Student Teaching Lesson Plan Template

(Indirect Instruction)

Subject: Science Central Focus: Matter: Properties and Change

Essential Standards/Common Core Objective (2): Date submitted: Date taught:

2.P.1 Understand properties of solids and liquids
and the changes they undergo size, color, shape,
texture, weight and flexibility)
Daily Lesson Objective (1):
Students will be able to differentiate between a solid and liquid and explain the change each one can
undergo when adding heat with 80% accuracy.
21st Century Skills (1): Academic Language Demand (if Handbook applicable)
● Critical Thinking
● Collaboration
● Communication ● Academic Vocabulary:
● Social Skills ● Discourse possibilities: In the engage and explain teacher talks. In
the explore, explain, and elaborate/extend its student-to-student talk.

Prerequisite knowledge and skills Global Awareness (1): Students will use this when they have to learn about
needed (1): Students should have more complex shapes and possibly how to build things later in life.
knowledge on what common shapes
are and that objects can be different.

Activity Description of Activities and Setting Time

1. Engage (3) ● Discuss with students about winter time and 10 mins
what happens when we build a snowman
and then the sun comes out and it shines
onto the snowman?
- Ask what do they see happening to the snowman
- The snowman starts to melt into water
- Ask them if they know what an icicle is?
- What happens to the icicle when the sun hits it?

Discrepant Event
● Take the plate and put an ice cube and put
it on the plate and have the students
observe for a few minutes think about what
is happening to the ice cube.
● Next put it in the window seal to come back
and have them predict what will happen to
the ice cube
2. Explore (3)
3. Explain (3)
4. Elaborate/Extend (3)
5. Evaluate (Assessment methods) (3)
Tip: Identify methods as formal
and/or informal.
Tip: Try to have at least one formal
assessment per LP to collect data on
student understanding
Tip: Always connect your assessments
to the Daily Objective
Now that the kids have watched the ice cube melt 20 mins
have them go back to their seat and on their piece
of paper have them write 2 or 3 sentences about
what happened to the ice cube in reference to
solid, liquid, or gas.
Now have them get into their groups and work on a
sheet that is given to them and give them 10
minutes.
● They have to figure out the new state for
each of the following and an example
- Solid + Heat
- Liquid + Heat
- Gas + Cold
- Liquid + Cold
● Walk around and ask questions to the
groups and also answer any questions they
may have. This will allow them to explore
what they already know about solids,
liquids, and gas.
Now have them all go back to their seats. Now 15 mins
discuss with them what them and their groups
came up with on their piece of paper. Call several
students to come up to the front and explain their
reasoning and thoughts .
 What are examples?
 What change does each undergo?
 How did you come up with these examples?
 What was hard and what wasn’t?
Now after explain, draw their attention back to the 5 mins
ice cube in the window seal. Bring the ice cube on
the plate to the front of the room. Hand them a
sticky note and ask them to write what happened to
the ice cube.
I will assess the students by asking them to write 5 mins
down the three states of matter and one example of
a change they can undergo and an example of that
change.
1. Solid
2. Liquid
3. Gas
Student(s) & Student/Small Group Student/Small Group
Modifications/Accommodations (2):

Differentiation: have them only Differentiation:

1. If I have a student who can’t name 2 states of matter and a change
hear I can sign to him while I’m they undergo on the exit ticket. s.
talking
2. Have the instructions in Spanish
and English and pair them up
with a buddy, if possible, who
knows English and Spanish.
Materials/Technology (1): ice, tray, exit ticket, worksheet

Reflection on lesson: