USF Elementary Education Lesson Plan Template (S 2014)

Dumas___________________________
Grade Level Being
Subject/Content:
Taught: 3
Science

Name: __Corrine
Group Size:
19

Date of Lesson: 4 February

2016

Lesson Content
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.)
Essential Understanding
(What is the big idea or
essential 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
teaching?
(Student-centered: What will
students know and be able to
do after this lesson? Include
the ABCDs of objectives:
action, 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: with no errors
in tense or tense contradiction
(i.e., I will see her

SC.3.P.9.1
Describe the changes water undergoes when it changes state through heating and
cooling by using familiar scientific terms such as melting, freezing, boiling, evaporation,
and condensation.

How can I differentiate between the three states of matter: solid, liquid, and gas

Students will differentiate between solids, liquids, and gases. Students will:
-correctly define solids, liquids, and gases with no error.
-correctly identify solids, liquids, and gases based on particle activity with no error.

USF Elementary Education Lesson Plan Template (S 2014)

Dumas___________________________
Grade Level Being
Subject/Content:
Taught: 3
Science

Name: __Corrine
Group Size:
19

Date of Lesson: 4 February

2016

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?

Matter is an important lesson in science. While the students know a little about it, I
wanted the learners to have a chance to interact with it and have a hands-on experience.

Formative evidence will consist of anecdotal notes and informal conversation while I
circulate and talk to the students.
Summative evidence will be the worksheet they complete during the activity. It will be
collected.

USF Elementary Education Lesson Plan Template (S 2014)

Dumas___________________________
Grade Level Being
Subject/Content:
Taught: 3
Science
What Content Knowledge
is necessary for a teacher
to teach this material?

What background
knowledge is necessary for
a student to successfully
meet these objectives?

Name: __Corrine
Group Size:
19

Date of Lesson: 4 February

2016

The three states of matter and the processes of evaporation, condensation, and freezing.

The students really just have to know what the three states of matter are and examples
of each. Last week we did a foldable where they got to draw and label pictures of solids,
liquids, and gases.

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?

I cannot predict anything aside from the particles still moving in solids. They may think
that the particles are frozen.

USF Elementary Education Lesson Plan Template (S 2014)

Dumas___________________________
Grade Level Being
Subject/Content:
Taught: 3
Science

Name: __Corrine
Group Size:
19

Date of Lesson: 4 February

2016

Lesson Implementation
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.)

This will be led by a powerpoint, but is ultimately centered around the group activity.

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.)

Time

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

Who is
responsibl
e (Teacher
or
Students)?

Each content area may require a different step-by-step format. Use

whichever plan is appropriate for the content taught in this lesson.
For example, in science, you would detail the 5 Es here
(Engage/Encountering the Idea; Exploring the Idea;
Explanation/Organizing the Idea; Extend/Applying the Idea;
Evaluation).
https://www.brainpop.com/science/matterandchemistry/statesofmatt
er/ video about matter. 0:00-3:30

10
Based on this video, we are going to act out the molecules in each
state of matter. I will need 10 people for solid, 5 people for liquid,
and 3 people for gas.
-the solid group should stand tightly together, not moving much

USF Elementary Education Lesson Plan Template (S 2014)

Dumas___________________________
Grade Level Being
Subject/Content:
Taught: 3
Science
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?
What will you do if

10

20

Name: __Corrine
Group Size:
19

Date of Lesson: 4 February

2016

-the liquid group should be about arms length apart, moving a

decent amount
-the gas group should be as far apart as possible, moving a lot
Students will fill out states of matter worksheet. Must do alone. I will
circulate and answer any questions.

Balloon activity and worksheet. Exploring states of matter with

balloons. They will first predict what will happen when they pop the
balloons. Groups will pop one balloon full of air, one full of water,
and one full of ice. They will then go back and write what actually
happened and why.

a student struggles with the content?

I will be circulating, answering any questions. If needed, a separate group can be pulled
in the back, but I think they will be fine working in their groups.

What will you do if

a student masters the content quickly?

Those will be the great helpers who lead their group. If time permits, enrichment work
may be provided.

