Georgia Southwestern State University Lesson Plan Guidelines

Created by GSW School of Education

EDEC 4200 Spring 2016
(Revised by L. Larsen)
Name: Kanyssa Goolsby
Lesson Date:
Lesson Start Time:

Lesson End Time:

Classroom/Lesson Context
____ Whole Group __X__ Small Group _____ One-on-One
Please specify the number of students:
_____ Girls _____Boys
Learning Central Focus
A. Lesson Plan Title: _Whats the Matter?______________________________
B. Grade Level: _2_____
C. Central Focus:
The central focus is on identifying the common states of matter.
D. Content Standard:
S2P1. Students will investigate the properties of matter and changes that occur in
objects.
a. Identify the three common states of matter as solid, liquid, or gas.
Student Learning Goal(s)/ Objective(s):
A. Skills/procedures:
The students will identify the three common states of matter.
B. Prior Academic Knowledge and Conceptions:
Students may not understand the concepts of solid, liquid, and gas. They may not
understand them in relation to each other.
The students should not have any true difficulty with these activities, if they do I will need
to reteach the students with the difficulties.
Common Errors, Developmental Approximations, Misconceptions, Partial
Understandings, or Misunderstandings:

Students can mix up the meanings between the different states of matter.
I will show them in many different ways the differences and examples of each (common)
state of matter.

Though very unlikely, there may be a student who brings up plasma as the fourth state
of matter if so I will briefly explain it and tell them that they dont have to know that (yet).

Instructional Strategies and Learning Tasks

A. Launch: ___5___ Minutes
We will watch the first part of this video over the three states of matter.
https://www.brainpop.com/science/matterandchemistry/statesofmatter/
I expect you all to listen and participate. I think you all will really enjoy this lesson but I
would hate to make you not participate in the fun part.
B. Instruction: __5___ Minutes
I will begin by having a brief lecture about the states of matter. I will explain the three
common states and provide examples of each.
I will then ask if theres any questions so far and respond to them if there is.
C. Structured Practice and Application: ___15___ Minutes
We will then make the root beer floats and explain how it has each of the three states of
matter. After giving students a chance at answering which state is represented by what
part, I will tell them. The ice cream is the solid, the root beer is the liquid, and the
bubbles represent the gas.
They will then complete the worksheet over states of matter.
D. Closure: __5___ Minutes
Students will turn in their worksheet and then write a short paragraph over what they
learned and turn it in as a Ticket out the Door.
Differentiation/ Planned Support
A. Differentiation plan:
I will monitor the students during the course of this lesson to ensure they are
understanding it.
If a student is confused I will help that student understand the concept.
B. Student Interactions
Students will be in groups when making their root beer floats.
The groups will be random 3-4 people groups (depending on the amount of
students). Students will number off to determine their group.
C. What Ifs
There could be a student that cant have the root beer float because theyre lactoseintolerant or something. If so I would need to give that student another treat to enjoy
and have them just watch the floats. I also could provide lactose-free ice cream if I
already know thats an issue.
*Teacher note: Before buying the materials for this you can consider asking students
who likes root beer and who likes Coke; depending on their answers change it to
Coke floats or perhaps do a mix of the two (which would make the groups slightly
less random).
Theoretical Principles and/or Research Based Best Practices
These tasks are appropriate because they are a part of a hands-on approach. According
to Scholastic students learn through all their senses and combining activities to make

them hands-on activates multiple areas of the brain. When multiple areas of the brain
are being activated the rate of retention of the information is increased.
http://www.scholastic.com/browse/article.jsp?id=3751901
Materials

Cup for everyone

Root beer and ice cream to share with everyone
Paper
Pencil

Vocabulary

Matter
Solid
Liquid
Gas