Bachelor of Education, Primary Education (EPR) EPC3903

Student Teacher Science Lesson Planning Template - EPR 3903

Student teacher name: MST name: School name:

Nahla Ali Jaclyn Hummel The WellSpring School private
school
Date: Class & grade: No.Ss
22nd of March, 2017. Grade 3 Students 23 Students
Wednesday Section 1
Unit: Lesson: Time from: 1:20 PM
California Curriculum Lesson 7 Unit 2 New lesson To: 2:00 PM
Standards LS3a Theme: 45 minutes
Unit.2 Lesson.5 Part 2 Changes in Matter
PURPOSE Why am I teaching this lesson? What do I want the students to know/to be able to do by the end of the
lesson that they could not do before? (LOs and SOs)

- By the end of the lesson, students will be able to create a Venn diagram related to changes in
matter and how physical and chemical change does affect.

- Students will compare between physical and chemical changes.

GROUPING: What is the group size? How is every student going to be able to participate? Will you be
differentiating and how?

1. The grouping strategy used will be flexible grouping which is putting High, medium and low
learners together. Each week the students have different seating arrangement.

2. Students firstly, will have whole class grouping during the engagement stage. Students will set in
the plenary circle or in front of the board and they are going to listen to the teacher and interact
with her individually.

3. Then, students will work together in exploration stage which they are going to guess how the
change in matters could affect and tell if this change is physical or chemical change. Student will
work as group of 3, as each table includes 6 students so each table will be separated to two
groups. In this way, student will participate with the 2 pair that works with.

4. Lastly, 3rd graders will be in their tables working on the formative assessment that I would talk
before the activity about the (explanation of the second stage). Then, students are going to work
again in individuals.
Materials:

teacher books None - California Curriculum Standards LS3a L.O.

student book(s) - Students have a notebook that they can put all the activities
sheets in it and important notes related to science + the key
terms of the lesson.
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worksheets/ papers - Key Terms (definition A5 papers stick it in notebook):

- Venn Diagram for Physical and Chemical changes during the

change of matters. (during exploration stage):

Expectation: Students will this work sheet individually, but they are
going to work in groups as teams because students in 3 rd graders are able
to think and write during science experiment. I expect that students are
capable to get the idea of comparing and contrasting between the
physical and chemical things.
 Bachelor of Education, Primary Education (EPR) EPC3903

- Exercise Worksheet (Formative Assessment):

Hint: this activity will achieve the goal which is after the experiment
student is going to compare and contrast between the three states of
matters.

teacher materials - Data Show Power Point for key terms.

- Explanation A3 Paper

- Lesson Plan sheets.

- Reinforcement stars/points/clips.
- KWL Chart (at the end).
student materials/ - Experiment tools:
manipulatives - Ice.
- Water.
- Cups.
- Pencils to take notes in Venn Diagram.
 Bachelor of Education, Primary Education (EPR) EPC3903

- Worksheet paper (included above in worksheet, papers for

learners).
technology Data show which will be used for showing slides in the beginning of
the class show key terms definition.
other

Key terms with definitions (and pictures if appropriate):

word glossary definition image

phases of matter The states in which matter can exist:

as a solid, liquid, or gas. When
temperature changes, matter can
undergo a phase change, shifting from
one form to another.
Chemical change A usually irreversible chemical
reaction involving the rearrangement
of the atoms of one or more
substances and a change in their
chemical properties or composition,
resulting in the formation of at least
one new substance.

Physical change A usually reversible change in the

physical properties of a substance, as
size or shape:

Compare To examine (two or more objects,

ideas, people, etc.) in order to note
similarities and differences.
Matter The substance or substances of which
any physical object consists or is
composed

Students Prior Knowledge:

- Students will be able to identify the changes in matters and things because they will have an
introduction and background about Gas, Solid, and Liquid things. Examples will help students
 Bachelor of Education, Primary Education (EPR) EPC3903

get the concept of the change in matters.

Possible Problems :
Electricity problem (1):
- The Data Show may not work, so the slideshows will be printed in A3 papers and the teacher will
explain it orally and with visual pictures (PowerPoint and Key Terms Meaning).
Interaction problem (2):
- Students may not like the flexible grouping, and maybe they could not work in experiment
together.
Management problem (3):
- Students may not listen to the teacher and distract other students by chatting with them or
whispering.

Solutions for the Possible Problems:

Solution (1):
- Addition plan B which is A3 papers and laminated pictures of lesson.
- Teacher will orally explain for students and they will take notes normally(PowerPoint and Key
Terms Meaning).

Solution (2):
- Student (a) which does not like to interact or he is embarrassed, will convert his place that he is
feels comfortable with student (b).

