College of Education Lesson Plan Template

Teacher Candidate: Thursday 27, 20 ! :00 "chool: #oodfields Description of Lesson: Lesson Title or Essential *uestion that guides the lesson: +eat and Changes in ,atter Curriculum "tandards -ddressed: Kayla Chrisley Date and Time of Lesson: "u$%ect&'rade Le(el: "ceince&)rd

CCSS: 3-4.2: Explain how water and other substances change from one state to another (including melting free!ing condensing boiling and e"aporating#.

Lesson .$%ecti(e/s0:
$hat should students %now or be able to do b& the end of the lesson' (b)ecti"es should be obser"able and measurable Antecedent: $hen gi"en examples students will Beha"ior: Students will explain Content: their understanding of condensing and free!ing. Degree: *+,

-ssessment/s0 of the .$%ecti(es:

-efore: . re"iew will be done at the start of the lesson to see how much students remember from &esterda&/s lesson. 0 will ma%e mental notes of what students %now. 1his will determine if the re"iew will be brief or in-depth 2uring: Students will be obser"ing examples and filling in their obser"ation charts throughout the lesson. 0 will be wal%ing around and listening to students responses throughout the lesson. .fter: Students will be assessed at the end of the lesson on their own personal definition of what free!ing is. 1hese charts will be chec%ed for accurac&.

,aterials&1esources:

Smart-oard popsicles (fro!en and unfro!en# 3lastic cups with water and ice student/s science )ournals.

Prere2uisites /Prior Kno3ledge0:

Students will need a clear understanding of Solid 4i5uid and 6as prior to this lesson. 0n 2nd grade (2-4.2# students exemplified matter changing from a solid to a li5uid and from a li5uid to Revised 1.20.14

a solid.

Procedures: 0 4efore the start of the re(ie3 students 3ill $e as5ed to s5etch a picture of the cup on their des56 20 "tudents 3ill then $e called to the rug for a re(ie3 of 3hat 3e ha(e learned up to this point6 *uestions 3ill $e as5ed such as, 3hat did 3e do to our ice cu$es7 #hat is that process called7 #hat happen to our ice cu$es 3hen heat 3as added7 #hat a$out the 3ater 3e $oiled7 #hat 3as happening to that 3ater7 #hat is the process called7 "omeone tell me a$out the particles in a solid7 #hat a$out the particles in a li2uid and some in a gas7 )0 8o3 students 3ill head $ac5 to their des5 and 9 3ill ha(e them s5etch out their cup as of no36 They should see 3ater droplets producing on their cup6 9 3ill as5 someone to descri$e their cup to the class6 ,y response 3ill $e, #.# ho3 did that happen7 9 3ill ha(e students ans3er out6 !0 9 3ill then introduce the term condensing6 9 3ill tell then 3hen heat is ta5en a3ay from a gas condensing is happening6 :0 9 3ill then use their cup as an e;ample, your cup has 3hat type of 3ater in it7 Cold 3ater that<s right6 The air sitting right on top of the 3ater and directly around the cup is cold also6 This is ma5ing the 3ater (apor around the cup transform $ac5 into a li2uid6 The particles that 3ere once loose and free in the 3ater (apor /gas0 are no3 getting heat ta5en a3ay from them and are attaching together6 That is 3hy there are 3ater droplets on your cup6 Those 3ater droplets are ha(e a name 3hich is called Condensation6
=0 "tudents 3ill no3 $e a$le to as5 2uestions or add on to 3hat 9 said6 #e 3ill then complete our chart together and students 3ill $e as5ed to come up 3ith a definition of their on for condensing6 70 8e;t 3e 3ill discuss free>ing6 9 3ill as5 students 3hat it means 3hen something free>es6 #hat is $eing ta5en a3ay to cause something to free>e7 /heat0 #hat temperature does 3ater free>e at7 0 degrees C or )2 degrees ?6 @0 9 3ill as5 students to tell me something that is a li2uids that free>es into a solid6 A0 "tudents 3ill then get t3o popsicles6 .ne 3ill $e fro>en the other 3ill $e li2uid form6 #e 3ill compare these t3o6 9 3ill as5 the them 3hen 3ater free>es 3hat does it change to6 00 ,E: #hat do you notice a$out the si>e of the Popsicle 3hen it is in li2uid form and 3hat happens to it 3hen it free>es7 9 3ill let students ans3er out6 9 3ill then say 3hen a li2uid is turned into a solid it e;pands6 9 3ill ha(e them e;amine the popsicles to see the Popsicle is e;panded6 0 "tudents 3ill then fill out the free>ing ro3 of their chart out6 9 3ill 3al5 around and chec5 their ans3ers6 This 3ill $e used at my after assessment6

-cti(ity -nalysis: (should show use of TWS 1 data)

0dentif& at least two acti"ities &ou plan to use in this lesson and explain wh& &ou are planning these specific acti"ities. Revised 1.20.14

0n &our explanation include the following prompts: 7ow each acti"it& (instructional strateg&# supports the lesson ob)ecti"e(s#. 1he two acti"ities that will be used in this lesson are ha"ing students obser"e different changes in matter. 1hese support m& ob)ecti"e because students are being as%ed to obser"e and represent their %nowledge of free!ing and condensing. 7ow the acti"ities stem from student characteristics needs and8or contextual factors identified in 1$S 9. Students are able to be engage in different obser"ations throughout his lesson to %eep them engaged. Students are discussing with their peers throughout the lesson to encourage cooperati"e learning. Students ha"e support from the teacher throughout this lesson to clear up an& misunderstandings of "ocabular& which benefits the ES(4 students as well as the whole class. What technology you will use to implement the activities, how the technology will be used, and who will use the technology. If you do not plan to use any form of technology, provide a clear rationale for its omission.

1he Smart-oard will be used in this lesson for students to reference bac% to it if the& are unsure of what to write. Differentiation&-ccommodations&,odifications&9ncreases in 1igor (should show use of TWS 1 data)
To reach the needs of my ESOL students a review of yesterday will happen at the start of the lesson to clear up any misunderstandings. I modified the lesson by completing the chart with the students for condensing because this is a harder change to grasp. Some hands on activities are happening in this lesson to engage students.

1eferences: 4auren 1higpen- $oodfields

Revised 1.20.14