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Justine Barker School: Kendall Elementary

IWU Supervisor: Dr. Angie Leffler Co-op Teacher: Mr. Ethan Evans
Teaching Date: 4/4/19 Grade Level: 2nd

Lesson Rationale​:
In this lesson, students will investigate and understand the different states of matter. Students
must learn and understand this concept not only for higher levels of science education, but in
order to understand the world around them. They interact with solids, liquids, and gasses every
day, and having names for states of matter is important for them when communicating with peers
and adults.
Readiness
I. Goals/Objectives/Standards
A. Goals
- Students will understand the differences between solids, liquids, and
gasses.
B. Objectives
- Throughout the lesson, students will investigate and describe different
states of matter based on what they have learned in the mini lesson as well
as what they have observed from the experiment at the beginning of the
lesson.
- At the conclusion of the lesson, students will understand and identify the
different states of matter by participating in the experiments and class
discussion.
C. Standards
- 2.PS.1 Plan and conduct an investigation to describe and classify different
kinds of materials by their observable properties.
II. Management
A. Time:
40 minutes
B. Space
1. Students will be at their seats for most of the lesson.
2. I will bring a table to the front of the classroom so that all students can
watch the balloon experiment as well as the root beer float experiment.
C. Behavior
1. Students will only get the treat at the end of the lesson (root beer float) if
the listen and participate in the lesson
2. Clap once if you can hear me
3. Repetition clapping
4. Say “eyes on me” when I need students to look at me
5. if Jamey or Riley act out, I will remind them of their behavior charts
6. Reinforce voice levels (level 0: no talking, level 1: whisper, level 2: indoor
voice, level 3: outdoor voice) and explain that during writing workshop,
students should be at a level 1.

D. Materials
1. Balloon
2. Baking soda
3. Vinegar
4. 20 little plastic cups
5. 2 liter of root beer
6. 1 tub of vanilla ice cream
7. 20 Hypothesis Papers
III. Anticipatory Set (2 minutes) :
Okay students, eyes on me. Come on up to the front of the room and watch what I do.
There is something inside this balloon that is going to mix with stuff at the bottom. Watch
what happens. T ​ he balloon will inflate because of the gas created by the mixture of the
baking soda and vinegar. ​Wasn’t that cool? You may go back to your seats now.
IV. Purpose Statement
Today we are going to explore solids, liquids, and glasses to see what happened that
made the balloon inflate.
Plan for Instruction
V. Adaptations to Individuals with Differences and Diverse Learners
- Some students are still learning to write and have trouble writing complete sentences, and
many of the students love to draw. Students will still be expected to write words such as
solid, liquid, and gas, but they will have the opportunity to draw a picture and label it
with these words. It’s less stressful than writing a complete sentence but allows me to
assess their understanding of solids, liquids, and gasses.
- When students are using their cards to tell me what state of matter is shown on the screen,
I will only call on students who are showing the correct answer so they can help those
who have the incorrect answer understand. This way, students will (hopefully) feel safe
in giving rationale without feeling as though they are wrong.
VI. Lesson Presentation (Input/Output)
Mini Lesson (25 minutes) :
Okay students, today we are going to learn about solids, liquids, and gasses, which are
words we use to describe objects that we use and see everyday. A solid is something that
has it’s owns shape and size. Sometimes when we talk about solids, liquids and gasses,
we talk about water. The solid form of water is ice, ice is a solid. Other examples of
solids are your desk, or a book, or anything you can hold. A liquid is something that takes
up the size of a container. Water is an example of a liquid, what else would be a liquid?
Give students the chance to respond. ​A gas is something that changes shape and size. It
does not fit inside a container. Sometimes you can’t see gas. An example of a gas is
steam that comes off of a pot of boiling water. Another example of gas would be helium
that we use to fill up balloons. You cannot see the helium but it fills the balloon. Now we
are going to play a little game. I have given each of you 3 cards. One says “solid” one
says “liquid” and one says “gas”. I am going to show a picture and you are going to
hold up the card that represents what the picture is. Does that make sense? ​I will show
the picture, and then look to see if students are understanding. If someone is holding up
the correct answer, I will ask them why they held up that card. ​Okay, just for a refresher,
who can tell me what a solid is? Who can tell me what a liquid is? Who can tell me what
a gas is?
Well done everyone. Remember back to the investigation with the balloon earlier? Well,
what if I told you that there was a solid, liquid, AND gas involved? Yes. All three were
involved. At the bottom of the water bottle was a little bit of vinegar, which is a liquid.
Inside the balloon was a little bit of baking soda, do you know what baking soda is?
Show them some baking soda to make sure they know what it is. ​Baking soda was the
solid involved. When the baking soda and the vinegar mixed, do you remember what
happened? The mixture created a gas, and the gas filled the balloon.
Now, we are going to do something SUPER cool, just like scientists do. When a
Scientist has an idea about something based on something they know, it’s called a
hypothesis. Based on what we know about the balloon experiment, we are going to create
a hypothesis about a new mixture. We are going to mix ice cream and root beer. I’m
going to pass out these investigation papers. We are going to fill out the part on the left
side together. Our question is, “what happens when liquids, solids, and gasses are
working together?” In this experiment, what do we think the solid is? What do we think
the liquid is? And what do we think the gas is? Okay, lets see what happens. I​ ’ll mix the
root beer and ice cream. ​The liquid is the root beer, the solid is the ice cream, and the
mixing of the two creates that foam, which is what happens when the gas is escaping. The
gas is in those bubbles.
Now, I’m going to call your table group up and you will all get a chance to eat a
rootbeer float. While you’re waiting or drinking your float, you are going to draw a
picture of a root beer float and label the solid, liquid, and gas. Your voices should be at a
level 1.

