Elementary and Early Childhood Education Lesson Plan Template

Name: Jordan Bailey Date:

Course: YCE 1 Lesson Plan #: 2
Subject Area(s): Theme (Science) Grade Level/Time Frame: 2nd Grade

Step 1: Learning Context Describe the various boards/wall-based resources (e.g., white boards,
Identify smart boards, word wall, etc.) and where they are located
Learners  In the front of the room, there are two small white boards on
(Classroom both sides of the smart board. Right now, the smart board in the
Context) classroom does not work very well. All students are placed in a
position to where they can easily see the smart board and white
boards.

How are the desks/table(s) arranged and why?

 The desks are constantly moving and changing. Although this is
the case, right now the desk is in three different groups. There
are about six desks in two groups. All the students are facing
one another. The two desks on the end are facing the other
students, making a sort of T-shape with the desks. The third
group of desks are in a straight line closer to the smart board.
There are three desks in this row. They are arranged this way, so
students can collaborate with one another and have quality
discussions amongst one another when needed.

What “special” areas (carpet, bookshelves, “peace” chairs, etc.) are

in the room?
 There are two carpeted areas in the classroom. The first one is in
front of my desk, closer to the computers. The second one is in
the back of the room near the read-aloud area where some of the
bookshelves are located. There is a rocking chair placed in this
area, so the teacher can read-aloud to the students. There is also
an ABC mat located in the front of the classroom, right under
the smart board. There are four main bookshelves in the
classroom with leveled reading books. Two are located right
when you walk in the room in the back, near the meeting area
rug. The other two are located on the left corner in the front of
the room, near the smart board.

Describe the technology tools located in the classroom/school

 There are five desktop computers lining the left, half back of the
wall. Some students are assigned to a desktop computer. There
are also iPad and laptops assigned to other students. These are
kept in the classroom to charge. The students use these often
during group rotations. There is also the smart board at the front
of the room. This board is not working very often. The teacher
has a laptop at her desk as well.

Learner Description Number of students in class: 18

 Number of males:
- 10

 Number of females:
- 8
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 Learning Needs Number of Supports, Accommodations,
Students Modifications
Students’ w/ 0 N/A
IEPs or 504
plans
Students w/ EIPs 3 2 students – reading pullout

1 student – math pullout

English learners 0 N/A
Gifted 0 N/A
Students with 3 Pullout in reading and math
gaps in academic
knowledge
Other learning 2 Behavior related needs
needs Anxiety – flexible seating options,
practicing deep breathes, counting
down, brain breaks
Personal Assets,
Cultural, Assets, Personal:
Community Assets The students in the class bring a wide variety of interests, family
(also referred to as backgrounds, experiences, etc. When getting to know these students and
Funds of Knowledge) what their lives look like outside of school, I was able to gather some
common interest among the students. Most students in my classroom are
really into video games such as Roblox and Minecraft. When talking to
the students, I also learned that many of them like to read and take naps
when they get home from school. Many students expressed an interest in
the Bad Kitty book series. Another thing I was able to gather from the
students is the diversity of family backgrounds that are brought into the
classroom. There is a wide variety of culture, ethnicity, and race within
the class. There are a few students who are not classified as ESOL
students, but their home language is Spanish. We also have one student
who was adopted as a baby. This student knows he is adopted and
attends therapy and is in communication with his biological mom. Most
students also expressed having siblings or cousins in which they hang out
with often. Some even have siblings who attend the same school as them.

Cultural:
Some students in the class have families who are bilingual and have a
different home language other than English. These students are not
considered ESOL students but are bilingual. I know that some of my
students in my class expressed that they do attend the local churches and
read the bibles. Most of my students come from middle-to-upper-class
two-parent households. Many students have told me about the family
vacations they have been on as well as the sports they are into after
school. There is one student in the class whose family is part of
Jehovah’s Witness. This student and her family do not observe or
celebrate any holidays. They also do not salute the national flag or sing
the national anthem, and they refuse military service

Community:
The community surrounding the school and the neighborhoods where the
students live is a mainly suburban. There are many subdivisions around
the community. Woodstock does have a small city feel with lots of
shopping and neighborhoods. After talking with some students, I learned
that there are waterparks and nature trails that students enjoy going to
outside of school. One student mentioned the nature trail is a place right
near his neighborhood that allows him to climb trees and go on hikes.
Another student mentioned that she loved going to the water parks
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 surrounding Woodstock. Outside of school, two girls in the class cheered
on the same cheerleading team in the community. I also learned that
multiple students are active in the sports community in Cherokee county.
Many are involved in soccer. These students expressed that they are
actively participating in after school practices. Some students also attend
local churches such as Woodstock City Church where they attend youth
groups and church camps such as UpStreet.

