ASSIGNMENT
As an educator, lesson plans help to organize our class and our thoughts as we proceed to educate our
students. Students are required to create a lesson plan that relates to teaching a science lesson in an
elementary classroom. (A lesson plan not simply restating a lab design you previously did). Although the
student may choose any science topic they wish, the instructor may provide ideas and students are
welcome to work together on lesson plans that may work over consecutive days within a classroom as
could be found in a co-teaching situation. Complete the lesson plan using the template on the following
pages. One of the two lesson plans MUST be linked to the Lab Design activity.
Requirements:
Type the assignment:
o 11 point or 12 point Calibri, Arial, or Times New Roman font
o Double spaced (No extra spacing between paragraphs)
o Standard margins (one inch)
Use Standard English writing style:
o Formal academic/business register (word choice)
Avoid contractions and abbreviations
o Grammar (sentence structure)
o Standard writing conventions (spelling, capitalization, punctuation)
1. Basic Information
Date: 10/27/2017
3. Learning Objectives
Two learning objectives are required. A helpful resource for Bloom’s Taxonomy verbs is
http://www.gcssk12.net/fullpanel/uploads/files/revised-blooms-chart.pdf. It can also be
found on the last page of this document. Be sure to include the three parts of each objective.
1. Who (Students)
2. How (Bloom’s Taxonomy Verb)
3. What, When, Where (Demonstration of the Objective)
Example: The students will be able to construct a painting of the three main characters in the
story The Three Billy Goats Gruff.
4. Materials
Rocks
Glasses
Water
Freezer
Microwave
Hot plate
Whiteboard
Pencil
List EVERYTHING that is needed in order to teach this lesson. Cross-reference this section
with the teaching procedures in the next section. All materials should be included
somewhere in the step-by-step directions.
To start the lesson, I will ask all of the students what they know about solids,
liquids, and gas. I will use this to get their brains going.
To start with I will hand each student’s a rock, a glass of water, and a Ziploc bag
of air.
I will then ask them to think about each material that I gave them and the
differences between the materials. (I will have a paper with all of the states of
I will then have the students get into groups as I write solids, liquids, and gas on
the board.
I will give them time to discuss the materials and group by group I will have
them tell me what the differences are among the materials I gave him.
I will then write on the board all of the differences amongst the materials.
I will then take a glass of ice that I will be keeping in the freezer and I will show
the students. I will explain to them that the ice is a solid. I will then melt the ice
I will explain to the students the ice is now a liquid and the when you put the
water from the ice back in the freezer it will become a solid. I want to show the
I will also have a hot plate warming up and I will boil water on it and show the
students the process of evaporation and how a liquid can become a gas.
we will do together that will discuss the properties of the materials.( I will have a
I will then hand the children a solid, liquid, and has worksheet that they have to
complete themselves to test their knowledge of the subject. The worksheet will be
a fill in the blank. (The student with a disability will not have a fill in the blank
worksheet instead I will show them pictures and they will tell me from there
Closure: (end the learning activity and summarize what was learned)
As we end the activity the children should now be able to classify different
experiment with solids, liquids, and gases to show that they can turn into each
other such as a liquid can turn into a solid and vice versa.(Child with disability
6. Rationales:
Bloom’s Taxonomy: Write rationales for how at least two of the six domains are represented
and implemented in this lesson. This section will have a connection to your learning
objectives written at the beginning of your lesson plan. A helpful resource is
http://www.gcssk12.net/fullpanel/uploads/files/revised-blooms-chart.pdf
Applying: The students used the concept of applying because they used their
Gardner’s Multiple Intelligences: Write rationales for how at least two of the nine learning
styles are represented in this lesson. A helpful resource is
because they had to visualize the concept of gases because they can not
Interpersonal: The students also used this learning style because they had to
7. Assessments
worksheet by themselves.
8. Adaptations
For children who are hard of hearing I will allow them to sit next to me so they
can hear me. I also made accommodations highlighted in yellow for other
9. Modifications
Describe an activity that you could use for follow-up that would help children who still
need more practice. This is a modification of the activity. It simplifies the activity for
those children/students who are struggling with the concept.
As a follow up activity I will bring in more solids, and liquids and show the students
different types of each to help them understand better. For children with disabilities I
will not worry about introducing them to new solids, liquids, and gases quite yet.
Describe an activity you could use for children who are ready for more of a challenge.
This is a modification of the activity. It is for children who have already mastered the
concepts.
For children who are more ready for a challenge I will have them fill in a worksheet
that requires them to label the different solids, liquids, and gases.
List your references. The most commonly used resources are children’s books and
websites.
Best 25 Solid liquid gas ideas on Pinterest | Matter activities, States of matter and Matter science.
gas/?lp=true
Personal Experience
Anderson, L.W., & Krathwohl, D.R. (2001). A taxonomy for learning, teaching, and assessing, Abridged Edition. Boston, MA: Allyn and Bacon