Teacher Education Lesson Plan Template

Teacher: Elisabeth Moore

Date: 9/28/2016

Title of Lesson: States of Matter

Cooperating Teacher: Mrs. Drumm

Core Components
Subject, Content Area, or Topic
Science
Student Population
17-Inclusion
Learning Objectives
The students will review what matter is and the different stages of matter.
VBOs
SCI.3.0.4 Make careful observations using senses.

Materials/Resources
3 different colored buckets labeled Solid Liquid Gas
3 pictures of examples of solid, liquid, and gas
One bucket for each team
One copy of chart at end of document for each team (different colored paper for each team)

High Yield Instructional Strategies Used (Marzano, 2001)

Check if Used Strategy
Identifying Similarities & Differences
Summarizing & Note Taking
Reinforcing Efforts & Providing Recognition
Homework & Practice
Nonlinguistic Representations
Cooperative Learning
Setting Goals & Providing Feedback
Generating & Testing Hypothesis
Questions, Cues, & Advanced Organizers

Return
45%
34%
29%
28%
27%
23%
23%
23%
22%

McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015

DOES YOUR INSTRUCTIONAL INPUT & MODELING YIELD THE POSITIVE

RETURNS YOU WANT FOR YOUR STUDENTS?
Check if Used Strategy
Return
Teach Others/Immediate Use of Learning 95%
Practice by Doing
75%
Discussion
50%
Demonstration
30%
Audio Visual
20%
Reading
10%
Lecture
05%
Safety (if applicable)

Time
(min.)

Process Components
Preparation
Before students arrive, label the buckets Solid Liquid and Gas. Also, print and cut
out the words for each of the teams.

1 min

0.50
min

6 min

1 min

1 min

*Anticipatory Set
TTW show the students this video: https://www.youtube.com/watch?v=fhhFwdJqvfw
(search Silly School Songs Matter)
*State the Objectives (grade-level terms)
TTW tell the students that they are going to review the concept of matter and states of
matter.
*Instructional Input or Procedure
TTW introduce the relay game to the students. TTW place three buckets label solid
liquid and gas at one end of the room. TTW divide the classroom in to three teams.
TTW give each of the students a bucket filled with the cut out words at the end of this
document. One at a time, one student from each team will pick up one of the words, run
to where the buckets are, and place the word in the correct bucket. After the team
finishes all the words in the bucket, TTW check to see if the team placed their words in
the appropriate category by looking at the color of paper. The team who finishes all of
the cards and puts them in the correct category, wins.
*Modeling
TTW give the students an example by picking a card, running to the bucket, and placing
it in the correct category.
*Check for Understanding
TTW ask the students how they are supposed to play the game.

McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015

7 min

*Guided Practice
TTW do a run through round without being timed and emphasizing that no one wins
this round.

15 min

*Independent Practice
TSW play the relay game for several rounds.

During
game

Assessment
TTW check to see if the students place the words in the correct categories.

3 min

*Closure
TTW have the students share with their partner their favorite part about the game.

Differentiation Strategies (enrichment, accommodations, remediation, or by learning style).

TTW be available with the students to help them read the cards if necessary. TTW also have three different colored
buckets and draw pictures of solids, liquids, and gasses on the board with the corresponding colored buckets. The
relay game incorporated kinesthetic learners as well as visual and auditory learners.

Classroom Management Issues (optional)

TTW review that they are NOT to push their classmates while running. TTW also emphasize that
the goal is accuracy, not timing.
Lesson Critique. To be completed following the lesson. Did your students meet the objective(s)? What part
of the lesson would you change? Why?

*Denotes Madeline Hunter lesson plan elements.

Intern Signature

Cooperating Teacher Signature

McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015

Date

Chair

Water

Air

Apple

Soda

Cloud

Person

Hand Soap

Steam

Jacket

Rain

Smoke

Paper

Oil

Oxygen

Phone

Milk

Helium

Notebook

Juice

Wind

Trees

Honey

Brick

Cookies

Coffee

River

Elisabeth Moore (c) 2016