Rock Branch Elementary

Martica Dillon
Kim Jordan
Third Grade
March 21, 2013
Lesson Plan Reflection #2
Planning
For preparation of this lesson, I made sure that I had a thorough lesson plan and all
materials ready. I had all handouts, posters, and activities organized in a way that would
flow with my procedures. I also had all materials for the labs in four bags. Each table
received their own bag. This eliminated issues of disengagement or disorder that could have
occurred during transitions.
My lesson was crafted around the West Virginia CSOs. I also created this listen with
Bruners Discovery Learning Theory and Howard Gardners Theory of Multiple
Intelligences. The students participated in guided discovery exercises. This strategy was a
way to ensure higher order and divergent thinking. The students also engaged in problem
solving processes that promoted questioning, planned investigations, and discovery of
answers and solutions pertaining to subject matter. The students continually demonstrated
curiosity, initiative, and creativity by conduction simple investigations in the Discovery Time
and Ice Experiment. Throughout these investigations, students were able to relate changes
in states of matter to changes in temperature and dissolving of substances.
Implementation
It was originally planned for my lesson to be taught in the afternoon, but like every
elementary classroom, schedules change. When I arrived to Mrs. Jordans classroom on
Friday morning, she informed me that I would need to do it in the morning. We only had
time to get to the Discovery Time portion before the students had to leave for gym. When
students returned, we had to do a quick review of what we discovered before we could
continue on with the lesson. This interruption and timing change extended the lesson. The
lesson would have been much shorter if it hadnt occurred.
During the lesson, my sequence of procedures worked out considering the
interruptions. The students flowed well from the introduction portion of the lesson to the
sorting game. They also moved directly onto the discovery portions. My material
distribution idea with the bags enhanced this flow. The students were already siting in their
groups of four. They did a great job synergizing and following directions and procedures.
The conclusion and summary implementation of this lesson followed what was
originally planned. We played a few more rounds of the sorting game. I had the students
go around the room and state their object. I then told the students if they did not agree with
the state of matter for a particular object, to raise their hand and we would discuss it. After
the game, the students completed their post-tests.
Clarity of Presentation
Dillon 2

Throughout the lesson, my voice was appropriate and engaging. I used Standard
English Language and had a clear pronunciation with a reasonable level of volume. My
means of expression were appropriate for this age group and activity. I called students by
name. I asked a variety of questions, including yes/no, short answer, comparison and
analysis, and opinion and judgment.
My materials and examples were clear and helpful throughout this lesson. I used the
Elmo to project the posters so that every student could see. I also used the Elmo to project
every page that the students were directed to do.
Attention to Individual Differences
My choice of strategies and activities in this lesson accommodated individual
differences and learning styles, as it was crafted around Gardners Theory of Multiple
Intelligences. My lesson included a variety of visual, oral, auditory, and kinesthetic means of
delivery and engagement with the material. This lesson had a warm and interesting appeal
through the use of posters and the music video that met the needs for students with
communication differences.
For students with ability and learning differences, I altered the lesson and activities to
meet their needs as well. I aided students who were struggling with the completion of this
lesson. I helped them by read or spell words that they were trying to say. I also limited the
amount of sentences to be written. I also allowed extra time and individual instruction to
those students who were having difficulty with the activities.
This lesson also met the needs of students with attention and motivational
differences. It included multiple activities that provided students with an opportunity for
collaboration and movement. The students collaborated with me during discussions. The
students also worked with their group to make predictions, gather data form observations,
and discuss results. This is particularly important to meet the needs of students with
attention or motivational issues. The sorting game also provided students to apply what
they have just learned. It kept students engaged in the learning process, while allowing
them to move around.
Throughout the lesson, I reinforced behavior by reflecting to the 7 Habits. I told the
students that while they were working in groups, that it was important to be synergizing. I
called a group out as a means of a positive reinforcement strategy. The group was allowing
each member to do a step in the experimental process. I said I like how team 1 is thinking
win-win and sharing with one another. The other students quickly observed their
classmates and altered their behavior to allow every team member to participate equally.
Focus on Relationships and Student Responses
Students were very attentive and enthusiastic during this science activity. They
responded positively and quickly to my teaching, questioning, and directions. They were
especially attentive with the worksheets because it was projected on the screen through the
Dillon 3

Elmo. Students knew when to flip the page and what to write where. They also volunteered
to read headings, directions, and questions on the workbook pages.
When students were getting distracted, I invented ways to keep them quiet and
ready to continue on with the lesson. I told students to place their hands on their head when
they were finished and ready to move on. I told the students that if they had their hand on
their head, all procedures were completed and they were sitting quietly. They quickly
grasped this method and began placing their hands on their heads after every page.
This lesson provided opportunities for the students to work collaboratively. During
the discovery learning portion of the lesson, students worked as a team at their tables. They
did well synergizing and thinking win-win with their teammates. They took turns doing the
procedures during both of the activities. They also discussed conclusions and ideas with one
another pertaining to subject matter.
Planning and Implementing Higher Order Thinking Skills
There were many activities in this lesson that implemented higher order thinking
skills. Students had various opportunities for analyzing that helped them create new insight
and ways of using what they have learning in new situations. This lesson also provided
students with chances to make adjustments based on what they discovered throughout
investigating experiments.
The first activity allowed students to practice classifying what they had just learned.
They had to sort cards with different objects and classify their state of matter. This activity
allowed students to relate their learning to the context of their current lives. The cards
included objects they see every day. The cards included soda, water, cars, bricks, balloons,
juice, Oreos, pencils and other every day materials.
Students were required to investigate reasons for the change in states of matter and
conduct experiments to discover how it is changed. The experiments in this lesson allowed
students to determine relationships in states of matter. It also provided them with an
opportunity to make predictions and adjustments based on their discoveries.
Assessment
My lesson implemented a variety of assessment measures. The assessments were
implemented form the beginning of the lesson to the closure. During the introduction
portion of my lesson, students completed a pre-test. This test was used to diagnose their
prior knowledge. The pre-assessment results were used to determine who could already
identify the three states of matter. It also determines if the students were ready for the
enrichment phase of the lesson and the amount of previewing of the concept prior to
beginning the lesson.
After instruction, I observed my students as they participated in the sorting activity. I
used this activity as a means of a formative assessment. I observed students during their
exercises. I also asked questions during the sorting game, seat work, and experiments to
Dillon 4

students as a whole in order to create a discussion among the students. For a means of
summative assessment, I took up the students My Solids, Liquids, and Gases Book to
assess that they were engaged and on tasks and fully understood concepts. I also gave
students the same worksheet they did at the beginning of the lesson to see the amount of
knowledge gained (post-test). Scoring was based on the number of correct answers on the
tests.
According to the data collected, my lesson was effective in teaching the states of
matter through the use of implantation crafted from Gardners Theory of Multiple
Intelligences and Bruners Discovery Learning Theory. Students demonstrated that they
can use physical and chemical properties to identify the state of matter for daily objects.
Next time, I may break the lesson up into two sessions. This would allow a thorough study of
first states of matter and their properties, then how object change physical and chemical
properties. Overall, I am pleased with the outcome of student achievement.