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Matter Grab Bag
Matter Grab Bag
Matter Grab Bag
Courtney Williams
Teaching date: 3/21-22 from 2:00-2:50pm
Submitted to CT: 3/14
B. CONTEXT OF LESSON
This lesson came directly after a lesson about what matter is. Students reviewed and learned about
how matter is everything, and went over solids, liquids, and gasses. This lesson was towards the
beginning of the matter unit. My students really like interactive and hands on lessons, especially when
they are like labs in science, so I wanted to have something that they would enjoy like that. This lesson
is mostly about observing matter, and also begins to touch on classifying matter as well. This lesson is
developmentally appropriate because it has students actually making their own observations about
matter and classifying it themselves instead of just teaching them about matter.
D. Objectives
Understand – what are the broad Know – what are the facts, rules, Do – what are the specific success
generalizations the students should specific data the students will gain criteria for the lesson? Each
begin to develop? These are through this lesson? These “knows” objective will be assessed in your
typically difficult to assess in one must be assessed in your lesson. lesson. One objective should be a
lesson. These should be written in These should be written in the form language objective. These should be
the form of “I understand” of “I know that” statements. written in the form of “I can”
statements. statements.
I understand…that objects have I know… I can…
different observable properties, and -that matter can be observed -record my observations about
can be classified by those properties. -matter can be classified based on objects
observations -decide on categories to classify
matter into, and tell why I chose
those categories.
-sort/classify objects based on
categories and observations.
E. ASSESSING LEARNING
What will your students do and say, specifically, that indicate every student has achieved your
objectives? Remember – every objective must be assessed for every student!
F. MATERIALS NEEDED
• Matter grab bag with 5 objects in each (I will provide)
• Graphic organizer (I will provide)
• Pencil (Students will provide)
• White board and dry erase marker (Classroom supplies)
H. SAFETY
Do not observe objects by putting them in your mouth!
I. PROCEDURE
K. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT?
Students could come up with “silly categories”, so I could redirect them by giving them the categories to
work with (which would be the 4 categories from the observations).
Students might not work well in their groups or be off task, so I could bring everyone back together and
work as 1 whole group.
II. Student Work Sample Analysis: Based on the assessment you created, what can you conclude about your
impact on student learning? Did they learn? Who learned? What did they learn? What evidence can you
offer that your conclusions are valid?
IV. Based on the assessment data you collected, what would you do/teach next if you were the classroom
teacher?
Next, I would move more into getting the hang of classification. I would probably spend another day focusing
on just that.
V. As a result of planning and teaching this lesson, what have you learned or had reinforced about young
children as learners?
This lesson really reinforced that when students are given hands on activities, they are more engaged and learn
more, and are more excited about the lesson.
VI. As a result of planning and teaching this lesson, what have you learned or had reinforced about teaching?
Teaching this lesson helped me look at planning science lessons from a more dynamic way, instead of just
throwing worksheets at them.
VII. As a result of planning and teaching this lesson, what have you learned or had reinforced about yourself?
I saw how I am okay with letting go and letting the students lead themselves, instead of me having to lead
them the whole time. I already knew I was capable of this, but this lesson really brought that to the forefront
and it went really well!