Step 2: Georgia Standard (s)

Identify of Excellence, WIDA S2P1. Obtain, evaluate, and communicate information about the
Curricular Standard(s), etc. properties of matter and changes that occur in objects.
Priorities - c. Provide evidence from observations to construct an
explanation that some changes in matter caused by heating
or cooling can be reversed and some changes are
irreversible. (Clarification statement: Changes in matter
could include heating or freezing of water, baking a cake,
boiling an egg.)
Prior Academic
Knowledge and - Matter
Prerequisite Skills - Physical and chemical changes
- Solid, liquid, gas
- Heating and cooling
- Temperature
- Listening skills
- Collaboration skills

Overarching Goal,
Big Idea, or - What is the difference between reversible and irreversible
Essential Question(s) changes?
- What are the states of matter?
- How can heating and cooling reverse the states of matter?
- Can I observe matter changing?
- What is an irreversible change? What is a reversable
change?

Learning
Objective(s) or - I can use evidence to explain how changes in matter can be
Learning Target(s) reversible and irreversible.
- I can explain that some changes in matter caused by heating
or cooling can be reversed, and some changes are
irreversible.
- I can conduct observations over changes in matter that are
reversable and irreversible.

I will be able to:

- Identify the states of matter  
- Explain how heating or cooling can reverse states of
matter  
- Recognize that some changes can cause matter to not return
to its original state

Vocabulary: Includes Vocabulary Language Supports

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words, phrases, and Multiple meaning words (if
symbols applicable):
used within disciplines.
 Multiple - N/A -N/A
meaning words
are words and Academic vocabulary:
phrases with Notecard/ anchor charts can be
subject specific - Observation used to scaffold students to think
meanings that - Compare about these vocabulary terms.
differ from
- Evidence
meanings used
- Explain
in everyday life
(e.g., table, ruler, - Recognize
force)
 General
academic
vocabulary used
across
disciplines (e.g.,
compare,
analyze,
evaluate)
 Subject-specific
vocabulary
defined for use
in the discipline
(e.g., vowel,
numerator,
constitution,
photosynthesis)

Language Supports:
instructional supports that
help students understand
and successfully use the
language function (e.g.,
sentence starters, graphic
organizers)

Subject-specific vocabulary:

- Solid
- Liquid Teacher will review vocabulary at
- Gas the beginning of the lesson.
- Melting
- Freezing If needed, students will be given a
- Properties vocabulary cheat sheet with the
- Matter terms on them with pictures.
- Temperature
Sentence Starters can be given to
- Mixture
students if needed.
- Reversible
- Irreversible

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Step 3: Assessment Plan
Design
Assessmen Georgia Performance Corresponding Format of Assessment(s)
t Standard(s) Learning Objective(s)
Framewor or Learning Target(s)
k
S2P1. Obtain, evaluate, I can use evidence to Pre assessment(s):
and communicate explain how changes
information about the in matter can be Observational Data
properties of matter and reversible and
changes that occur in irreversible. Vocabulary Review - Matter
objects.
- c. Provide I can explain that some Formative Assessment(s):
evidence changes in matter
from caused by heating or Flipchart (reversable/irreversible) practice
observations cooling can be
to construct reversed, and some Exit Ticket
an changes are
explanation irreversible. Summative Assessment(s):
that some
changes in I can conduct Observation Lab Activity/Handout
matter observations over
caused by changes in matter that
heating or are reversable and
cooling can irreversible.
be reversed
and some I will be able to:
changes are
irreversible. Identify the states of
(Clarificatio matter  
n statement: Explain how heating or
Changes in cooling can reverse
matter could states of matter  
include
heating or Recognize that some
freezing of changes can cause
water, matter to not return to
baking a its original state
cake,
boiling an
egg.)

Type of Assessment Format of Supports, Evaluation Criteria

Assessment (e.g., Accommodations, How will you know or
quiz, test, checklist, Modifications measure if the students
KWL chart, (Differentiated have met the learning
performance task) Assessments, objective(s) or learning
Culturally target(s)?
Relevant
Assessment)
Pre-assessment Observational Data N/A for During planning and
observational data observing what is
happening in class
leading up to the lesson,
plans will be adjusted to
what is happening and
what students may
need.

