VIU Faculty of Education

Lesson Plan Sample Template Vancouver Island University

Name: Christine Robbins Grade 2/3 Date Tuesday, April 25, 2013 Cite sources used to develop this plan: Topic Allotted Time Science- Matter 50 minutes

1. Rationale: Why is this lesson relevant at this time with these students?
Students have used their senses to explore in science previously in the year. For this unit students will explore the properties of matter in order to gain a deeper understanding of the world around them and how each state interacts with each other. Making predictions, participating in hands-on activities, and record data are key components of the science curriculum and provide a foundation for future experiments and scientific observations. In this lesson, students will explore the properties of liquids.

2. Provincial Learning Outcome(s): What IRP outcome(s) does this lesson develop?
Grade 2 Science Education Physical Science Identify the properties of solids, liquids, and gases English Language Arts Education Thinking- Writing and Representing C7- use writing and representing to express personal responses and opinions about experiences or texts Grade 3 Science Education Processes of Science Ask questions that foster investigations and explorations relevant to the content English Language Arts Education Thinking- Writing and Representing C7- use writing and representing to express personal responses and opinions about experiences and texts

3. Assessment Lesson Outcome What will students learn? Sources of Evidence What product or action will show what students have learned? Criteria What will you look for in this evidence?

I can describe the properties of Say: Class discussion liquid.

Do: touch the materials
C:\Users\Christine\Documents\Year 5\New folder\matter lesson 1 to convert.rtf Last Revised: Fall 2005

-Students contribute their ideas to the discussion.

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Write: worksheet

-Students use an accurate word to describe the flow of the liquid.

4. Resources, Material and Preparation: What resources, materials and preparation are required? Resources Matter Unit from C. Olson Material 3 of each: (one for each table group) o Cooking oil, water, syrup, chocolate milk, milk, shampoo, dish detergent, molasses, chocolate syrup, honey, orange juice, and vinegar Pencils and erasers Worksheet Overhead Overhead pens Preparation Photocopy enough worksheets Make an overhead of the worksheet Place all materials into real, strong Ziploc baggies and label

5. Lesson Development
Introduction: How will you introduce this lesson in a manner that engages students and activates their thinking?

Pacing

Review 3 states of matter with students. Explain that today we are going to take a closer look at solids and describe the properties of a liquid. Discuss what it looks like to share materials and explain that each group only gets 1 material so they must share and take turns. Teaching/Learning Sequence: What steps and activities are you going to use to help students acquire and practice the knowledge, skills and/or attitudes needed to meet the outcome?

5 minutes

I will: Pull a liquid from the magic bag. Ask students what it is. Hand out each material, one at a time to students and have them describe the properties of the liquid and how it flows (quick, slow, fast, really fast, not at all etc) We will: Describe the properties and contribute answers to complete the chart on the overhead. They will: Students will individually complete their own sheet following the overhead or adding their own words to describe the liquid and how it flows.

45 minutes

Closure: How will you solidify the learning that has taken place and deepen the learning process?

C:\Users\Christine\Documents\Year 5\New folder\matter lesson 1 to convert.rtf Last Revised: Fall 2005

VIU Faculty of Education

I will ask students what surprised them? Flowed the quickest Slowest 6. Accommodations (adaptations, extensions, other ): How will you plan for students who have learning/behaviour difficulties or require enrichment? Adaptations: Students do not have to complete the whole sheet. Students can work with EA for assistance. List of describing words can be made if students are having difficulty. Extensions: Students can go on a matter hunt and use magnifying glasses on the carpet to look at matter move closely. Students can tell another student in the class about what they learned about a state of matter. Students can read books about matter at the carpet.

C:\Users\Christine\Documents\Year 5\New folder\matter lesson 1 to convert.rtf Last Revised: Fall 2005