USF Elementary Education Lesson Plan Template (S 2014) Name: Emily Gahafer

Grade Level Being Taught: 4th Subject/Content: Science Group Size:18 Date of Lesson: October 5, 2017

What Standards (national or
state) relate to this lesson?
(You should include ALL applicable
standards. Rarely do teachers use
just one: theyd never get through
them all.)
Lesson Content
Benchmark:
SC.4.P.8.1: Measure and compare objects and materials based on their physical properties including:
mass, shape, volume, color, hardness, texture, odor, taste, attraction to magnets.
SC.4.N.1.1: Raise questions about the natural world, use appropriate reference materials that support
understanding to obtain information (identifying the source), conduct both individual and team
investigations through free exploration and systematic investigations, and generate appropriate
explanations based on those explorations.
SC.4.N.1.2: Compare the observations made by different groups using multiple tools and seek reasons to
explain the differences across groups.

Essential Understanding How can you describe and measure properties of matter?
(What is the big idea or essential How do I compare objects based on their physical properties?
question that you want students to
come away with? In other words,
what, aside from the standard and
our objective, will students
understand when they finish this
lesson?)

Objectives- What are you When provided with a specific property of matter in which to focus, the student will be able to
teaching? describe and measure the property correctly with supporting evidence.
(Student-centered: What will The student will be able to appropriately describe the properties of two objects of at least 4 sets.
students know and be able to do The student will be able to compare and contrast the properties of two objects of at least 1 set.
after this lesson? Include the When provided with information and experience with the properties of matter, the student will be
ABCDs of objectives: action, able to evaluate and explain the importance of the properties in at least a paragraph.
behavior, condition, and degree of
mastery, i.e., "C: Given a sentence
written in the past or present tense,
A: the student B: will be able to re-
write the sentence in future tense D:
USF Elementary Education Lesson Plan Template (S 2014)
Grade Level Being Taught: 4th Subject/Content: Science
with no errors in tense or tense
contradiction (i.e., I will see her
yesterday.)."
Note: Degree of mastery does not
need to be a percentage.)
Rationale
Address the following questions:
Why are you teaching this
objective?
Where does this lesson fit
within a larger plan?
Why are you teaching it this
way?
Why is it important for
students to learn this concept?
Evaluation Plan- How will you
know students have mastered
your objectives?
Address the following:
What formative evidence will
you use to document student
learning during this lesson?
What summative evidence will
you collect, either during this
lesson or in upcoming lessons?
What Content Knowledge is
necessary for a teacher to teach
this material?
Name: Emily Gahafer
Group Size:18 Date of Lesson: October 5, 2017
I am teaching this lesson to review the Properties of Matter with the students. The students will have
spent the previous day learning about matter and what the different properties are. After we review the
properties, I chose to do this activity because I wanted the students to have hands-on experience with the
properties. This activity will allow the students to physically touch or smell the objects to make their own
observations and comparisons. They will get to practice using their senses in order to find similarities and
differences. It is important for students to understand this concept because the properties of matter
affect how we interact with the world. For example, if we know that a piece of coal is black when it is cool
and red when it is hot, we will know not to touch it when it is red. For someone who is not aware of the
properties of matter, they may not know the difference and end up burning themselves.
Formative: The formative evidence I will be collecting is their graphic organizer. I will be observing the
students as they rotate through the stations. I will also be observing and listening to the discussions they
have with their partner when working on their compare and contrast of one of the sets of objects. Once
we come back to whole group, we will have a class discussion about what they discovered throughout the
activity and how they described each property of matter.
Summative: After the students have explored the properties of matter through the different stations and
discussed important properties of matter they may find in their own homes, they will be assessed with a
writing assignment for the summative assessment. In their science notebooks, students will be
independently answering the question, Why is it important for us to be able to identify the properties of
matter in order to interact with our surroundings? In their responses, I will be looking for how they
connected what they learned in the lesson to their surroundings in and outside of school.
In order to teach this lesson, I need to have an understanding of the five senses. I also need to have an
understanding of matter and the different properties used to describe matter.
USF Elementary Education Lesson Plan Template (S 2014)
Grade Level Being Taught: 4th Subject/Content: Science
What background knowledge is
necessary for a student to
successfully meet these
objectives?
How will you ensure students
have this previous knowledge?
Who are your learners?
What do you know about them?
What do you know about their
readiness for this content?
What misconceptions might
students have about this content?
Teaching Methods
(What teaching method(s) will you
use during this lesson? Examples
include guided release, 5 Es, direct
instruction, lecture, demonstration,
partner word, etc.)
Name: Emily Gahafer
Group Size:18 Date of Lesson: October 5, 2017
Students should be familiar with filling in a compare/contrast graphic organizer.
Students should know the 5 senses and how to use them to observe/collect information.
Students should be familiar with the science vocabulary terms: matter, property, color, hardness, texture,
odor, and taste.
Prior to the lesson, I will review with the students to see what they know. I will hold a short discussion
and share out to help me get an idea of where the students are at. If I see that the students have the
necessary background information, I will begin the lesson. If the students do not seem ready to begin, I
will go through the necessary background information to review with them until they feel comfortable.
Matter can only be in solid form.
An object can only be classified by one property.
Lesson Implementation
5 Es
Engage
Explore
Explain
Elaborate
Evaluate
USF Elementary Education Lesson Plan Template (S 2014)
Grade Level Being Taught: 4th Subject/Content: Science
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 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?
What model of co-teaching are
you using?
Name: Emily Gahafer
Group Size:18 Date of Lesson: October 5, 2017
Time Engage:
10 T: Ask the students what matter is.
min - Hold up an object from the classroom, for example a textbook.
- Ask students if this textbook contains matter
T: Ask the students what a property is.
- Ask students to describe the different properties of the textbook.
T: Summarize/use examples from students responses to transition into the
activity.
T: Discuss what the objectives are
T: Explain the directions for the activity
- Today you will be working as scientists by making observations and
investigating with tools. You will get to experience different forms of
matter and use your senses to determine the different properties that
make up the objects at each station. As you move from station to
station with your partner, you will each be filling in your own graphic
organizer. On this chart, you will be filling in your findings for the
properties of each object, such as the color, hardness, texture, odor,
and taste. If the object is something that has no taste or no odor,
simply write an X in the box. You will have 3 minutes at each station
to observe the object and fill in your chart. Once you have finished all
of the stations, you will pick one set of objects and compare/contrast
the two with your partner on the back of your charts. We will discuss
your findings as a whole group after.
- There will be 2 of each station set up to allow all groups of students
to be at a station at the same time
- Explain how the activity/graphic organizer meets the
objectives/formative/summative assessments.
T: Pass out graphic organizer
T: Pair students and begin stations- Total of 10 stations
- Predetermined groups- Total of 9 groups
- My ESE students will be working together as they will have pre-cut
property descriptions to glue onto their organizers.
20-25 Explore:
min S: Students will begin moving through the stations with their partners. The
USF Elementary Education Lesson Plan Template (S 2014) Name: Emily Gahafer
Grade Level Being Taught: 4th Subject/Content: Science Group Size:18 Date of Lesson: October 5, 2017

