LESSON PLAN OUTLINE

JMU Elementary Education Program

The following information should be included in the header of the lesson plan:
Alex Konstantin
Mrs. Copley, Waterman Elementary
Date and time lesson is to be presented
Date written plan is submitted to the practicum teacher
(Plan must be initialed and dated by the teacher when it is reviewedat least one day in advance.)
(Include the title of each of the following sections in your written plan.)

A. TITLE/TYPE OF LESSON
Temperature and Water

B. CONTEXT OF LESSON AND UNWRAPPING OF THE STANDARD

What pre-assessment did you do that tells you the students readiness, interests, and/or learning
preferences? Why is this is an appropriate activity for these students at this time? How does this
lesson fit in the curriculum sequence? How does this lesson fit with what you know about child
development?
This lesson is effective for a second grade class because it integrates movement and scientific
observation in a developmentally appropriate manner. The students will be studying the water cycle
this year, so a lesson on evaporation and freezing will fit with their curriculum directly. The students
are engaged while observing change, this lesson provides them with an opportunity to interact with
and observe the three states of matter.
C. UNWRAPPING THE VIRGINIA STANDARDS OF LEARNING and the NEXT GENERATION
SCIENCE STANDARDS (NATIONAL STANDARDS)
Virginia 2.3
2.3 The student will investigate and understand basic properties of solids, liquids, and
gases. Key concepts include
a) identification of distinguishing characteristics of solids, liquids, and gases;
b) measurement of the mass and volume of solids and liquids; and
c) changes in phases of matter with the addition or removal of energy.
2-ESS2-3

Unwrapped Concept Unwrapped Skill Taxonomy Level

(nouns) (verb) (Blooms, SOLO, DOK)
Investigate 4
Basic types, changes, and
patterns of weather Understand 2

Observe 1
Temperature, wind,
precipitation, drought, flood,
and storms

interpret 3
Measuring and recording
weather data
 Observe 1
Seasonal weather Patterns
and Local Variations
Describe 3

D. LEARNING INTENTIONS and SUCCESS CRITERIA

Understand what are the broad Know what are the facts, Do what are the specific
generalizations the students rules, specific data the students success criteria for the lesson?
should begin to develop? These will gain through this lesson? Each success criteria will be
are typically difficult to assess in These knows must be assessed in your lesson. These
one lesson. These should be assessed in your lesson. These should be written in the form of
written in the form of I should be written in the form of I can statements.
understand statements. I know that statements.
I understand how temperature I know that heat will cause I can describe the effect
effects the state of matter of water to evaporate. I know that temperature has on water.
water. freezing temperatures will turn
water into ice. I know that
water left in room temperature
will remain largely unchanged.

Big Ideas Essential Questions

Water is changed by temperature. What effect does heat have on water?
What effect does cold have on water?

Water evaporates when heated.
Water turns to ice when exposed to freezing
temperatures.
Where does water go after it has evaporated?
How does this relate to the water cycle?
What state of matter does water become when
frozen?
What happens when frozen water is put at room
temperature?

E. ASSESSING LEARNING
What will your students do and say, specifically, that indicate every student has achieved your
objectives? Remember every objective must be assessed for every student!
Assessment of this lesson will be done both formally and informally. Throughout the lesson students will be
asked to clarify content and explain their thinking. At the end of the lesson a short quiz will be distributed and taken to
assess learning.
See learning extension.

F. MATERIALS NEEDED
List all materials that will be needed to teach this lesson.
Who will be responsible for securing each item?
Four clear plastic cups
Water
Outdoor writing surface
Writing utensil
Observation sheet
 Hot plate and dish to put on the hot plate
Freezer
G. MISCONCEPTIONS or ALTERNATIVE CONCEPTIONS
Anticipate how your students will respond to the tasks and activities of the lesson. Identify the
possible misconceptions or alternative conceptions about the lesson content. Where do you think
students will have difficulty? What questions will you pose or changes will you make to help nurture
student thinking and understanding of the content?

Based on what I learned from my science talk, many of the students have a basic
understanding of the states of matter and how they are effected by temperature. That said I understand
that many of the students are still unsure about the states of matter and how they change. Some
students called liquids oil. Students also demonstrated a very limited understanding of clouds and
how they form. Some questions that I will ask are as follows,
How does heat change an objects state of matter?
How does cold change an objects state of matter?
What happens to steam as it drifts off into the air?
What happens to water if you leave it in a room temperature place?
What are clouds made of?