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 Vocabulary review Vocabulary will be
on the Smart Board Vocabulary review will
and will be read assess students on what
out loud for terms they have already
students to hear. learned on the topic of
matter prior to the
lesson. These
vocabulary terms will
be reviewed with
students before
continuing to the new
lesson.

Formative assessment(s) Flipchart The flipchart will Students will determine

(reversable/irreversible be presented on the which examples are
) practice Smart Board and reversible and
read aloud to the irreversible before
students. completing the lab
activity.

Thumbs Up, Thumbs This assessment Students will respond to

Down will help with whole group and small
students who are group questions about
shyer in expressing the topic of matter.
how they are Students will respond
feeling about the with a thumbs up or a
lesson. thumbs down to show if
they need more review
or if they are
understanding.
‘

Exit Ticket Sentence starters At the end of the lesson,

will be provided to students will complete
the students to an exit ticket (if time
complete the exit permits). This exit
ticket. ticket will help me
assess what the students
were able to learn from
this lesson and what
they still have questions
on.

Summative assessment(s) Observation Lab Sentence starters Students will work in

Activity/Handout can be provided for small groups to observe
students who need reversible and
help writing out irreversible changes.
what they are
seeing.

The observation Students will complete

form will be on the an observational form
board and in front and take part in a class
of them. They will discussion regarding
go through what what they observed.
they observed
together as a class.

Pre-Assessment Data Summary

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 When planning the lesson, we decided to look at where the unit of matter would be by the time this
lesson would be implemented with the students. Therefore, I decided to focus on standard C of this
unit. I have also noticed that students tend to enjoy more hands-on activities where they are learning
right in front of them. This allowed me to create a lesson where the students could take part in a
hands-on and engaging activity that would help them in learning the standard. I also looked at the
vocabulary the students were doing before each instructional period of this unit on matter. This drove
me to believe that reviewing the vocabulary again before the lesson would be a good idea. This way
students are getting a review and starting their brains off on the right page.

Step 4: Materials Needed Observation Chart Hand-out (created by me)

Create
Learning
Activities

Flipchart (Created by me)

- On Cherokee County Laptop

- PowerPoint styled
- Used for the Smart Board
Materials:
- Containers
- Skittles
- Clear cups/containers for water
- Water
- Pencils
- Smart Board

Exit Ticket (created by me)

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Technology Connection
(OPTIONAL but should This lesson is going to use minimal technology. Students will be
be included as often as viewing the Smart Board for a portion of this lesson. Students will be
possible) able to come up to the board to help identify vocabulary terms.

Connection to the Arts

(OPTIONAL but should N/A
be included as often as
possible)
Supporting Diverse
Learners I will support my students who struggle with writing by differentiating
the content by providing sentence stems.

I will support my students who struggle with working alone by

differentiating the activities through allowing students to work in small
groups.

I will support my students who struggle with anxiety by differentiating

my instruction through allowing students brain breaks as needed.

I will support my students who struggle with reading by differentiating

the instruction by allowing students access to anchor charts explaining
the content in the lesson.

Culturally Responsive
Teaching This lesson is culturally responsive by allowing students to work with
hands-on materials. Students will have the opportunity to work together
in groups to complete an activity. This activity allows students to
visually see what they are learning. The students in the classroom tend
to get more excited for lessons that allow them to be involved in their
learning. This lesson will allow students the chance to see first-hand
how matter can be reversible and irreversible. Students are also able to
see the materials on the board as well as in their hands. This allows
students the chance to engage in the materials in the ways that work for
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 them. Some students may not be able to see the board very well,
therefore, giving them materials, they can see from their desk is
wonderful. Lastly, students can take part in whole-group discussion,
small group discussion, and partner discussion. Students who may not
like to respond verbally, will be given the chance to use thumbs up,
thumbs down assessment to respond nonverbally to the questions or
discussions.

Research and Theory,

or Principles of Child Hands-on
Development
In this lesson, students will take part in a hands-on observational lab.
Students will get to see the differences in reversible and irreversible
changes. In a research article, it states, “Hands-on laboratory science
experiences are critical to the learning process across all areas of study,
beginning with kindergarten and continuing through post-secondary
education” (ASC Public Policy Statement, 2020).

Another article I read about, mentioned the importance of hands-on

activities for student learning. Research shows that children who are
taught using hands-on teaching methods do better in school than those
who are not. 

Small Group Work

During this lesson, students will also have the chance to work with other
students in a small group setting. Research shows that, “Students who do
small group work generally learn more of the material and retain their
knowledge longer than students who don’t” (Davis, 1993). I believe in
the importance of students working in groups to complete activities or to
learn from one another.

