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Miranda Peterson
EDUC 645
Spring 2014
Model Lesson-2nd grade-Science
Longwood Lesson Plan Outline
1. Academic Standards- list the SOL and/or Common Core Standards that align with the lesson
SOL 2.3 The student will investigate and understand basic properties of solids, liquids, and
gases. Key concepts include a) identification of distinguishing characteristics of solids,
liquids, and gases.
SOL 2.8, 2.9 Ask and answer simple who, what, where, when, why, and how questions
SOL 2.9 Use text features to answer questions
SOL 2.11 Write neatly, space words in sentences, and space sentences in writing
2. Instructional Objectives- state what you want the students to be able to do as a result of the
instruction (include the audience, behavior, criteria, and degree)
The students will be able to complete a solid, liquid, gas mobile. They will be able to
complete each phase circle with 95% accuracy. Students will be able to answer questions
with 90% accuracy. The students will be able identify different objects that are solids,
liquids, and gases. The students will be able to describe, write, and identify the density and
molecule movement of solids, liquids, and gases. The students will be able to act in a
respectful manner, including, but not limited to raising their hands, staying seated, and
remaining attentive when completing all activities.
3. Instructional Design- explain how you will guide the learning event, including the following
components:
o Subject Content/Topics (explanation of lesson goals and what students will learn)
The lesson is during Science time. I will be reinforcing the lesson taught the day
before about solids, liquids, and gases. The students have learned that a solid’s molecules
stay close together. Solids have a definite shape, sized, and mass. Liquid molecules flow
more freely than solid molecules. Liquids have a definite mass, but not a definite shape
(takes the shape of the container it is in). While gas molecules flow more freely than liquid
molecule and does not have a definite size, shape, or mass.
o Introduction/Motivational Device (how you will engage students and set the behavioral
expectations)
The students will come to the carpet as I call their group, but, before they come, I
will set the tone of coming over quietly, finding a “smart spot” on the carpet and sitting
crisscross applesauce with their hands in the laps. When I ask my first few questions, I will
say, “Raise your hand if you can tell me _____________”. This will set my expectation to
have them is raise their hand to answer. There will be a few times when I will say,
“everyone (can answer the question)”. I will start off my lesson by asking the students
what they have been learning about in Science. Then I will give them a sneak peak at the
Phases of Matter mobile they will be making during the lesson. Before we begin making
our project, I will read a few sections of Solids, Liquids, and Gases by Carol Lindeen.
o Learning Activities/Procedures (explanation of teaching strategies and outline of
implementation; i.e., direct instruction, guided and/or independent practice)
This lesson will be taught to the entire class all at one time. When the carpet portion
of the lesson has concluded, I will give instructions to the student, “When I call your table,
you will need to go back to your seats quietly and take out a pencil and crayons/colored
pencils.” I will have 1 or 2 students repeat the directions and then call tables to return.
After the students return to their tables in groups of 5/6 students, we will begin the “seat”
part of the lesson. The student will receive 3 different colored circles (already cut out for
the students). Each one will represent a different phase of matter. I will tell the students to
place the green circle in front of them and the other two should be stacked at the top right
corner of their desks. I will begin by drawing a large circle at the left side of the
whiteboard. I will label the center of my circle solids and tell them to labels their circle the
same way using their neatest 2nd grade writing. After they do that I will ask what they
know about a solid’s shape and mass. After answering, I will write above the work “Solid”
on my giant circle, “The shape stays the same.” Under the word “Solid” I will write, “Mass
stays the same.” After we have written, I will ask the students to tell their table one solid
they can think of to draw beside the word solid. Once they have shared their solid, they
will draw a picture beside the word solid on their circle. I will model it as well on my giant
circle on the board. When the solid circle is complete, they will place it on the left top
corner of their desk (opposite of the ones needing to be completed). We will do the same
thing for the blue (liquid) and the yellow (gas). I will draw a large one on the board for
each as well. On the liquid circle we write liquid in the center, mass stays the same above
the word liquid, and shape changes under the word liquid and draw a picture beside the
word. Once the liquid is finished, it will go on the completed pile with solid. The last one
will be the yellow (gas) circle. The word gas will be written in the center, mass changes
written above, shape changes written below, and a picture beside the word.
