Lesson Plan Guide

Teacher Candidate: ___Mrs. Sparrow

Date: ___________

Grade and Topic: Kindergarten, Matter

Length of Lesson: 45min-1 hour

Mentor Teacher:

Ms.Weaver

School: University of Memphis________________

UNIT/CHAPTER OBJECTIVE/GENERALIZATION/BIG IDEA:

The composition and structure of matter is known, and it behaves according to principles that are
generally understood.
LESSON OBJECTIVE:
Given examples of solids and liquids have students be able to recognize which one is which and provide
them with a graph to fill out with examples of each. They should be able to recognize the difference
between solids and liquids by the end of the lesson.
STANDARDS ADDRESSED:
GLE 0007.9.1Describe an object by its observable properties.

GLE 0007.9.2 Identify objects and materials as solids or liquids.

ISTE Standards: Illustrate and communicate original ideas and stories using digital tools and media-rich
resources.

MATERIALS:
1.pencil
2.a chart already created for students
3.coloring utensils to color an image on the chart
BACKGROUND and RATIONALE:

To have the students be able to visually tell if an object is solid or liquid

What is the critical academic language (general and technical) that must be addressed in this lesson?
This lesson is a brand new lesson that will have other lessons build on it
In lesson to follow to build on this lesson the students will start learning the features and more in depth on solids
or liquids
After concluding this lesson we may have to relearn the lesson in a different way if some students did not grasp
the material very well.

PROCEDURES AND TIMELINE:

Introduction: I will play them a fun educational video about what we will be learning to get them
motivated for the lesson. (http://www.brainpop.com/science/matterandchemistry/statesofmatter/)

Procedures:
Teacher Procedures
1.After playing the video pass out the premade charts
to each student, and make sure they all have a pencil.
Place the students in small groups and explain what
they will be doing. Then send each group of students
to a station, and tell them not to mess with anything
until told to do so. Tell the students there are multiple
stations set up around the room that they will all be
going to and when they get to each station you will
explain more.

1.Students should have their charts and a writing utensil

and be at a station with their groups and quietly
standing/sitting there not touching anything till told to
do so.

At the Stations: Teacher Procedures

1. Have the student look at the objects with their
groups and tell them to distinguish whether the object
is a solid or a liquid. Then have the copy down in their
chart at the object and color a picture of it with the
coloring utensils at each station.

At the Station: Student Procedures

1.The groups of students at each station will work
together to figure out if the objects are solids or liquids,
an then put that information in their chart with a picture
they will draw and color.

After Stations: Teacher Procedure

1. Make sure all the students have completed all the
stations and are all sitting quietly reading or doing
homework.
2. Call students up one by one for closure activity

Student Procedures

2.The students in their groups will travel to every

station and do the same thing listed above for every
station.
3. Once the group has finished all the stations have
them go sit down together and quietly and read a book.
After Stations: Student Procedure
1. Student should all be with their groups and either
finished with the activity and being quiet doing
something and waiting till other groups finish
2. Wait for teacher to call name for closure activity
individual

Closure: Students will be called up one by one to the teachers desk, I will have two more objects at my
desk and ask them if they can tell me if the object is a solid or a liquid with no other help this will tell
me if the student comprehends the material or not.

ASSESSMENT EVIDENCE:

MODIFICATIONS:
Continue teaching the students that didnt grasp the material later on in class.

ASSESSMENT EVIDENCE:
Criteria
Pictures that
represent the
object from each
station
Circle the word
that is correct for
the object at each
station
Each student grasp
the material
learned in class