Instructional Software

Lesson Idea Name: Solid, Liquids, and Gases

Content Area: Science
Grade Level(s): 2nd Grade

Content Standard Addressed:

S2P1. Obtain, evaluate, and communicate information about the properties of matter and
changes that occur in objects.

Technology Standard Addressed: Empowered Learner

Selected Technology Tool: BrainPOP

URL(s) to support the lesson (if applicable):

https://jr.brainpop.com/science/matter/solidsliquidsandgases

Type of Instructional Software:

Drill and Practice X Tutorial Simulation Instructional Game e-books/e-references

Features of this software (check all that apply):

Assessment Monitoring/Reporting
Allows teacher to create customized lessons for students
Multi-user or collaborative functions with others in the class
Multi-user or collaborative with others outside the class
X Accessible to students beyond the school day
X Accessible via mobile devices
X Multiple languages
X Safety, security and/or privacy features

Blooms Taxonomy Level(s):

X Remembering X Understanding X Applying Analyzing Evaluating Creating

Levels of Technology Integration (LoTi Level):

Level 1: Awareness Level 2: Exploration X Level 3: Infusion Level 4: Integration
Level 5: Expansion Level 6: Refinement

Lesson idea implementation:

I would start my lesson off by seeing what my students may know about solids, liquids, and gases. After
having a class discussion, I will jump into the video that is located on BrainPOP about solids, liquids, and gases
and give the students the opportunity to watch a video over it instead of me lecturing them. Once the video is
done, I will have the students go back to their desk, which are in groups, to get ready for the assignment. In
this assignment, I will put different objects on their tables like stones, water in a bottle, soap, soap in a bottle,
balloons, blocks, etc., that they will have to examine and figure out if the object is a solid, liquid, or gas. They
will be creating chart where they will have solids as one column, liquids another, and gases as the final
category. From there they will be examining the objects and writing them down on the paper, using what
they have learned from the video. While the activity is going on, I will walk around the classroom observing
 Instructional Software
and asking students question to helped the figure out what category an item may fall under. At the end, I will
collect their chart and use it as assessment to see what they have learned from the lesson.

This lesson should take up to approximately 30 minutes. The students having a discussion, watching a video,
and doing a hands-on activity can account for students who learn in different ways. I can extend this lesson to
a higher level of learning by allowing the students to think about how all these stages of matter are
connected to each other, i.e. a solid can turn into a like if you add heat to it. I also could have the students
create their own examples of solids, liquids, and gas that they are able to use as resource whenever they
need. The assessment of the students will be their charts that they created. In these charts, I will be looking to
see if the students correctly placed each item in the write category. To provide feedback to the students, I will
attach sticky notes to their charts giving them advise about the chart and compliments.