Name: Siobhan Barrett

School: Mission Trail

Elementary
Grade Level: 2nd

Unit: Science:
Matter

Goals/Objectives: What are your goals and objectives for the lesson?

Day: 5
Date: 2/6/2015

Hour: 1:45-2:45
Observation # 3

Materials/Resources Needed:

[7]

What do you want students to learn and be able to demonstrate? [1 ]

Identify properties of solids, liquids, and gases.

Classify materials or objects into groups based on

properties.

Gases: Blown-up balloon, full soccer ball,

full football
Liquids: Water in a vase, coffee in a cup,
and other things around the room
Solids: Books, desks, computers, and other
things around the room

State Standards/Benchmarks/ School Improvement Goals:

2.Structure and Properties of Matter
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
The section entitled Disciplinary Core Ideas is reproduced verbatim from A Framework for K-12 Science Education: Practices, Cross-Cutting Concepts, and
Core Ideas. Integrated and reprinted with permission from the National Academy of Sciences.

2.Structure and Properties of Matter

Students who demonstrate understanding can:
2-PS1-1. Plan and conduct an investigation to describe and classify different kinds of materials by their
observable properties. [Clarification Statement: Observations could include color, texture, hardness, and flexibility. Patterns could include the
similar properties that different materials share.]

Why are these goals& objectives suitable for this

group of students? What evidence do you have that you have high but
reasonable expectations? (Refer to Contextual Factors in Entry 2) [2]

The students will be testing their knowledge of the

properties of each state of matter in this activity. They
will be expected to make connections between things
around the room and their new knowledge of the
properties of matter. This is appropriate because it will
challenge the students to find objects that represent each
state of matter.
What difficulties do students typically experience in
this area? How do you plan to anticipate these
difficulties? (Pre-assessment) [4]
Students tend to have difficulties defining and
understanding gases. I anticipate this difficulty to
defining the properties of a gas, giving multiple
examples, and answering questions as they arise. I will
also plant some objects around the room that will
represent gas so the students will make connections
between what they have learned previously and what
they find around the room.

Background: How do these goals and objectives build on previous

lessons, and how do they lead to future planning? [3]

The students have been learning about the states and

properties of matter in the days leading up to this
lesson. They will have previously sorted pictures of
objects into categories in preparation for this lesson.
In the future, we will be talking more about
measuring and changing matter. This lesson is
intended to assess whether they are ready to move on
to the next half of the unit.
Relevance: How do these goals and objectives align with

[5]

State Standards: State standards require that students learn

about the properties of matter. They also suggest that students
classify materials as a state of matter. This lesson targets those
standards and attempts to test the students knowledge of the
properties.
District curriculum/goals: State and district curriculum
standards align. Students are required to learn the properties of a
solid and liquid according to district curriculum standards. I
have decided to include gases in this unit because state standard
suggest the inclusion of all three states of matter.
School Improvement Process:

Anticipatory Set (Initial Engagement):

Sequence of Activities - with time allotments:

The teacher will review the concept of matter and

properties with the students. They will take their matter
books out and review the definitions of a solid, liquid,
and gas. Then, the teacher will pull up a smart board
game. The students will sort objects into the categories
(solids liquids and gases).

The students will be engaging in a scavenger hunt around

the room for items that fall under the category of each
state of matter. They will have a worksheet that divides
up a t-chart into Solids/Liquids/Gases. When they see
a solid in the classroom, they will mark a tally in the
Solids Column. They will repeat that process for
liquids and gases.

Learning Activities:

How do you plan to engage students in

content throughout the lesson? What will YOU do? What will the
STUDENTS do? [6]

I will engage the students in the content throughout the

lesson by asking them questions such as, how do you
know thats a solid (liquid or gas). I will also allow
them to roam about the room and look be creative in
what they identify as a solid liquid or gas. This will
allow them to make their own connections and expand
their knowledge of matter.
Closure: (How will you tie it together & prepare them for what

[c]

The students will enter the classroom after

recess. They will take a restroom and drink
break (5 minutes)
The teacher will review the properties of
matter with the students. They will pull out
their flap books and go through each state of
matter. (5 minutes)
The teacher will explain the SET activity.
Were going to go on a scavenger hunt for
the states of matter in our classroom! If you
find a solid, put a tally on your worksheet in
the solids box. Do the same for liquids and
gases! Find at least four of each state and no
more than 12.
The students will have 10-15 minutes to
complete this activity. When they are
finished, they will be instructed to return to
their seats.
When all students have finished returned to
their seats, they will count their tallies and
graph them on the bar graph included on their
worksheet. (5 minutes)

Rationale: This activity is intended to help students

make connections between matter and the objects
around them in their every day lives.
Vocabulary:
Solid
Liquid
Gas
Property

What

higher level thinking skills will the students use?

comes next?)

When all students have come together and create their

bar graph, the teacher will ask the students to share some
of the things they found for each of the states of matter.
Then, she will explain that it is important to be able to
identify each state because next, we will be learning
about how to measure matter and how we can change
one state to another state!

The students will be making connections between what they

learned in class and their everyday lives. This connection brings
the lesson to a higher level because students are combining their
school knowledge with their personal knowledge

Use of Technology: (by teacher and/or students) [7]

Strategies to promote equitable opportunities for all [d]

Smartboard

In order to promote equitable opportunities, I will use

an appropriate wait time before calling on students.

Rationale: This will promote an equitable

environment by providing students who do not think
as quickly as others time to digest and come up with
an answer for the question.
Instructional Strategies: (strategies/questions/prompts to

Grouping: (Individual, small group, large group) [b]

encourage learning and meet diverse needs) [a]

This is an individual activity with a whole class

Self-guided inquiry: the students will take what they
discussion at the end.
have learned and apply it to a self-guided inquiry where
they will find items around the room and categorize them Rationale: Making this an individual activity will allow
by their properties.
me to see whether the student truly understand the
material. The discussion at the end will help
Rationale: These strategies will help students think
introduce the topic we will be moving on to next
deeply about what they are learning.
week.
Modifications and/or Accommodations for special needs:

Are there any special circumstances of which the observer

should be aware? [e]

A para will be present for a student with extra needs.

Assessment: How do you plan to assess student achievement of the

Follow-Up: What will you do with the assessment results? How

goals? [8]

will that affect what you do next?

The worksheet will act as a formative assessment.

I will use the assessment to decide whether the

students are ready to move on to the next section of
the unit or whether I need to review what we have
already learned. If they are not ready to move on, I
will spend the next day reviewing what we have
already learned.