Developmental Lesson Plan

Teacher Candidate: Tiffany DeFranza Date: 2/7/19

Group Size: 27 Allotted Time 30 Minutes Grade Level 4th

Subject or Topic: Science: Matter Lesson 1

Common Core/PA Standard(s):

3.2.4.A1: Identify and classify objects based on their observable and measurable physical
properties. Compare and contrast solids, liquids, and gases based on their properties.
Learning Targets/Objectives:

The students will be able to correctly identify the characteristics of each of the three states of
matter, and compare them based on their properties. The students will do this by identifying
the properties of each state of matter on a trifold note sheet, and participating in a physical
demonstration.
Assessment Approaches: Evidence:
1. Anecdotal notes 1. The teacher will continue to take notes on
2. Mind map/notes the index cards. The teacher will specifically
take note on any academic concerns,
achievements, or behaviors that should be
noted.
2. The students will be filling out a trifold
note sheet organized by three sections: solids,
liquids, and gas. The students were instructed
to write down what they believe is important
and any other information they find
interesting. See rubric below.

Assessment Scale:
Ö+ • 3/3 states of matter were correctly filled out and had the required
information that was most important to the topic (see below under
“content”).
Ö • 2/3 states of matter were correctly filled out and had the required
information that was most important to the topic (see below under
“content”).
Ö- • 1/3 states of matter were correctly filled out and had the required
information that was most important to the topic (see below under
“content”).
Subject Matter/Content:
Prerequisites:
• Previous background knowledge on the three states of matter.
• General knowledge that all living and non-living things are composed of matter.
Key Vocabulary:
• Matter: Everything in the universe that has mass and takes up space.
• Mass: the amount of matter something contains.
Content/Facts:
• The three states of matter are solid, liquid, and gas.
• Everything in the universe that has mass and takes up space is classified as matter.
• All types of matter are made up of small particles.
• Solid
o Has a definite shape.
o Takes up a definite amount of space.
o Particles are close together, in a tight and regular pattern.
• Liquid
o Takes the shape of its container.
o Takes up a definite amount of space.
o Can change shape based on the container it is in.
o Particles are still close together but can slip and slide past each other.
• Gas
o No definite shape.
o Particles move freely and rapidly in all directions.

Introduction/Activating/Launch Strategies:
• For “morning work”, before the science block begins, the students will have a matching
matter sheet where they are expected to cut out each object and place it in the correct
column, corresponding to its state of matter.
• The teacher will collect these sheets as they complete it.
• The teacher will bring the class together by asking them how they thought the pre-test
yesterday was.

Development/Teaching Approaches
(20 Minutes)
• The teacher will hand out blank sheets of white paper that are pre-folded into three
sections.
• The teacher will explain that today we are going to split our notes into 3 sections.
• The teacher will have the students turn to page E6 in their textbook
• The teacher will ask the students to skim the page, notice titles and captions, and raise their
hand if they think they know what the three sections of notes will be.
o Desired response: solids, liquids, gases
• The teacher will draw an outline of the trifold on the white board and label each section.
• The teacher will tell the students that they should write on their notes what they believe is
important as we read together.
• The teacher will choose student volunteers to read, E6, paragraph by paragraph.
• At the end of the page, the teacher will ask the students to take a few minutes to write
down anything they thought was important.
• The teacher will walk around and scan the students notes. The teacher will answer any
questions as they come up.
• The teacher will ask the students what they wrote down in their notes. The teacher will at
least write the follow important points on the board:
o Solids have a definite shape
o Solids take up a definite amount of space
o Particles in a solid are close together and in a regular pattern
o All matter is made up of particles
• The teacher will ask volunteer students to read the two captions at the bottom of the page
aloud.
• The teacher will repeat this process for the next three pages of the textbook lesson. The
teacher will encourage students to share what they believe is important and why.
• The teacher will encourage students to draw visuals with captions that they believe are
important in order to be able to compare and contrast the states of matter based on their
properties.
• The following facts will ultimately be written on the teacher’s example on the board:
o A liquid takes the shape of its container.
o A liquid takes up a definite amount of space.
o A liquid can change shape based on the container it is in.
o Particles in liquids are still close together but can slip and slide past each other.
o Gases have no definite shape.
o The particles in gases move freely and rapidly in all directions.
• During the lesson, and as the topics come up, the teacher will ask students the following
comprehension questions aloud and engage in a group collaborative discussion:
o Which state of matter keeps its shape?
o How can matter be changed from a solid to a liquid? From a liquid to a solid?
o How do the arrangements of particles in a solid differ from the arrangement of
particles in a liquid?
o Why does a liquid have the shape of its container?
o How does heating matter change its size?
o When I heat an ice cube what does it become? When I heat water, what gas does
that become?