students will be observing objects such as paper and sandpaper, rocks and
cotton balls, white chocolate and bakers chocolate, banana and cucumber and
salt and sugar.
Station 1: a piece of white, flexible, smooth piece of copy paper and a
gold/brown, flexible, gritty/rough, earthy piece of sand paper
o Will accept either gold or brown for color on chart
Station 2: A white, hard, rough, earthy rock and a white, soft,
plush/squishy cotton ball.
Station 3: A white, hard, smooth, and sweet piece of white chocolate and
a brown, hard, smooth, bitter piece of bakers chocolate.
o Each student will receive his or her own piece of white/bakers
chocolate to touch and taste.
o No allergies, lactose intolerant, or diabetic students
Station 4: A yellow, mushy, smooth, banana/fruity, sweet banana and a
green, mushy, smooth, veggie, cucumber.
Station 5: A cup of white, hard, grainy/bumpy, salty/bitter salt and a cup
of white, hard, grainy/bumpy, sweet sugar.
o Each student will have his or her own cup of salt and sugar to
touch and taste.
I will accept any of the descriptive words listed above.
T: I will be walking around to observe the students and provide guidance when
needed.
T/S: I will have a timer on the SMART board so that you are able to keep track
of your time at each station.
-If the students need more time at each station, I will allow them to
choose at least 3 out of the 5 stations.
S: Once the charts are filled in, students will begin comparing and contrasting
one set of objects with their partner.
- They may work at the station with the objects they chose

5-7 Explain:
min T: Have students come back to their seats for a discussion
S: Share their findings with the class
- This includes their observations for the properties chart as well as
their compare and contrast findings
Points to be made:
USF Elementary Education Lesson Plan Template (S 2014) Name: Emily Gahafer
Grade Level Being Taught: 4th Subject/Content: Science Group Size:18 Date of Lesson: October 5, 2017

- Matter is anything that takes up space

- Objects that look similar can have different properties
- Objects that look different can share similar properties
- The properties of matter help us determine how to interact with the
world around us

3-5 Elaborate:
min S: With shoulder partners, students will discuss the following question.
- What properties of matter can you think of that are most important
in your home? Why?
Example:
- Odor: if food does not smell good, indicator that it is bad
T/S: Share their discussions

5-7 Evaluate:
min T: Explain the science notebook response (Summative Assessment)
- Why is it important for us to be able to identify the properties of matter
in order to interact with our surroundings?
S: Answer the response question independently in their science notebooks.

