Science Class Lesson Plan

LESSON PLAN 1

PART I

Contextual Information

A. General Information

1) Grade Level (s): 5

2) Science Topic: Behavior of Gases: Changes of state of matter

3) Student Demographics – Lee County Florida

 Number of Students: 17 students

 12 English Native Speakers; 4 Students who use English as the Second Language;

1 student with special needs – visual impairment.

4) Lesson Duration: Approximately two (s) days

5) Safety Issue: since the lesson will be conducted in the laboratory, the students will be

taken through all the lab safety measures: centering on their conducts with the

apparatus, and any other possible emergent safety issues.

B. Standard (s): Moderate complexity

 As the student will be required to comprehend various facts

 SC N (Big Idea): Matter requires energy to disintegrate

 Demonstrate that when ice (solid) is heated it melts into water (liquid), which

upon further heating vaporizes (becomes a gas)

C. Conceptual Learning Goal: To understand the concept of matter and how the same

behaves when subjected to varying conditions; either naturally or artificially

D. Background Information for Teacher

A brief discussion about the change of state for matter

Everything around is made up of matter. Science has simplified the conception of matter

by describing it as anything that occupies space. If then it is anything that occupies space,

it is obvious that matter is threefold: solid, liquid, and gas. The environment that people

live in is made of any of the three mentioned states of matter. However, to appreciate the

concept of matter and the changes into different states associated with various conditions,

it is imperative to use a familiar example – and that would be water.

LESSON PLAN 2

Water is a perfect example of matter that is used for study in science. Under almost all

normal circumstances, it is possible to have water transform into all the three forms. The

mention of ice, water, and vapor are perfect examples of the transformations into the

various forms of matter. Using water as the base, then the description of the various states

would suffice as follows: ice is the solid state; water is the liquid state, and vapor is the

gas state.

E. Specific Objectives

 By the end of the lesson, the students will have been able to classify the changes

of the state of matter and manage to give a description of the nature and the states

by giving accreditation to shapes and volumes.

 Students will manage to offer the descriptions and the conditions necessary to

change the various states of the matter and consequently give the appropriate

name of the said states.

 The student will manage, albeit interchangeably, to describe the state when given

the name, or on the converse, name the change when given the description.

F. Assessment Plan: A test will be important in the assessment of the students’ mastery of

the subject. Due to the critical nature of the subject as foundational knowledge in science,

the assessment will take various forms. As such, the students will be assessed:

i. Orally; with the questions centering on the description of the states and the

requisite conditions… here the student will be asked the state, for instance,

liquid, and describe how it can shift to solid or ice. Or, the student will be

asked to state what happens to water when it is subjected to either both

high or low temperatures.

ii. Written Test: the student will get a short written continuous assessment

test with multiple choices, and a discussion section; where they will be

expected to explain what they have learnt.

iii. Computer Test: this will be the most comprehensive and elaborate since it

will involve graphics and online discussion posts where the students will

exchange their ideas of what they have learned. The threads from the

LESSON PLAN 3

discussion will be used to measure the coherence and understanding of the

students on the subject matter.

G. CCM Model: The rationale of the model as described in the assessment plan above is to

help the student learn actively and get a direct engagement in the learning process.

Ideally, the aim is to have an interactive forum where the students will air their opinions

and exchange their ideas.

H. Materials and Resources for the Teachers and Students

a. Materials and Resources

 The usual science lab

 1 braille for the visually impaired student

 16 computers for all the students

 An extra computer

 A projector and a screen for presentations

 A burner

 Crucibles

 Ice cubes

 Laboratory refrigeration unit

b. Arrangement

 The lesson will not entail many complex arrangements, other than the usual

laboratory setting. Essentially, the class set up will be on two formations: one

where the experiments will be conducted; and the second section where the

computers will be based for the usual classwork.

PART II

Instructions

A. Accommodate the concept

 The teacher will pose a question about the topic for instance to ask what they

understand about matter. The intention is to disturb the state of dissonance, which

the students are still in considering that the topic might be relatively new.

B. Commit to an Outcome

LESSON PLAN 4

 Here still the teacher should ask the students a question about matter and ask them

to offer their thoughts.

C. Expose beliefs

 Focus on the students ideologies about what they know about the concept of

matter

D. Confront beliefs

 The teacher will use the same technique considering the level of cognitive ability

of the learner to issue a contradicting statement.

E. Accommodate the concept.

 This will happen in the laboratory where the students will be treated to practicals

for them to grasp and accommodate he whole theoretical issue of the change of

matter.

F. Extend the concept

 This will happen by having the students perform their own experiments to

internalize with concepts, and perhaps have them use other solids such as iodine,

which do not undergo the liquid state but, rather sublimate when subjected to

heat.

PART III

Lesson Analysis

Explanation of Addressing Diversity

It is imperative to note that the current lesson involves some diverse learners. The students are a

mixture of both physically fit and a disabled student (visual disability). Secondly, some of the

students are not native speakers of English. For that reason, the lesson will take two to ensure

that all the needs of the students are met. Fortunately, since the concept is very practical, even

the ESL students will not have a hard time to go by. For the visually disabled student, he will go

through the lesson under special guidance since he cannot handle the apparatus. Nonetheless, his

with his braille enabled computer, he will interact with the rest of the students in the discussion

board.

LESSON PLAN 5

FEAP Reflection

This assignment entailed teaching students the properties of matter in relation to energy. The

main idea was to demonstrate to the students that matter changes its form and state when

subjected to varying levels of energy. The assignment used a various FEAPS.

One of the FEAPS was the learning environment FL –FEAP-2010.2.a.2 Learning

environment. I learnt that the most basic things is to have a plan, have a tight grip of the concept

FL –FEAP-2010.1.b.2 , and have a high expectation of the student FL –FEAP-2010.2.a.c. The

organization, allocation, and management of resources is also critical FL –FEAP-2010.2.a.2a.

Besides, it was crucial to design the instruction for students to achieve mastery FL –FEAP-

2010.2.a.1.c. Also, the employment of higher order questioning techniques was important FL –

FEAP-2010.2.a.3.f.

As a future educator, I have learnt how important it is for students to learn and grasp the

concepts of matter and energy as they are the basic of science.

Place new order. It's free, fast and safe

Paper type

Deadline

Page count

550 words

Total price: $ 15.00

Our customers say

Jeff Curtis

USA, Student

"I'm fully satisfied with the essay I've just received. When I read it, I felt like it was exactly what I wanted to say, but couldn’t find the necessary words. Thank you!"

Ian McGregor

UK, Student

"I don’t know what I would do without your assistance! With your help, I met my deadline just in time and the work was very professional. I will be back in several days with another assignment!"

Shannon Williams

Canada, Student

"It was the perfect experience! I enjoyed working with my writer, he delivered my work on time and followed all the guidelines about the referencing and contents."