Particles Demonstration (5 - 10 minutes)

• The teacher will move the front table where he/she previously created a square using
masking tape. The teacher will choose 13 – 14 students to stand in the box.
• The teacher will ask the students to think about what state of matter they believe they are
impersonating.
• The teacher will ask a random student in the box if it is difficult to move around, if they
are particles that are close together.
• The teacher is looking for a student to answer that they are demonstrating the particle
arrangement in a solid.
• The teacher will take a few students out of the box. The teacher will ask the students to
move around.
• The teacher will ask the students what state of matter they believe they are in now. The
teacher is looking for a student to answer that they are demonstrating the particle
arrangement in a liquid.
• The teacher will take more students out of the box and have them move around again. The
teacher will ask the students what state of matter they believe they are in now. The teacher
is looking for a student to answer that they are demonstrating the particle arrangement in a
gas.

Closure/Summarizing Strategies:
• The teacher will ask students to look over their notes and add any visuals they think would
be helpful based on the demonstration.
• The teacher will collect the trifold notes.

Accommodations/Differentiation:
• JG, GK, JT: Students will be given a trifold note sheet with the three titles prewritten.
• JG, GK, JT: Students trifold note sheet will be on lined paper.

Materials/Resources:
• Masking tape
• 24 sheets of blank white paper
• 3 sheets of lined paper
• Harcourt Science textbook, teacher’s edition
• Harcourt Science textbook, student copies (27)

Reflective Response:
Report of Student Learning Target/Objectives Proficiency Levels

Assignments Matching Matter (Review) Matter Tri-fold Notes

Skylar A. ✔ ✔+
Andrew A. ✔ ✔+
Jo B. ✔ ✔+
Musafa B. ✔ ✔ (Missing facts on liquids)
Anna B. ✔ ✔+
Natalie B. ✔ ✔+
Norah D. Did not hand in ✔+
Briah G. ✔ ✔+
Charlie H. ✔ ✔+
Miley M. ✔- (classified sand wrong) ✔+
Colin M. ✔ ✔+
Haylee M. ✔ ✔+
 Bryce M. Did not hand in ✔- (Missing solids and gases)
Skyla N. ✔ ✔+
Hunter R.N. ✔ ✔- (Missing solids and liquids)
Robert P. ✔ ✔+
London R. ✔ ✔+
Kathryn S. ✔ ✔+
Shay S. ✔ ✔+
Jorge S. ✔ ✔+
Chase W. ✔ ✔+
Colton W. ✔ ✔+
Megan Y. ✔ ✔+
Jayla G. ✔ ✔ (Missing facts in liquids)
Gavin K. ✔ ✔- (Missing facts in all three)
Juan T. ✔ ✔ (Missing facts in liquids)
Kaylawna T. Not here Not here

Remediation Plan (if applicable)

To help Mustafa, Bryce, and Hunter, receive the information that was important in this
lesson, when they got their notes back there was a post-it note with feedback. While everyone
received a post-it note with feedback, theirs contained the page number of where they could look
to find information that was missing. In addition, the titles were circled on their notes to see
where they should focus. These three students, in addition to Norah, were given time during
DEAR (drop everything and read) to work on these items.
In order to assist Jayla, Gavin, and Juan, their learning support teacher requested a correct
note sheet for them to bring to their alternate classroom where they would be able to complete
theirs. While I believe this was a method which gave them access to the correct answers, I am
unsure of if they copied the answers or also used their textbooks and a correct note sheet as a
reference. If these students had been present in our classroom more time, it would have been
great to have a small group lesson with the previous 9 students mentioned.

Personal Reflection Questions

How can I make sure she is understanding the definitions and not just memorizing them?

Additional reflection/thoughts

I believe this was one of the best lessons I taught thus far in terms of behavior
management and engagement, while still providing the students with a great deal of content. I
believe in the middle of the lesson having the students come to the front of the room and
organizing the demonstration of particles in each state of matter was both engaging and effective.