After all those sides are completed I will pass around the plates with Cheerios on
them. Each table has one plate of Cheerios with enough for each person. The students will
take the solid circle from the completed pile and flip it to the back. They will then take out
glue and count out 10 Cheerios. I will ask them how the Cheerios should look. Should they
be all together or spread apart? Then they will glue the Cheerios all together to represent
the “tightness” of a solid’s molecules. When they finish gluing, they will place it Cheerio
side up to let it dry. Next we will do they liquid one. They will take out 10 Cheerios.
“What should the liquid side look like?” They will glue them with a little bit of space
between Cheerios. They will place that one Cheerio side up beside the solid to let the glue
dry. Last we will do the gas side. The students should only get 6 Cheerios this time and
they should be spread apart! After this one is completed they should have all three at the
top of their desk to dry.
o Key Discussion Questions (various questions that foster subject content and/or assess student
learning)
What is a solid? What is a liquid? What is a gas?
Can you give me an example of a solid?...liquid?...gas?
What shape and mass does a solid have?...a liquid?...a gas?
What happens to ice when it melts?
What happens to water when it freezes?
What should the solid side look like?
What should the liquid side look like?
What should the gas side look like?
o Closure (how will you wrap-up the lesson)
I will ask the students to tell me one thing that they know about solids, liquids, and gases.
I will finish the lesson by having the students hand in their completed mobiles.
4. Differentiated Learning Activities- discuss the context of the learners as a rationale for
differentiation:
o Describe important characteristics and diversity of learners in your classroom: number of
learners and gender, race/ethnicity, school socio-economic status, special needs, and language
proficiency.
There are 28 students in this 2nd grade class. There are 15 boys and 13 girls. The
majority of students are Caucasian. There is 1 student who has severe violent fixations.
The student wanted to draw a bullet for a solid and a smoke coming from a cannon for gas.
In this class there is also a student who has not been identified for special education
services but the teacher is trying to get the child services to help the student. Most students
come from a high socio-economic status and have had great learning experiences. All
students have English as their first and primary language.
o Explain the strategies utilized to maximize success for diverse learners, including the different
ways you will represent the content, engage students in the learning, and allow students to
express what they know.
The material will be represented in a few different forms. One way will be from
hearing parts of content based books about solids, liquids, and gases. They will also be
writing, drawing, and creating a hands-on project to help their understanding of the phases
of matter.
5. Instructional Resources and Technology- list the resources you will need (i.e., multimedia,
technology, lab equipment, outside expert)
I will need: A dry erase board, dry erase markers/eraser, and content based books.
Students will need- colored circles, pencil, crayons/colored pencils, glue, and Cheerios
6. Formative Assessment- how will you give students targeted feedback on their learning and
measure what you have taught them during the lesson
Students will hand in mobile.
7. Reflection-
1. Why did you model this lesson?
After meeting with the second grade teacher, we decided I would teach a lesson on
solids, liquids, and gases to reinforce her lesson. This lesson is about the properties of
solids, liquids, and gases. The differences in the way the molecules are together in these
three phases of matter can sometimes be tricky for the students to understand. The teacher
did a lesson where they stood like the molecules and we decided I teach a lesson where they
could create an eventual take home project. I decided I wanted to start the lesson with a
book and move into something that the students could create.
2. What instructional techniques did you choose for this lesson and why did you choose them?
Question/Answer- I choose this to see what knowledge the students had to direct the depth
of the lesson I would ask.
Students creating a final product- I chose for the students to create an item to keep them
invested in the lesson and excited about using different materials throughout the lesson.
3. Was there an important aspect of the lesson you hope the teacher understood? If so, what was
it and why was that so important?
I would like for the teacher to see the great influence that literacy has in the content
areas. The students were able to read, listen, and write in this lesson. I would also like the
teacher to understand that books can be used in every subject to assist students learning. It
is important for the teacher to see that students can learn from the trade books used in
content areas.
4. How would you encourage the teacher to use or implement this technique into her instruction? and 5. How would you continue to support this teacher in her instructional methods?I could provide books from our library on the different units which are taught throughout
the year. I could also provide a list of books in our book rooms which would go with each
unit.
Finished product
Reading to the students