Hardin County High School Lesson Plan Form

Lesson Plan Title:

State Standards:
3202.1.1 Distinguish among solids, liquids, gases, and plasmas. 3202.1.2
Describe and illustrate the physical differences among solids, liquids, and
gases in terms of their mass, volume, density, shape, and particle
arrangement. 3202.2.8 Investigate the relationships among kinetic,
potential, and total energy within a closed system (the Law of Conservation
of Energy). CLE 3202.1.1 Explore matter in terms of its physical and chemical
properties.
Todays Specific Objective: By the end of todays lesson the learner
will be able to:
Differentiate between the phase changes (melting, freezing, evaporation,
condensation, and sublimation) in terms of energy, motion & spacing, and
energy conservation.
*Note: Students will differentiate between the different states using
drawings (creating/designing), acting/role playing
(reconstructing/creating), and descriptions in their own words
(summarize). Students will create 6 second video clips to explain
their assigned state of matter.
Required Materials: Each student will need their own personal science
notebook, a mini-dry erase board or large dry erase board and dry erase
marker. Groups (each set of tables) will need their lab group protocol, their
Vine Video planning rubric, and at least one device (iPhone or iPad). Teacher
will need lap-top, projector, iPad and/or Elmo.
*Note: Students will be using the internet as well as a device to
construct their videos. All students on my rosters have their signed
Acceptable Use Policy on file, as well as know that if I see them off
task, their device will be taken up.
Step-By-Step-Procedures:
This activity is one of the culminating activities for this particular Unit.
We have started with a simple idea about matter (something that has
mass and takes up space) and slowly explored its chemical and
physical properties. Students have all the pieces to the puzzle, now its
time to see if they can put it together.

At the beginning of class we will review our standards and well as the I
Can statements for this unit (see adaptations).
Students will get out their dry erase markers, notes, and if a mini dry
erase board is not at their seat, they will get one from the shelves.
In order to prepare for the video creations, the teacher will ask the
students to use their mini dry erase board to answer various questions
relating to solids, liquids, and gasses, in various ways (i.e. in one word
describe a solid, in terms of energy, draw a picture to represent
sublimation, rewrite the kinetic molecular theory in their own words.
The teacher will model using a mini dry erase board.
o A question will be asked (re-write the theory or draw the state of
matter)
o The student will take out and write on their boards and answer
depending on the prompt.
o If called on to explain, the student will take their mini-dry erase
board to the main board or standing from their seat, and show
their explanation or diagram and explain it to the class.
If a student needs help at their seats or at the main board, the teacher
will provide a leading question to the student.
If a student cannot answer the question with prompts then the no-opt
out procedure is in play (see adaptations).
After the brief refresher/questions to get the gears turning, the teacher
will instruct the students to get out their lab group protocol. It is a
sheet at their desk in a page protector. The students work in groups
constantly, so they know the group rolls. This sheet allows the students
to decide who is doing what for the particular activity, write down
deadlines, and sign off when their particular job is done.
After the groups have decided each roll, the teacher will pass out the
Vine Video planning rubric. While each group has freedom on how they
will create their video, one side of the rubric has categories on how the
video will be graded. The other side has planning space to help the
process go smoothly.
The students will work in groups to create their video.
Basically each group will be assigned a state of matter and a phase
change from that state to another state. They will create two 6 second
videos explaining their chosen topic. Since the videos are short, they
students have to be creative on how they will explain their state of
matter and phase change. It forces them to combine concepts and
explain in an understandable manner rather than just repeating back a
definition. By owning the explanation, students will have a better
understanding of the material.
Once the video if finally shot, students will upload the video to our
class Vine account.

Assessing & Advancing Questions:

Analysis: Compare how molecules behave in a liquid to that of a solid?
(Leading Question if needed: Think about how the molecules are vibrating or
moving. Which one (solid or liquid) is moving faster?)
Evaluation: Design/re-enact how the molecules of a gas act in a container
with your group.
Synthesis: What do you predict will happen to the motion of the molecules in
a liquid if we cool the temperature down? (Leading Question if needed: What
happens to water when we put it in an ice tray and put it in the freezer?)
Synthesis: Rewrite the Kinetic Molecular Theory in your own words.
The whole concept of the video is to hit the upper level blooms verbs
because of creating, evaluating how to convey the concept in a short but
precise manner.
Plans For Independent Practice:
Students will be using their planning rubric to plan how to convey the
information in their video. Teacher will circulate around the room checking
student work and prompting students that are stuck in procedure.
Students also have a States of Matter POGIL that they have been working on.
POGIL stands for Process Oriented Guided Inquiry Learning. POGIL uses
guided inquiry a learning cycle of exploration, concept invention and
application is the basis for many of the carefully designed materials that
students use to guide them to construct new knowledge.
The States of Matter activity focuses on core concepts and encourages a
deep understanding of the course material while developing higher-order
thinking skills. POGIL develops process skills such as critical thinking,
problem solving, and communication through cooperation and reflection. It
presents the students with models where they analyze those models
representing the states of matter. It is a culminating independent practice
that they have been working on in this unit.
Assessment
Students are continually assessed during class time on their work on the
States of Matter POGIL pre this lesson, another benefit of the mastery
learning model (see adaptations).

