expect the routine to be the same, even though I am in a new classroom (I will be in the classroom of our team teacher, since he is the science and social studies teacher for our students). (10 minutes) OUTLINE of activities during the lesson 1. Now, who would like to share some of their ideas about matter? I will allow students to share their ideas, and I wont tell them they are right or wrong at this point; they will hopefully make patterns throughout the unit and determine if they were right or wrong. Today we are going Academic, Social and Linguistic Support during each event): During my lessons, when I call on students to read or provide answers, I will pull sticks. This way, I ensure that I am selecting students fairly. I will make sure to read all directions aloud to my class, to ensure that anyone who may have difficulties reading will not struggle with the homework for the sole purpose of not being able to read the directions. I have a deaf student in my class, so I will make sure he is wearing his special hearing aids every day and I will wear

to start out by viewing a PowerPoint presentation about matter. Were going to talk about what matter is, the different states of matter, and then practice finding different types of matter. There is a lot of vocabulary in the presentation, but these are the words scientists use, and since we are scientists, we will use them too. While we are viewing the presentation, you will be filling in blanks on this worksheet. (The worksheet is an outline of the presentation, especially vocabulary and definitions and examples. Students will be following along with the presentation because they will need to fill in some blanks, and they will also have the worksheet for studying purposes). Present slideshow to students, asking for examples throughout the presentation. Examples questions are: What is an example of a solid? Liquid? Gas? Can you taste matter? (15-20 minutes) 2. Does anyone have any questions so far? If students have questions that I know we will be answering throughout our unit, and isnt necessary to tell them right now, I will say, Great question! Lets write it down on this note card and put it on our question board, and see if we can answer it sometime in the next three weeks! 1 minute) 3. Pass out worksheet titled Classifying Matter, one to each student. Read directions aloud to the class. Discuss/review the properties of matter from the worksheet and PowerPoint we viewed in class. Look at the picture at the right (ice cream cone). Describe the substance based on the properties of matter. Be specific. Allow children to work in small groups to discuss the properties of the ice cream cone (picture). What color is it? What does it smell like? Taste like? Can it melt or freeze? Is it able to conduct electricity? Can you combine it with other materials? (7 minutes) 4. Discuss as a whole class the ideas that each group came up with. Possible student responses include: The ice cream cone is white, brown, or pink. It smells like vanilla, chocolate, or strawberry, sweet. It tastes sweet, or like vanilla, chocolate, or strawberry. It can melt, but is served as a frozen snack, so it is freezing. It cannot conduct electricity. It can combine with other materials, such as sprinkles, crushed nuts or cookies, syrups. (5 minutes) Closing summary for the lesson 1. Your homework for tonight will be this worksheet (titled Matter Hunt). Read directions aloud and discuss examples. Tonight, look around your house, outside, in your parents vehicles, wherever you can look, for

the microphone that goes with his hearing aids so that he can hear everything Im saying as I teach and give instruction. When the students work in small groups, I will put them in groups based on ability level, so that the more advanced and on-track students can help the struggling students understand better. I will ask for a volunteer with legible handwriting to take notes on everything I say, so that students who cannot write as fast or focus (my ADD student specifically) can have a copy of class notes, if there are any.

examples of matter in these three states: solid, liquid, and gas. I would like you to come up with 3-5 examples for each state. This assignment is due tomorrow. Who can repeat back to me what your homework is tonight for science? What are some examples of things you could put on these lists? I expect students to say anything they can think of at home, such as clothing, food, etc. (2-3 minutes) 2. At this point, you should be opening your agendas and writing HW next to science. I will be checking your agendas on your way out the door. (1 minute) Basis for assessment Today, my assessment for the students will be both the work they did in their small groups to describe the ice cream cone and also the worksheet they will bring back tomorrow, with the examples of matter in different states. For the in-class worksheet, the answers I will be looking for are stated above. For the graded homework, Matter Hunt, I will be looking to make sure that each student has found 3-5 examples of each state of matter: solid, liquid, and gas. I expect them to accurately classify solids as solids, liquids as liquids, and gases as gases.

Academic, Social, and Linguistic Support during assessment The homework is something that all of my students will be able to do without special directions. Some of my students parents know that they need to provide home support with homework assignments, and this is something the parents and us teachers have discussed previously.