VII. Check for Understanding:


- I will use the “game” in the mini lesson as an assessment to see if students understand
what I’ve just taught them. I will reiterate what a solid, liquid, and gas are after all of the
pictures have been shown, to give extra support to learners who still may not understand.
- The drawing of the root beer float will allow individuals to show me what they know and
understand from the lesson. After I have made the root beer floats, I will walk around and
make sure students understand the different states of matter in
VIII. Review Learning Outcomes (2 minutes):
Who wants to show the whole class the picture they drew? Come on up to the document
camera and tell the class what you drew. Speak loudly. ​Allow 3 or 4 students to share.
Thank you all so much for working so hard! I hope you had fun and learned a lot.
Plan for Assessment
- Formative Assessment:
When students use cards that say “solid”, “liquid”, or “gas”, this will serve as a formative
assessment to show me what students have understood of the lesson I just presented.

- Summative Assessment
The students’ pictures of root beer floats and their labeling will serve as a summative
assessment.
Reflection and Post-Lesson Analysis
1. How many students achieved the lesson objective(s)
Everyone achieved the lesson objectives.
2. What were my strengths and weaknesses?
a. I was very calm throughout this lesson. I was in my head less than the other
lessons and I didn’t let the student responses derail me and my thinking.
b. I was still in my head just a little bit, especially when a student gave me an idea
for the hypothesis and I told him “yes you’re right”. I wanted to ask the students if
they agreed and thought this was a good idea, but I had forgotten.
3. How should I alter this lesson?
a. I would discuss why each of the pictures in the slideshow was a solid, liquid, and
gas.
4. How would I pace it differently?
a. I would probably give less time for students to work on their drawings. I think
there was some wasted time in there as I waited for all students to finish.
5. Were all my students actively participating, If not, why not?
a. From what I could tell, they were. I think it was because Science is an engaging
subject.
6. What adjustments did I make to reach varied learning styles and ability levels?
a. Because this lesson was an introduction lesson, there wasn’t much I did to adjust
and reach varied learning abilities. I did make sure students did not have to write
multiple complete sentences, because I was not assessing their english skills, I just
wanted to know if they understood the solids, liquids, and gasses in their root beer
floats.
7. Did students understand the connection between the balloon at the beginning and the root
beer at the end?
YES. I referred to it multiple times during the lesson and I think that strengthened
my lesson a lot.
8. Did students follow directions? If not, how could I improve this for the future?
a. Yes, they did, for the most part. Dr. Leffler encouraged me to be more confident
in my directions, and even in my split second decisions, in order that I come off as
someone in authority. My directions may have been a little unclear, but they
followed what they understood, and it went well overall.

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