Remington Landis

SIOP® Lesson Plan Template

 

Date: Friday. December 1, 2017

 

Grade/Class/Subject: 1st, Mrs. Feeney, Science and Writing

 

Unit/Theme:The States Of Matter

 

Lesson Topic: Solids, Liquids and Gases

 

State Standards:

c. Classify solids and liquids based on their properties, and justify your choice based on evidence (DOK 1-3)

 

WIDA Standards:

Writing level 2:

Recount by • Providing information in graphic organizers • Presenting content related information labeling visuals or graphics

 

Content Objective: By the end of the lesson, student will have an understanding of solids, liquids and gases by sorting the items into categories and writing and drawing pictures about them.

 

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Language Objective:

Students will discuss the state of the objects by describing them using terms such as solids, liquids, gases and also phrases such as, “______ is hard, but _______ is wet.”

 

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Key Vocabulary:

Solid, liquid, gas, hard, firm, wet, watery, vapor, fluid.

“_______ are similar to _________ because both are _________.”

“_______ are different from __________ because____________.”

“These objects all have _______ in common so lets create a ________ category.”

 

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Supplementary Materials:

15 items showing examples of solids, liquids and gases

5 solids- realia (book, wooden block) and pictures (rubics cube, mountain)

5 liquids- realia (juice, bubble liquid) and pictures (ocean, rain)

5 gases- realia (balloons) and pictures (train smoke, steam from soup and boiling water) (etc.)

 

 

Worksheet for states of matter drawing I created

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Higher Order Questions:

1. What do all liquids have in common? What are some differences they can have and still be considered liquids?

2. What do all solids have in common? What are some differences they can have and still be considered solids?

 3. What properties of liquids can be used to sort them?

 4. What properties of solids can be used to sort them?

 

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Lesson Sequence / Activities

Motivation:

Introduce new unit by explaining we will be playing a game to figure out the next unit we’ll be studying. I will link it to their background schema by telling them it will be a unit in science and reminding them about the other units we have done in science. It’s a guessing game, and I will show them items and they have to guess how they all relate to each other. (2-3 minutes)

 

Presentation:

I will show students the items and they will discuss with each other to figure out the properties of the items and how they relate to each other. Students will discuss the state of the objects by describing them using terms such as solids, liquids, gases and also phrases such as, “______ is hard, but _______ is wet.” They will use terms such as solid, liquid, gas, hard, firm, wet, watery, vapor, fluid. They will you sentence frames such as “_______ are similar to _________ because both are _________” and “_______ are different from __________ because____________.” If the students are struggling to understand the categories I can prompt them with my high order questions. (5-7 minutes)

 

Practice and Application:

The students will then put the items (the 15 realia and pictures of the three states of matter) physically into categories on the carpet with string circles. Then the students will be given a worksheet to pick one item to draw from each state of matter and label the state and item. (10-15 minutes)

 

Review and Assessment:

We will then sit in a circle and review our pictures and which items go in which categories and why. And what all the items on one category have in common. For the last time the students will be promted to discuss the state of the objects by describing them using terms such as solids, liquids, gases and also phrases such as, “______ is hard, but _______ is wet.”

 

 

Reflections:

 

 This lesson went surprisingly well and I was very satisfied with the outcome that the students were able to achieve. The thing that went well was the fact that the students were able to guess the categories correctly and fully grasp the concept of the states of matter. I was really afraid that the students wouldn’t be able to grasp the concept or guess the categories based on the objects I had, but they totally got it and it didn’t take them long at all actually. The only thing I would change next time again would be the time and place I taught them at. It was Friday right before lunch time so it was a little bit of a struggle. Students were engaged with the materials because of the realia but I started to loose their focus towards the end and the cooperation and good behavior faded as well. The things I learned about my teaching from teaching this was that I need to have more faith in not only my abilities but also my students. I was very worried the students would not understand the concepts I was teaching or that my realia would not be sufficient enough for them to understand what I was conveying. But since the lesson went so well and the students understood it immediately, I realize I need to believe in myself and my students more. I was also about to learn that my teaching is very flexible and dynamic. At one point in the lesson the students had guessed the liquids and gases categories but had shapes as the other category. My teacher complimented me after the lesson for staying cool during that dilemma, because I just reviewed the items in that category with the students and guided them in the right direction with some guiding questions. Overall this lesson went very well and I am very pleased with the way ended up going.