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