Students will be continually assessed through written answers on mini-dry

erase boards. They will also be accessed through their group workings while
making their videos on the states of matter and phase changes.
Assessment via student explanation will be surveyed using higher order
thinking skills. If first the student cannot answer the original question, a
probing help question will be used to guide student to answer.
As the lesson progresses students will be learning about matter and how
different types of matter behave on a molecular level. For mastery it is
important that the students feel that they can explain what is going on in the
matter on a molecular level. If each student does not feel that they can do
this through self assessment, then as a class we will assess what is stopping
us from this adjust the lesson.
Student work will also be presented portfolio-based in each of their individual
Science Notebooks with examples of personal note taking and of student
work per SPI standard. The notebooks are used for daily notebook checks as
well as pre-Unit test assessment.
Culminating assessment will be provided through a short answer, essay, and
multiple choice combination unit test.
Descriptive answers (i.e. a short answer, essay, and multiple choice test) will
be used to adapt the next chapters instruction to suit students needs (for
example more time spent on student explanation on process of solving
question or step by step analysis of a written problem).
Adaptations (For students at varying learning rates)
Knowing that each student learns at different rates, I have changed up my
classroom style. Students take charge of their learning, and I help facilitate in
their learning. One of the unique features of using a mastery learning model
is that not all students will be working on the same assignment at the same
time. Some students will work faster and are encouraged to do so; others
will stick to our schedule and meet the weekly benchmark exactly; others will
struggle and may fall behind, BUT these students will receive personalized
assistance from myself in order to help them through the material. All work
for a particular standard must be completed prior to taking the unit exam.
Students now have access to what would traditionally be thought of as in
class lectures at home. The video lectures are the basic content for each
physical science standard. The videos give students the power to learn at
their own pace. They may rewind, pause, or rewatch each lesson. As a selfdirected learner, they can go back over concepts they did not fully grasp the
first time it was explained. The videos (and taking notes on the videos) in

essence will be the majority of their homework.

Each video is roughly 8 to 15 minutes and covers one or two concepts. They
are accessible through, my website
(https://sites.google.com/site/mrljonesscience/), SchoolTube and a YouTube
channel. Because the lessons are posted online just about any internetcapable device can access them, such as a smartphone, iPad or computer. It
is okay if a student does not have access to a device with internet at home
there are other ways for them to view the videos. I have the ability to load
the videos onto a flash drive to watch on a computer or a DVD. The can also
use resources available to them at school. The Library and just about any
classroom here at HCHS has internet enabled computers. I put them on the
school server as well. They are also allowed to use the mini lap-tops in my
room since I am usually here by 7:15 am Students can watch the videos
then.
A letter home was sent with each student assessing their parent/guardians
understanding of this type of learning as well as access that each family
might have to internet, computers, etc. Over 90% had access to the internet
or a computer. I worked with the other 10% on accommodations.
This does not totally replace what is thought of as traditional homework nor
class lecture, but by freeing up class time by using normal homework time
to focus on content and taking notes, I am able to provide more time for oneon-one interactions, giving students greater access to guidance and support
on practice and application of the concepts from the standards, especially
those who are struggling.
Class will begin by reviewing student questions from the lecture video. We
may go over several examples as a class or students may discuss certain
questions from their notes or ones asked in the lecture video in small groups.
This time serves to refresh student memory of the lesson they viewed the
night before.
After the review, students will work in small groups on a set of practice
problems related to the lesson. The problem sets are designed to help them
practice and develop their proficiency with the new concepts. Students are
encouraged to work together and help each other, being constantly
reminded that one of the best ways to find out if they understand a concept
is to explain it to someone else. I will be continually moving throughout the
room helping students by explaining or clarifying any misconceptions. Class
time is all about helping students succeed.
This will also free up class time for students to perform labs, create their own
content by writing their own problems, record their own short videos to

explain a concept, perform research, and engage in interactive learning

activities with peers.
Each student has filled out a learning survey and a multiple intelligences
survey. I have it on a checklist, and at all times try to pay attention to their
learning styles in order to adapt the lesson (differentiate) when possible.
Some students need to see an example written out for them (visual) other
students need to hear the correct procedure if they have answered
incorrectly (auditory), and other learning styles and multiple intelligences.
This is also where having access to video lectures and other learning tools on
my web-site comes in handy for those that learn different ways and at
different speeds.
In my class, I take every standard and turn them into I Can statements.
Throughout the Unit, students are to rate themselves on a 1-5 scale as far as
their understanding of the topics. The students goal should be a 3 or higher.
The following are the I Can statements for my Unit 2b: States of Matter
How does matter change and yet stay the same?
2.
States of Matter: How does matter change, yet stay the same?
a.
I can identify the different states of matter if given their properties.
b.
I can differentiate between the phase changes (melting, freezing,
evaporation, condensation, sublimation) in terms of energy, motion &
spacing, and energy conservation.
c.
I can infer the main ideas of the kinetic theory.
d.
I can analyze graphs of phase changes to determine what happens to
the molecules and energy of the substance throughout the graph.
Vocabulary: kinetic molecular theory, solid, liquid, gas, plasma,
condensation, sublimation, boiling (vaporization), melting (fusion), freezing
(solidification), deposition, law of conservation of energy
No opt-out (learned from book Teach Like a Champion) is in effect where if
students do not know the right answer or says I dont know, they will repeat
the right answer (in this case the steps for solving the problem provided by
another student or teacher. Procedure is not meant to embarrass a student
for a wrong answer but to reinforce the correct answer as well as proper
learning technique.

Closure:
Teacher will evaluate individual student answers to higher order thinking
skills and explanation of the states of matter in their group workings while
making the video (if student can explain these in their own words then they

have made the connection in their minds. Understanding and putting in their
personal words is the key).
Students will be given an exit ticket question involving their state of matter,
energy loss or gain, and a new phase change.