H. PROCEDURE
 Procedures and management
Step-by step procedures including questions and Students
Activity
main points visualize what you are going to say Describe what the students
Element
to the students. It might be helpful to script out will be doing as a result of
& Time (in
what you are going to say, although during the your instructions
minutes)
lesson you do not need to use this language
verbatim.
Students have an
Probe students understanding of the water cycle. opportunity to reflect on
Questions: Where does rain come from? their previous knowledge
What happens when ice cubes are left out on a hot about the water cycle
Engage -
day? through a class discussion.
Introduction
What are clouds made of? The students will also make
Next we will watch the Brainpop Jr. video about predictions about what they
the states of matter. think will happen to the
water levels.
Student will fill cups of water and mark the level
that the water reaches. Students will then be asked Students will fill cups with
to make predictions about what will happen to the water and mark the levels
Event 1
water when it is place in the freezer. that the water reaches on the
Questions: What do you predict will happen to the side of the cup.
water after it is put in a cold place?
If the weather is cold enough the class will venture
outside to place the cups somewhere safe outside.
Transition If temperatures do not fall under freezing that
night, than the teacher should put some of the cups
in a freezer to mimic the effects of cold weather.
Students will fill cups with
Students will once again mark water levels on cups.
water and mark the levels that
Students will then be asked to predict what they think
the water reaches on the side of
will happen if the cups of water are placed in a warm
Event 2 place.
the cup. The students will also
make predictions about what
Questions: What do you predict will happen to the
they think will happen to the
water levels if the water is placed in a warm place?
water levels.
If it is warm enough than the class will take the cups
outside to sit somewhere in the sun. My CT is
providing me with a hot plate for use. On the second
Transition day the students will gather around a half circle table
and we will have a conversation about what the
students are observing.
Students will once more fill cups up with water Students will fill cups with
and mark them on the side. These cups remain in a water and mark the levels that
room temperature environment. Students will be the water reaches on the side of
Event 3 asked to predict what will happen. the cup. The students will also
Questions: What do you predict will happen to the make predictions about what
water levels when the cup is exposed normal they think will happen to the
temperatures? water levels.
The students will collect the marked cups and arrange
Transition them in the classroom.
Everything above this will happen on Tuesday. On
Wednesday I will come back and we will collect the
Students will walk around the
cups. One will come out of the freezer, the next will
classroom and have discussion
have been sitting on the window, and the last will be put
about what has happened to the
onto the hot plate provided by the CT. As we observe
water in each of the cups.
Conclusion: each of the cups, the class will have a conversation
Students will then complete an
about what happened to the water in each cup. After
assessment sheet that
we have examined each of the cups, I will pass out the
highlights their understanding
 I. DIFFERENTIATION
Describe how you have planned to meet the needs of all students in your classroom with varied
interest and learning readiness, English language proficiency, health, physical ability, etc. How will
you extend and enrich the learning of students who finish early? How will you support the learning of
children struggling with your objectives?

English Language
Content Process Product
Learners

I will make sure to

Our one ESL students is The lone ESL student is
call on him at least
active in the classroom expected to produce the
Interest twice to give him an
and is consistently same product as the other
opportunity to
engaged. students in the class.
articulate his thoughts.

He may require some one-

He has demonstrated
He may have trouble on-one assistance in
an ability to produce
understanding and completing the
Readiness grade level thinking,
participating in the assessment, but he at an
even though he has
discussion. appropriate readiness
very limited English.
level to do complete it.

Students with a
Content Process Product
Learning Disability
I will make sure that The product that she
There is one student with a
she is called on when produces on the
learning disability.
her hand is raised, to assessment should be no
Interest However, this content is
ensure that she feels different than the
not out of her reach by any
like a part of the expectations set for the
means.
experiment. rest of the class.
She has a tendency to
feel uncomfortable
She participated in the She consistently is able
when called on when
science talk. Some of her create the same products
she does not raise her
schemas regarding states as the rest of the class,
Readiness hand. To avoid
of matter were off, but she and the assessment for
making her feel
demonstrated critical this should be no
anxious I will only
thinking. different.
call on her when she
raises her hand.

Students with a Severe

Content Process Product
Disability
There is one student who I will make sure to Often times she is given
may or may not be present spend one-on-one extra time to complete
 for my lesson that has a
severe disability. She is time during transitions
Interest
often pulled into the hall
for one-on-one work and
this may occur during the
lesson.
She struggles to grasp
many straight forward
concepts and may struggle
Readiness
to remember the states of
matter and how they
change.
assignments. She may be
to reinforce some of
unable to completely fill
the concepts that will
out the assessment.
be covered.
If she is unable to finish
She responds well to the assessment before the
personal instruction lesson ends, than I will
and appears to value leave it with her so that
the extra support. she may work on it in the
future.

J. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT?
Think about this! It may help you avoid an embarrassing situation. This CANNOT include fire drills,
interruptions due to announcements, weather, or other emergencies.
It may rain overnight and the water levels might increase
o Use this as an opportunity to talk about what happens when it rains
o Fill the cups up to the appropriate levels and place the water back outside
I may not have access to a hot plate.
o There is coffee maker in the classroom that could be used to heat water and produce
steam.
Temperatures may not cooperate in freezing the water
o Place a backup cup in the freezer even if the cup is expected to freeze outside
Lesson Implementation Reflection
As soon as possible after teaching your lesson, think about the experience. Use the questions/prompts below to
guide your thinking. Be thorough in your reflection and use specific examples to support your insights.

I. How did your actual teaching of the lesson differ from your plans? Describe the changes and explain why
you made them.

II. Student Work Sample Analysis: Based on the assessment you created, what can you conclude about your
impact on student learning? Did they learn? Who learned? What did they learn? What evidence can you
offer that your conclusions are valid?

Look at the assessment data and identify 2 students who appear to fall into these 3 categories: (1) Gets it;
(2) Has some good ideas, but theres still room for learning and (3) Does not get it. Organize your
responses to the following questions in a chart/table form similar to the one below.

Gets it Has some good ideas, but Does not get it

Student A Student B Student C Student D Student E Student F
a.
Understands
b. Confused
about
c. Questions to
ask to clarify
what I know
d. Ideas to work
on next

a. Where is each students learning within the framework of the SOLO Taxonomy? What evidence do
you have to support your answer? Please provide student work samples.
b. What does each student appear to understand?
c. What does each student appear to be confused about?
d. What questions might you want to ask each student to clarify what you know about the students
understanding?
e. What ideas does each student need to work on next?

III. Describe at least one way you could incorporate developmentally appropriate practice in a better or more
thorough way if you were to teach this lesson again.

IV. Based on the assessment data you collected, what would you do/teach next if you were the classroom
teacher?

V. As a result of planning and teaching this lesson, what have you learned or had reinforced about young
children as learners?

VI. As a result of planning and teaching this lesson, what have you learned or had reinforced about teaching?

VII. As a result of planning and teaching this lesson, what have you learned or had reinforced about yourself?