Solution (3):
- The teacher will remind students about the classrooms rules at the beginning of the class. I will
use my mentor classroom management strategies. I will use the whole class individual and I will
apply my consequences in the classroom if one student are not listening at all.
Misconceptions:
- Students may not be able to get concept of Venn diagram.
Solutions of this misconception:
- I will orally simplify the contrast and compare between the physical and chemical changes. Giving
examples and modeling.

Solutions for other Misconceptions:

- I will write the sentences or the words that students need to write down in their activity
worksheet to make it easy if students ask about a word in formative assessment.
 Bachelor of Education, Primary Education (EPR) EPC3903

Lesson Schedule
Teacher (activity + exact instructions you intend to Purpose /
Student (what they do)
Phase give) objective of Time
the activity
Recognize 10
In the first stage of science lesson - Students the minute
(ENGAGEMENT PART): will discuss meaning of s
with the the key
- The teacher will make a game for teacher and terms
students to introduce the state give words.
of matters. examples
- I will ask student to find liquid, about the Identify
gas, or solids things in the matter and the state
classroom. So, I will start with how it of matter
examples. changes. in their
words
- Students after the
- Teacher will do the key terms will write in video.
State of Matters. their A5
papers for Interactin
Engage
key terms. g and
discussing
- Students the state
will watch of matter
the video changes.
and give a
definition or
brief
understandi
ng about
what does
state of
- Hint: I will not show students the matter
how the state of matter changes means now.
in a video after they took the
definitions.
15
In this stage (MOST IMPORTANT Students will work Students minute
STAGE) exploration and investigation: in groups. The group will s
will have procedures investigate
- The teacher will explain the cards, different how each
Explore activity paper before students state of matters different
doing the exploration because liquid, gas and state of
they are going to need it during solid. matter and
the experiment. how they
Students will affect
- The teacher will instruct observe and write chemically ,
 Bachelor of Education, Primary Education (EPR) EPC3903

students and what to do in the down what did they and

paper. notice. physically

- The teacher will tell to use the Students

papers and use water and their Students will start will apply
hands. over the activity by the
reading the observatio
- The teacher will separate the procedures and n from the
materials (cups) with water and looking for the scientific
ice and empty for students. suppliers. method.

- The teacher will make sure that Each group will have Students
students safety is good. procedure cards. will be able
to compare
Students will take and
- The teacher will tell students the notes during the contrast
steps (procedures) of experiment. between
experiment. states of
Students will fill in matters
- The teacher will simplify the their papers giving and
procedures when she is going examples from real physical
around the groups. life using. Example: and
they will write chemical
- This is the worksheet that Burning Coal is a change
students need to fill in and give chemical change
examples after observing the Ice melting is a
state of matters. physical change.

All suppliers
materials for
students to do the
experiment will be
provided during the
science class.

Students are Students 5

This is the stage that the teacher have expected to: will define minute
Explain the opportunity to have a quick and the state s
important talk: - Students of matters
will fill out with giving
 Bachelor of Education, Primary Education (EPR) EPC3903

- The teacher will give out student the further

papers include state of matters worksheet. examples
(liquid, solid and gas) different
- Students than
respond to examples
the given
questions before.
given for
them orally
by raising
their hands
and give
good, proper
answers.

- Students
will have a
background
about the
- The teacher will let student write three states
the definition of them and give of matter.
two examples.

I expect students By the end 10

The teacher will tell students to draw to: of the minute
the atoms in each state of matter as lesson, s
they see in the materials given in - Draw the all students
exploration stage. three stages will be able
of state of to indicate
The teacher will illustrate the atoms how matter. each state
they should be in a matter. of matter.
- Listen to
Elaborat
the teacher
e
explanation
and share
what did
they think
and guess if
their
guessing is
right or
wrong.
 Bachelor of Education, Primary Education (EPR) EPC3903

- The teacher will use the open- Students are 5

ended questioning strategy. expected to: Students minute
Example of question asked: will be able s
Students will to give a
1. What do you think how state discuss in whole feedback
of matter is changing? class and respond to and their
2. How do you know it is liquid? the teacher point of
3. Do you think chemical questions. view about
changes affect the state of the lesson
matter or not? Students will give of today
their point of view (state of
- Now, the teacher will give about the science matters).
students examples and they have lesson of today,
to say is it what did they learn.
Evaluate Chemical or Physical change?
(ORALLY) Students
Students will say if will be able
they like the lesson to assess
today, which part themselves
they enjoyed doing about or
it. examine
how the
chemical
and
physical
change
does
happen.

Attachments:
Copy of procedures PowerPoint materials needed - Worksheet.
Pictures of students materials.
Pictures of slideshows.
Pictures of teaching parts explanation, and direct student.