Vocabulary Review

Research states, “Higher frequency of exposure to targeted vocabulary

words will increase the likelihood that young children will understand
and remember the meanings of new words and use them more
frequently” (NRTAC, 2010). During this lesson, students will be
reviewing vocabulary terms that they have already learned in regard to
matter. They will also be learning new vocabulary terms and practicing
hands-on with these terms.

Higher Order Thinking

Questions (HOTQs) 1. Can I recall the vocabulary terms that I learned about matter so
far? (Blooms Taxonomy, Remembering)

2. Can I demonstrate my understanding of reversible and

irreversible changes of matter? (Blooms Taxonomy, applying)

3. What can you infer will happen when we shake the container of
skittles? (Blooms Taxonomy, evaluate)

4. How can I experiment with the skittles to determine irreversible

changes? (Blooms Taxonomy, analyze)

5. Can I determine the differences between reversible and

irreversible changes? (Blooms taxonomy, evaluate)

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Instructional Strategies Instruction: 
and Learning Tasks
On flipchart: 
 Review: 
 Teacher will start by going over vocabulary terms in relation to
matter. 
 Terms: melting, freezing, temperature, mixture, properties,
solid, liquid, gas, matter, and mass
 Students will match the correct term to the correct definition
(on the board)

Can I recall the vocabulary terms that I learned about matter so far?
(Blooms Taxonomy, Remembering)

Teacher will introduce reversible and irreversible changes in matter.

 The teacher will give the students the definition of each
 The teacher will provide examples of the different changes

Students will complete 4 examples of irreversible and reversible changes

on the flipchart.

Throughout the lesson, the teacher will assess the students using a
thumbs up, thumbs down assessment. –

Can I demonstrate my understanding of reversible and irreversible

changes of matter? (Blooms Taxonomy, applying)

Lab Activity: 

Reversible Change 
 The teacher will place students into small groups at their desks. 
 The teacher will then place a container of skittles on the desk
for each group to see. 
 Students will not observe the container of skittles and record
the data in a chart. 
o Students should observe that the skittles are layered in
the container by color 
o Talk about the pattern of colors in the container 
 After the observations, the teacher will bring the students back
together to discuss what we observed. 
 The teacher will ask the students to then pick up the container
of skittles and shake them. (Ask one student from each group
do this) 

What can you infer will happen when we shake the container of
skittles? (Blooms Taxonomy, evaluate)

 The students will turn and talk with their group if they think
they can reverse this process or not. 
o Students will record their thinking. 
 The teacher will then ask the students if this was reversible or
irreversible 
o Students should be able to say this is reversible and
explain that I can pour out the skittles, separate them
by color, and layer them back into the container.  

Irreversible Change 

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 How can I experiment with the skittles to determine irreversible
changes? (Blooms Taxonomy, analyze)

 The teacher will then hand each group a small cup of water. 
o The students will take 2-3 skittles out of the container
and gently drop them into the cup of water.
 Students will observe what is happening to the skittles over the
past couple of minutes and record what they are seeing. 
o The colors of the skittles should begin to spread out
into the water 
o Skittles should turn a white color as the other colors
dissolved away
 The students will turn and talk with their group about whether
this process can be reversed or not. 
 Teacher will then ask the students if this is a reversible or
irreversible change. 
o Students should be able to say this is irreversible and
explain that the colors cannot be removed from the
water and be put back onto the skittles they left.

Lesson Closure Can I determine the differences between reversible and irreversible
changes? (Blooms taxonomy, evaluate)

If time permits, students will complete an exit ticket. This will help the
teacher get an understanding of what next steps to take in instructing the
students on this standard.

Re-teaching, Re- If students are struggling with the standard and the content involved, I
Engagement, Practice think a good way to re-teach this would be by starting off with new
books and videos.

Book ideas: https://www.getepic.com/collection/371439/properties-and-

changes-in-matter

Video: https://www.youtube.com/watch?v=aOQbMUSfk_I&t=65s

Students will also most likely need to learn what reversible and
irreversible changes are in a different way. Maybe this could be done
through crumbling a piece of paper (reversible) and ripping the paper
into pieces (irreversible).

Extensions Students could practice identifying what the changes will do when we
heat or cool something. Students could also identify and practice with
identifying what is being done (ex: If I show I picture of solid butter,
what do I have to do for it to melt?).

If students completely understand this change, they could complete more

observational labs. For example, creating ice cream. This could be done
with a coffee creamer, ice, salt, and a Styrofoam cup.

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