Meeting your students

needs as people and as
learners

If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
This applies to my inquiryhow can I use students preferred learning styles to increase
engagement in science?which, for me, means a lot of hands-on activities that feel more
like a game than traditional classwork.

USF Elementary Education Lesson Plan Template (S 2014)

Dumas___________________________
Grade Level Being
Subject/Content:
Taught: 3
Science

Name: __Corrine
Group Size:
19

Date of Lesson: 4 February

2016

If applicable, how does this lesson connect to/reflect the local community?
N/A
How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
Basically those students are my group leaders and I expect that they will help their group
be successful. If time were to permit, I could also provide those students with extra H.O.T.
questions that really test their knowledge.
How will you differentiate instruction for students who need additional
language support?
They will have support from my CT and myself. They will also be grouped with classmates
who can help.
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

J.J.-V. has been having a lot of emotional distress lately but the students know to back off
and let him calm down. We have been practicing deep breaths.
H.S. is an ELL which usually doesnt hinder him, but things can be read aloud to him and
explained.
R.V

USF Elementary Education Lesson Plan Template (S 2014)

Dumas___________________________
Grade Level Being
Subject/Content:
Taught: 3
Science
(What materials will you use?
Why did you choose these
materials? Include any
resources you used. This can
also include people!)

Name: __Corrine
Group Size:
19

Date of Lesson: 4 February

2016

Balloon Worksheet (see S-5-1-1_Balloon Worksheet and KEY.doc)

States of Matter: Solids, Liquids, and Gases Worksheet (S-5-1-1_States of Matter Worksheet
and KEY.doc)
twelve balloons (three full of air, three full of water, three full of ice).
four small containers

Reflection:
I had my supervisor watch the students more than watch me for this lesson because my inquiry is based
on engagement and I was curious to see how into the lesson they truly were from an outside perspective.
Upon teaching the actual lesson, I was so pleased with how well it was going and felt excited that I had so
many hands raised for the first activity, which was just standing up and moving around. They love to get out of
their seats and I cant blame them. I was even more excited to see them make the connection from the
activity we did to the worksheet. I felt like they really understand that portion. I was, however, a little
overwhelmed when they performed their little experiment because it was chaotic. I could tell in the moment
that that was definitely the case, but I really cringed when I went back and watched the video because of how
crazy it got. I had water flying everywhere and the kids were definitely riled up.
I was particularly excited about how many hands were up throughout the whole lesson because
sometimes in writing that isnt the case. I think I have gotten them to enjoy science a lot with these fun,

USF Elementary Education Lesson Plan Template (S 2014)

Dumas___________________________
Grade Level Being
Subject/Content:
Taught: 3
Science

Name: __Corrine
Group Size:
19

Date of Lesson: 4 February

2016

hands-on activities. For me, I still have to work on management because we dont really have a procedure in
place in the classroom and I dont have the best control, which luckily didnt come across until the very end
when they were playing around. I was pleased with their behavior the entire time, but once water started
flying it became a little more difficult. My supervisor agreed that this was the best lesson she has seen from
me and I would agree. I was actually glad my CT decided to leave during the lesson so I truly had the kids to
myself and got to see how they would act with just me. Again, they did a great job and this lesson really
helped my confidence as a teacher.
As it pertains to inquiry, this also helped my case of the importance of incorporating students preferred
learning styles in lessons in order to increase engagement. When they are having fun, they are paying
attention and then it comes down to a matter of what are they retaining. They are so much more likely to
retain information from an interesting event that they enjoyed, much like the activity we did. I think thats
truly the reason they were able to make the connection, because the lesson was memorable. Because of this,
my goal is to have as much participation and excitement in future lessons as I did in this lesson, especially in
science.

USF Elementary Education Lesson Plan Template (S 2014)

Dumas___________________________
Grade Level Being
Subject/Content:
Taught: 3
Science

Name: __Corrine
Group Size:
19

Date of Lesson: 4 February

2016

USF Elementary Education Lesson Plan Template (S 2014)

Dumas___________________________
Grade Level Being
Subject/Content:
Taught: 3
Science

Name: __Corrine
Group Size:
19

Date of Lesson: 4 February

2016