Carlynn Richter

Indirect Instruction Lesson Plan Template*

Subject:
3rd Grade Science
Common Core/Essential Standard Objective:
3.P.2.2 Compare Solids, liquids, and gases based on their basic properties.
Daily Lesson Objective (student friendly):
Today we will be looking at the similarities and differences of solids such as ice, liquids such as water and
gases such as oxygen.
Activity

1. Engage

2. Explore

3. Explain

4. Elaborate

5. Evaluate
Assessment Methods
of
all objectives/skills

Description of Activities and Setting

What are the 5 senses? After the students respond I will say, You can use your 5
senses to explore these items. I am now going to give each of you a small glass
of water and a small glass of ice. I want you to think about what is different from
the oxygen we are breathing. I will then pass out each item and let them
explore.
At this time each student will be able to explore these three objects for about 510 minutes in small groups already designated by tables. 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 talk about what the
texture, temperature and shape of the liquid 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 what
the texture, temperature and shape of the solid is and how we could turn our solid
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 we will talk about what the
texture, temperature and shape of the gas. We will then go into further details
about the solid, liquid and gas and how they are similar and different.
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 such as apple juice, soda and water as a liquid, carbon
monoxide, carbon dioxide and oxygen as a gas and ice and ice cream as a solid.
We will then discuss gases such as carbon dioxide, oxygen, and what gives each
individual thing its category. Examples: Gas assumes the shape and volume of its
container, is compressible and flows easily; Liquids assumes the shape of the
part of the container it occupies, is not easily compressible and flows easily; and
Solids retain a fixed volume and shape, is not easily compressible and does not
flow easily. We will then talk about two very easy changes from substance to
substance. We will talk about ice cream (a solid) melting and creating a liquid
and water evaporating to create a gas. We will then move on and see how well
they understand.
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. They will also
write down how water can be changed to a gas and how ice cream can be
changed to a liquid. I will then go through and make sure everyone understands

the 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
6. Assessment Results of
category and understand the two examples of change before moving on to a new
all objectives/skills
subject.
Materials/Technology: One cup of ice per student, One cup of water per student, a Venn Diagram and a pencil.
*Taken from UNCC / edTPA and modified (simplified) for use in ELED 3111 (djs)