TCNJ Lesson Plan

Unit Day 2: Properties of Objects and Classifying & Sorting #1

Student Name: Angie Velazquez
Grade Level: 2nd Grade

School Name: Hopewell Elementary

Host Teachers Name: Ms. Harjes

Guiding and/or Essential Questions:

What are properties?
What are some types of properties?
How can we categorize (sort) objects based on their properties?
What are some of the steps involved when experimenting?
Pre-lesson Assignments and/or Student Prior Knowledge (ex. background knowledge,
possible misconceptions, prior lesson content)
Students should know the differences between a solid, liquid, and gas based on what they
had learned the day before. Because of this, they should be able to identify the materials they are
sorting as solids. Students should also know what a property or a characteristic is. They might
describe properties as certain things that make an object/material unique. Students might not yet
have a full understanding of how to sort and classify materials or that there are multiple ways to
describe materials and to sort/classify them.
Standards:

NGSS 2-PS1-1Plan and conduct an investigation to describe and classify different

kinds of materials by their observable properties. [Clarification Statement: Observations
could include color, texture, hardness, and flexibility. Patterns could include the similar
properties that different materials share.]
NJ: Core Curriculum Content Standards: Science (2009) 5.2.2.A.1Sort and describe
objects based on materials of which they are made and their physical properties.
NJ: Core Curriculum Content Standards: Science (2009) 5.2.2.A.2Identify common
objects as solids, liquids, and gases.

Learning Objectives and Assessments:

Learning Objectives
Students will observe and distinguish between
the various objects properties. They will also
be able to classify and categorize objects by
their properties.

Assessment
I will check for their ability to sort the objects
in at least three ways. I will also assess the
vocabulary they use and the reasoning as to
why they sorted the objects the way they did.

Materials/Resources: (List materials, include any online or book references and resources)
Solids
o Play-Doh
o Twizzlers

o Pipe cleaner
o Twine
o Paper
o Textured paper
o Aluminum foil
o Toothpicks
o Popsicle sticks
o Blocks (wood)
o Rocks
o Sponge
o Paper towel/tissue
o Towel squares
Ziplock baggies
Trays
Science workbooks
Pencils
Anchor chart

Plan for set-up/distribution/cleanup of materials:

Baggies filled with each type of the material will be placed on trays around the room. I
will have set up trays with materials before the lesson begins. There should be about 5 students
per tray. Students will be responsible for putting the materials back in the baggies and on the
trays once we begin wrapping up the lesson. Krystal or I will collect the trays at the end of the
lesson. Workbooks will be distributed by me as the groups make their way to the tables and
collected before they are dismissed from the rug.
Step by Step plan (numbered):
1 Lesson beginning: I will instruct the students to meet at the rug. I will review what they
learned the day before (solids, liquids and gases). Students will also be reminded of the
different properties unique to each state of matter. I will then explain that there are other
properties that can be used to describe objects and that these properties help classify
objects in different ways. I will make sure that they understand what a property is before
moving on.
2 Lesson beginning cont.: Next, I will draw their attention to the tray filled with various
materials. I will tell the students that they will be conducting an experiment today that
will require them to observe the materials and then categorize them in various ways.
Students will be told of the proper way to handle materials and how to fill in their
worksheets and write down their observations.
3 Students will then be dismissed by their groups. I will pass out the workbooks as the
students are making their way to the tables. The trays with the materials will be at each
table.
4 Students will then be given the chance to make observations and handle the materials.
They are expected to make observations and fill in their worksheets in the workbooks as
they work. Students are expected to categorize the objects in at least 3 different ways and
then give a small rationale as to why they sorted them in those ways. Krystal and I will

walk around and provide assistance if needed and make sure that the students remain on
task and do not create a mess. A 5 minute warning will be given before it is time to cleanup.
Closure: Students will clean up and then meet back at the rug with their workbooks.
Using an anchor chart, I will write down the students observations and categories they
chose. Color, texture, hardness, flexibility, and strength should be mentioned as
properties. If students have missed one of these key properties I will then use this time to
model me discovering the property. I will add it to the anchor chart and answer any
remaining questions the students might have.
I will tell the students that they did a great job observing and that they will learn more the
next day. Workbooks will be collected as the students leave to go get ready for lunch.
Krystal will assist by putting the trays away while we are gathered at the rug.

Key Questions (that you will ask):

What are properties?

What are some things you notice about this material/object?
How would you describe this material/object?
What state of matter are these materials/objects?
How did you categorize (sort) the materials?
Why did you sort them this way?

Logistics:
Timing: Science11:40 am-12:40 pm
10 minutes at rug
o 5 minutes to review
o 5 minutes to explain activity and dismiss students
35 minutes with trays
o 30 minutes for exploration
o 5 minutes to clean-up and transition to rug
10 minutes for closure (discuss and fill out anchor chart together)
5 minutes pack up
Transitions:
I will dismiss the students from the rug by their groups. I will make sure that they are
settled within the first 5 minutes. Students will be given a 5 minute warning before they clean-up
and put away the materials. They will bring their workbooks with them to the rug to discuss their
findings. I will collect the workbooks at the rug before they leave. Stragglers will be directed to
the rug by Krystal.
Classroom Management:
Before leaving and working at their stations, I will go over the rules of using the
materials. If they wish to examine a material more closely, then they should remember that they
are scientists. I will tell them that scientists are careful about the materials they handle. So, they
should move slowly and try not to drop/spill the materials. Students will be expected to handle

just one material at a time. I will split up the class into groups before the lesson begins. This will
reduce the amount of arguments, talking, and getting off task. The attention signals, Popsicle
(students freeze and stop working) and Melt (continue to work/move on to next part) and Mac
and cheese/Everybody freeze will be used to get the students attention and to redirect them.
Differentiation
F will need a lot of support with the reading and writing aspects of the activity. Before the
lesson, I will pull him aside and go over what they will be doing today in class. We will go
through the steps of the activity and the worksheet that he will need to fill in. During the lesson, I
will make sure that either Krystal or I are near him at all times in order to redirect or help him.
He can write one word descriptions and/or draw a picture, and for the rationale he can write short
sentences.
Students will be given a lot of different materials to work with. They can choose the ways
they want to sort the materials and how they choose to describe the properties. They can choose
to write the same things as their tablemates or they can write their own categories. The groups
will also help with differentiation as the more knowledgeable students will be grouped with those
that appear to need more help.