LESSON PLAN OUTLINE

JMU Elementary Education Program

Alexandra Tocman
Mrs. Colyer, 2nd grade, Springfield Park Elementary School
Monday, February 13, 2017 through Friday, February 17, 2017

A. TITLE/TYPE OF LESSON
Science, whole group, matter

B. RELATED VIRGINIA STANDARDS OF LEARNING

Matter- 3.3 The student will investigate and understand that objects are made of materials that can
be described by their physical properties. Key concepts include:
a) Objects are made of one or more materials
b) Physical properties remain the same as the material is changed in visible size
c) Visible physical changes are identified

DAY 1 (2/13): matter intro and notes

C. MATERIALS NEEDED
Promethean Board
Video link: http://www.abcya.com/states_of_matter.htm
Copies of matter notes
Copies of condensation, evaporation, precipitation review worksheet

D. PROCEDURE
Ask students why matter matters
Talk about what they think matter is and why it is important
Show video slide by slide, pausing to fill in notes and have discussion
Ask students to give examples of each state of matter as we go
Talk about substances that could be tricky to if they are a solid or a liquid or a gas (Jell-O,
pudding, clouds, or anything else the students may bring up)
Have students come up one by one to do sorting activity at the end of the video
Review definitions of condensation, evaporation, and precipitation
Do worksheet together as a class and talk about it
Revisit later in unit if the students had a hard time remembering the information from the
previous weather unit

DAY 2 (2/14): matter scavenger hunt

C. MATERIALS NEEDED
Copies of matter scavenger hunt
 Copies of study guides
Science notebooks
Scissors and glue

D. PROCEDURE
Students will also receive matter study guides that they will glue in their science notebooks
during IE time before science to help them study for their quiz Friday, we will quickly review
it in case anyway is confused or has nay questions
Have students partner up
Fill out the matter scavenger hunt sheets
Students should be moving around the room using their senses to help them determine and fill
out the scavenger hunt sheet
I will be walking around the room asking students what objects they are picking and asking
them to describe why to help me assess their understanding of solids, liquids, and gases, and
their properties
Will end early to pass out valentines

DAY 3 (2/15): matter in a bag activity

C. MATERIALS NEEDED
Matter in a bag activity sheet for each group (about 12)
Ziploc bags with various solids in them for each group (about 12)
Ziploc bags filled with air for each group (about 12)
Ziploc bags (double bagged) filled with liquids for each group (about 12)
9 flash cards for each person
Copies of words and definitions for each person
Scissors and glue sticks

D. PROCEDURE
Pass out matter in a bag activity sheets and explain directions and expectations of appropriate
behavior with all of the bags
Go over and module procedure
Once everyone is clear on what to do I will pass out the matter bags and walk around as
students are exploring the bags and following the sheet of paper
Check in on groups and ask questions, make sure they understand what they are dong and the
properties of the different forms of matter, ask them questions about the matter in their bags
and how they could change to become different states of matter
Once everyone seems to be wrapping up we will have a whole group discussion on the things
they discovered by doing this activity
Pass out flashcards and word/definition sheets
Have students cut and glue the terms onto their cards as I am going over the terms
Explain to the class that they need to be careful with this and keep them someplace they
remember because they are going to need to use them in the word study station of guided
reading
DAY 4 (2/16): molecules in matter

C. MATERIALS NEEDED
Promethean board
Large carpet in the back of the room
Copies of molecules in matter handouts for each student
Science notebooks
Scissors and glue

D. PROCEDURE
Remind the class the properties of matter- that it has volume and mass
Write on board:
o Solids- have definite shape and volume
o Liquids- have definite volume but take the shape of its container
o Gases- takes the volume and shape of its container
Ask the class if the know what makes up matter, no matter what state it is in (atoms and
molecules)
Tell them that atoms and molecules are constantly moving, in solids they move more slowly
because they are packed together and close together, in liquids they move faster because they
are less packed together, and in gases they move very fast because they are spread far apart
Explain to students that they need to be quite and appropriate with one another for the next
part of the activity in order for it to work
Go to the back of the room- explain to them that the back carpet is going to represent a
container for a type of matter, tell everyone that they are going to represent the atoms and
molecules that make up the matter
Have everyone get up and walk to the back asking them to represent the matter in a solid,
encourage the class to talk and work together to figure out what they need to do before going
ahead and doing it. Students should stand in one area close together and remind them that
they should be moving slightly because all matter is always moving (even solids).
Next everyone will represent the matter in a liquid, encourage the class to talk and work
together to figure out what they need to do before going ahead and doing it. They should
spread out more to fill the container and remind them that they should be moving and flowing
more because of the characteristics of a liquid versus a solid.
Lastly I will have everyone represent the matter in a gas, encourage the class to talk and work
together to figure out what they need to do before going ahead and doing it. They should
spread out even more to fill the whole container and be moving constantly and faster.
Bumping off the sides of the container and one another because gas molecules move the
fastest. Now ask them what would happen if the container were to break, the matter would all
escape and be free to roam around the room.
Have everyone sit down and pass out the molecules in matter worksheet
Cut out the 3 different objects and glue them in their notebooks (have them hold it up and
down gluing the pictures on the top and leaving room underneath)
Label them solid, liquid, and gas and then have them draw the molecules inside the objects
accordingly
Have them cut out the descriptions on the next page and then glue them underneath each with
there matching picture (2 for each)
Once they are done have them close their notebooks, pass out dry erase markers as they are
working
 For an exit ticket have them draw 3 circles (to represent the states of matter) and draw and
label the molecules for each of the states of matter, once I have come around to check it they
are allowed to pack up
Remind students to take home science notecards and science notebooks to study for their quiz
tomorrow

DAY 5 (2/17): quiz

C. MATERIALS NEEDED
Copies of quizzes

D. PROCEDURE
Quickly review and ask if anyone has questions
Pass out privacy screens and quizzes
Once everyone is finished get ready for Friday Fun

E. DIFFERENTIATION
Throughout the week I have provided a lot of guided work for my students. This allows everyone to
participate and follow along, especially my lower, slower, and struggling students. I have also given a
lot of opportunity for partner work. This helps students to work together and talk about the concepts
they are learning about to help each other learn and understand especially if they are struggling.
Throughout the week of lessons I have incorporated videos, hands on activities, exploring, kinesthetic
activities, writing, talking, and assessing of learning. This gives all children in the class ample
opportunities of all varieties to show what they know, learned, and understand.