Teacher: Mrs.

Cameron Subject Area: Science Grade

Level: 1st Length of Lesson: 30 minutes
Desired Results
Indiana Academic Standard(s)
1.PS.1 Characterize materials as solid, liquid, or gas and investigate their properties,
record observations and explain the choices to others based on evidence (i.e., physical
properties).

Enduring Understandings Essential Question(s)

-What are some examples of a solid?
-Understand the differences of solids, liquids, -What are some examples of a liquid?
and gases. -What are some examples of a gas?
-Characteristics of all three.
-Students can identify if something is a solid,
liquid or gas.

Knowledge and Skill Objectives

Different physical differences between the 3
Have evidence of why they are described as a solid, liquid or gas Make
observations

Assessment Evidence

Multiple drawings of solids, liquids and gases. Class

participation

Learning Plan
Resources and Materials
Packet of the 3 worksheets for the student’s drawings.
Colored pencils, crayons or markers.

Required Accommodations/Modifications
None needed

Learning Activities

-Ask the class to describe in their own words what a solid is, what a liquid is, and what gas is.
Have them raise hands and share what they already know to the class.
-I will clarify what each are in case they are missing some things.
-Introduce the packet worksheet.
-Packet will contain 3 different worksheets. One for solids, one for liquids, and one for gases.
-The students will draw multiple examples of each one. They will need to use colors.
-Have the students share their drawings and explain why it is a solid, liquid or gas.

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Name____________________________________ Date_______ Period____

Lesson Plan Evaluation & Teaching Reflection

Was the content worth knowing? Support your response.

Yes, the content was worth knowing. The lesson was found on IDOE’s website and Mrs. Cameron
recommended me to do it.

Describe how the activity was developmentally appropriate.

The students were very interested in the lesson and were very engaged. They loved sharing their
drawings and they had all the right ideas. Since it is only first grade, they do not learn about the
particles, so it was super easy for them to understand the different appearances.

Give an example of how you know the activity was interesting to the children.
Each student shot up their hands so that they could share what they had created. They were so
excited to show the class and me as well. They were proud of what they had done.

Describe how the activity included opportunities for the children to test their knowledge.
They drew pictures and explained the physical characteristics of each drawing, proving if it was a
solid, liquid or gas.

Describe a follow up activity that would build on concepts you have presented.
The students could maybe actually find real life examples through out the classroom. However
finding a gas could be difficult for them.

What behavior(s) did you observe while presenting the activity? What do you think caused the
behavior(s)?
I noticed they all engaged and participated so well! They get so excited when I teach a lesson
because I try and do something fun and something where everyone will get to participate and
share. It’s something new and someone new teaching.

How did you involve the children in the closure of the activity?
They were able to share what they created and they also made observations of the physical
characteristics of a solid, liquid and gas.

Describe what changes you would make and what you would keep the same if you presented the
activity again.
I would try and find things around the classroom to represent and solid, liquid and gas; However,
Mrs. Cameron recommended that I just start out with this since it is the first lesson that she is
watching me. (She had a substitute for the first lesson I taught)