What will you do if a student struggles with the content?

Prior to the lesson, on Wednesday, I will be observing the science lesson and how the students are doing. I
will be looking for students who seem to be struggling with the content. I will be making note of what the
student seems to be struggling with to make the necessary accommodations on Thursday during my
lesson.
If a student struggles with the content I will meet with the student one-on-one to see which area is
proving to be difficult. Once I assess the situation to see where the area of concern is, I will decide how to
move forward.
If necessary, I will review the properties with the student again. I will use different examples and visuals
to describe the different properties. I may ask the student to find an object around the room that he or she
is unsure of how to describe. This object could be similar to one I have placed at a station. I will walk
through the different properties of that object with the student and model how to describe it. I will give a
variety of descriptions for each type of property.
If necessary, I will have descriptions pre-cut for the student to glue on his/her chart if the student is
struggling to come up with description words on his/her own.
USF Elementary Education Lesson Plan Template (S 2014)
Grade Level Being Taught: 4th
What will you do if
Meeting your students needs as
people and as learners
Name: Emily Gahafer
Subject/Content: Science Group Size:18 Date of Lesson: October 5, 2017
If necessary, I will switch around partners to pair this student with someone who has full understanding
of the content and can help guide this student through the lesson.
a student masters the content quickly?
If a student masters the content quickly:
I will have the student begin walking around to observe the other groups and help where it is necessary.
I may have them look at a graphic organizer that is incorrectly completes. They will need to find the
errors and make the necessary corrections. I may also have them find other objects around the room to
describe using the properties of matter. These objects may be similar or different to the objects I have
placed at a station.
If applicable, how does this lesson connect to the interests and cultural backgrounds of your
students?
Due to the hands-on nature of this lesson, when the students begin moving from station to station, they
may come in contact with objects they have seen before or objects they use in their everyday life outside
of school. Some students may even work with some of these objects in their future. For example, if a
student wants to become a baker, a lot of these objects are also popular ingredients in many recipes.
If applicable, how does this lesson connect to/reflect the local community?
The materials in this lesson are common objects that can be seen or used in day-to-day life. Having this
hands-on experience to observe and describe properties of matter will help the students interact with the
world around them. Students will be able to use this experience and their knowledge on matter to
navigate through their community.
How will you differentiate instruction for students who need additional challenge during this
lesson (enrichment)?
For students who need additional challenge:
I may have them fill in their organizers using complete sentences.
I may have them go around the room and find objects of their own to describe and compare and contrast.
I may have them look at a graphic organizer that is incorrectly completed. They will need to find the
errors and make the necessary connections as they move through the stations.
USF Elementary Education Lesson Plan Template (S 2014)
Grade Level Being Taught: 4th
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.)
Materials
(What materials will you use? Why
did you choose these materials?
Include any resources you used.
This can also include people!)
Name: Emily Gahafer
Subject/Content: Science Group Size:18 Date of Lesson: October 5, 2017
How will you differentiate instruction for students who need additional language support?
MM: Repetition of instructions. When completing the graphic organizer, I will have similarities and
differences (property descriptions) printed and cut out. If necessary, he may use the pre-cut descriptions
and glue them onto his graphic organizer. If more time is needed at each station, he may do 4 out of the 5
stations.
AP: Simplified instructions. Repetition of instructions. When completing the graphic organizer, I will have
similarities and differences (property descriptions) printed and cut out. If necessary, he may use the pre-
cut descriptions and glue them onto his graphic organizer. If more time is needed at each station, he may
do 4 out of the 5 stations.
ER: Monitoring. When completing the graphic organizer, I will have similarities and differences (property
descriptions) printed and cut out. If necessary, he may use the pre-cut descriptions and glue them onto
his graphic organizer. If more time is needed at each station, he may do 4 out of the 5 stations.
CB: Repetition of instructions. When completing the graphic organizer, I will have similarities and
differences (property descriptions) printed and cut out. If necessary, he may use the pre-cut descriptions
and glue them onto his graphic organizer. If more time is needed at each station, he may do 4 out of the 5
stations.
Graphic organizer
Paper
Sand Paper
Golf ball
Cotton ball
White chocolate
Baking chocolate
Banana
Cucumber
Salt
Sugar
SMART board/Timer