Carlynn Richter

Student Teaching edTPA Indirect Instruction Lesson Plan Template

Subject: 3rd Grade Science

Central Focus: Solids, Liquids & Gases

Common Core/Essential Standard Objective:

3.P.2.2 Compare Solids, liquids, and gases

based on their basic properties.

Date submitted:

Date taught:

Daily Lesson Objective:

Today we will be looking at the similarities and differences of solids such as ice, liquids such as water and
gases such as oxygen.
21st Century Skills: Compare and contrast different
substances.

Academic Language Demand (Language Function and

Vocabulary): Basic Science terms

Prior Knowledge: Students will know at least one solid, one liquid and one gas whether they know them as those
categories or not.

Activity

1. Engage

2. Explore

3. Explain

4. Elaborate
5. Evaluate
Assessment Methods of
all objectives/skills

Description of Activities and Setting

I am going to give each of you a small glass of water and a small glass
of ice. I want you to look at those two objects along with the air you are
breathing and explore them. You can use your 5 senses to explore these
items. What are the 5 senses? After students respond I will pass out
each item and let them explore.
At this time each student will be able to explore these three objects for
about 5-10 minutes on his or her own. They will be able to use their 5
senses to explore these objects and will then be asked to record his or
her thoughts within a triple Venn diagram.
Now, I want to talk about these three items. What did you find with the
liquid (water)? After students have a chance to respond we will go over
the properties of liquids and talk about the different way we can change
the form of our liquid. I will then ask the class, What did you find
interesting about the solid? Again, after they respond we will talk
about the different properties of solids and how we could turn our
solids into a liquid or a gas. I will then ask, What did you find
interesting about the gas? After they are given a chance to respond I
will describe the properties of a gas. Since gas is the hardest concept to
grasp we will spend more time learning about its properties.
As a class we will make a big Venn Diagram on the board and discuss
these individually. We will also talk about what other substances fit into
all three of these categories. We will discuss gases such as carbon
dioxide and what gives each individual thing its category.
In order to evaluate each student they will each be given a slip of paper
and asked to write down one solid and a property to go with it, one
liquid and a property to go with it and one gas and one property to go
with it. I will then go through and make sure everyone understands the

Time

6. Assessment Results of
all objectives/skills

differences and further address any misconceptions the students are

having.
Each Student will be able to tell at least one property and one item from each
category before moving on to a new subject.

Targeted Students Modifications/Accommodations: For

students with disabilities I will spend more time
allowing them to explore and ask them to be creative in
their comparisons. I will spend time with them
individually asking them to tell me about each
substance.

Student/Small Group Modifications/Accommodations: For

small groups I will work with a small group of students by
drawing a large Venn diagram on the board and ask these
students to come write what they notice about the substances
on the Venn Diagram and then revisit each substance and go
back and forth between the substance and the diagram.

Materials/Technology: One cup of ice per student, One cup of water per student, a Venn Diagram and a pencil.
Reflection on lesson:
This lesson is fun and allows students to visit the different properties on their own through exploration and can be
modified for students with disabilities as well.
CT signature: ________________________ Date: ______ US signature: ____________________________Date: ______