ED 345 Calvin College Lesson Planning Form

Teacher:
Gas

Max Crimp

Date:

Subject/ Topic/ Theme: Science Soilds, Liquids,

I. Objectives
What is the main focus of this lesson? Students will be able to describe a solid, liquid, and a
gas to another student and will be able to begin listing properties of each.
How does this lesson tie in to a unit plan? (If applicable.) This is the first lesson in the unit on solids,
liquids, and gases and their properties. (States of Matter)
What are your objectives for this lesson? (As many as needed.) Indicate connections to
applicable national or state standards. If an objective applies to only certain students write the
name(s) of the student(s) to whom it applies.
S.IP.02.11
Make purposeful observation of the natural world using the
appropriate senses.
S.IP.02.12
Generate questions based on observations.
S.IP.02.13
Plan and conduct simple investigations
S.IA.02.12
Share ideas about science through purposeful conversation.
S.IA.02.13
Communicate and present findings of observations
P.PM.02.12
Describe objects and substances according to their properties (color, size, shape, texture, hardness, liquid
or solid, sinking or floating

II. Before you start

Prerequisite knowledge
and skills.

Assessment
(formative and
summative)

Since this is the first lesson the students will be learning about the three
states of matter, they will not be required to build off of any previous
knowledge other than their knowledge about the world around them.
Students will be filling out a flip book in their journals, which I will lead
them through, which will serve as the assessment for the lesson.

Universal Design for Learning Networks/Domains (see UDL Guidelines)

RECOGNITION
Multiple Means of Representation

STRATEGIC
Multiple Means of Expression
(Action)

AFFECTIVE
Multiple Means of
Engagement

Options for Perception

Options for action/interaction

Options for recruiting interest

The root beer float experiment will serve

as a visual representation of the three
states of matter, and the flip book will also
serve as a visual representation.

Each student will receive a mini

root beer float, which will allow
for them to see the experiment
up close. The students will also
participate in an activity that
allows them to model themselves
as molecules.
Options for Expression

Root beer floats, students acting

as molecules, and the Matter
Chatter video are all ways that
will perk students interest.

Options for Language/Symbols

Students will visually see a root beer float
to model the three states of matter and will
act out how molecules act in each
property, as well as watching and hearing
a video with a song that helps explain the
states of matter.

Students will be able to act as a

molecule, which may help
students who struggle with
understanding the spacing of
molecules.

Options for Comprehension

Options for Executive Function

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and do you have them?
Do you need to set up
your classroom in any
special way for this
lesson? If so, describe it.
III. The Plan
Tim
Parts
e
Motivatio
n
(Opening/
Introducti
on/
Engageme
nt)

Developm
ent

Options for Sustaining Effort &

Persistence

Options for Self Regulation

I will provide students with the materials for the root beer floats, as well as
the construction paper for the flip books. The students will only need to
bring their journals to class.
The classroom does not need to be set up in any special way.

The description of (script for) the lesson, wherein you describe teacher
activities and student activities
I will begin by showing students the pop and the ice cream, explaining that the ice
cream is a solid, and that the pop is a liquid. I will also ask students what
characteristics the solid and liquids have. I will then have students talk in their table
groups about this question: what will happen when I combine the ice cream and the
pop? (Answer: it will make bubbles (ones that pop release gas).
Then, after I demonstrate how the gas is made, I will make small root beer floats for
each student so that they can see how the experiment works up close. I will then
give the students a few minutes to enjoy their treat.

I will then show students the Matter Chatter video. This short video details
characteristics of each of the states of matter, and also quickly shows the particles

of each. This will provide a great reference point to refer back to throughout the
unit.
Then, I will have students get up of their seats and come to the rug. I will have them
sit down and then I will begin crowding everyone in the middle. I will explain that
this is how the molecules in a solid are positioned. I will then lead a short discussion
about how tightly packed the molecules are.
Then, I will have students spread out just a bit. I will remark on how the students
now have a bit more space to move. This is because they are now modeling a liquid.
I will then lead a short discussion about how the molecules are positioned.
Then, I will have students spread out just a bit more. . I will remark on how the
students now have even more space to move now. This is because they are
modeling a gas. I will then lead a short discussion about how the molecules are
positioned.
Then, I will test the students knowledge by having students model a solid, liquid,
and a gas a couple of times. This will let me know how well the students understand
the material and what I may need to hit on again.

Closure

Students will then be creating a flip chart in their journals. The flip chart will have
three tabs, one for solids, liquids, and gases. They will draw a quick representation
of the molecules in each of the states of matter, a quick description of the
characteristics in each state of matter, and examples of each state of matter. I will
walk around and assess students learning by observing their flip books.

Your reflection on the lesson including ideas for improvement for next time: