USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: 2

Subject/Content: Science
What Standards (national or
state) relate to this lesson?
(You should include ALL applicable
standards. Rarely do teachers use
just one: theyd never get through
them all.)
Essential Understanding
(What is the big idea or essential
question that you want students to
come away with? In other words,
what, aside from the standard and
our objective, will students
understand when they finish this
lesson?)

Group Size:

Name: Maria Balazy

Date of Lesson: 12/9/2014

Lesson Content
SC.2.P.8.2 Identify objects and materials as solid, liquid, or gas
SC.2.P.8.4 Observe and describe water in its solid, liquid, and gaseous state
Nature of Science: SC.2.N.1.1 Raise questions about the natural world, investigate them in teams through
free exploration and systematic observations, and generate appropriate explanations based on those
explorations

What is water vapor?

Water vapor is water is its gaseous state
How does water turn into water?
Water turns into water vapor when it is heated.

Objectives- What are you

Content
teaching?
- Students will be able to explain what water vapor is.
(Student-centered: What will
- Students will be able to explain how water turns into water vapor
students know and be able to do
after this lesson? Include the
Process Skills
ABCDs of objectives: action,
- Students will be able to observe how water turns into water vapor
behavior, condition, and degree of
mastery, i.e., "C: Given a sentence
Nature of Science
written in the past or present tense,
- Students will be able to generate appropriate explanations based off of their observations
A: the student B: will be able to rewrite the sentence in future tense D:
with no errors in tense or tense
contradiction (i.e., I will see her
yesterday.)."
Note: Degree of mastery does not
need to be a percentage.)

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: 2
Subject/Content: Science
Rationale
Address the following questions:
Why are you teaching this
objective?
Where does this lesson fit
within a larger plan?
Why are you teaching it this
way?
Why is it important for
students to learn this concept?
Evaluation Plan- How will you
know students have mastered
your objectives?
Address the following:
What formative evidence will
you use to document student
learning during this lesson?
What summative evidence will
you collect, either during this
lesson or in upcoming lessons?

What Content Knowledge is

necessary for a teacher to teach
this material?

Group Size:

Name: Maria Balazy

Date of Lesson: 12/9/2014

I am teaching this lesson because:

- Students need to understand that gas is one of the three states of matter
- Students need to understand that water vapor is one of the three states of water
- Students need to understand the difference between the three states of matter
- Students need to understand that matter can change states, which is the big picture of the chapter

Formative:
- Whats in the Bubbles Probe (Tally Chart and Turn and Talk discussions) Engage
- Written observations in science notebooks (Explore)
- Discussion of observations
Summative:
- Answer EQs in science notebook

An object, or the material it consists of, is usually thought of being solid if it has a shape of its
own, which it retains when unsupported by a container (109)
A liquid has no shape if its own. If it is a container, it takes up the containers shape (109)
The gas, like the liquid, has no shape of its own but it fills the container completely (109)
Changes of state between solid, liquid and gas are usually associated with heating, cooling, and
changes in temperature (110)
If water is heated to 100 degrees Celsius and heating is continued, the temperature does not
continue to rise, but the water begins to boil. Boiling is the process of a liquid being changed to a
gas by heating, and for any liquid it normally takes place at a characteristic temperature: the
boiling point (112)

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: 2
Subject/Content: Science
-

What background knowledge is

necessary for a student to
successfully meet these
objectives?
How will you ensure students
have this previous knowledge?
Who are your learners?
What do you know about them?
What do you know about their
readiness for this content?
What misconceptions might
students have about this content?

Group Size:

Name: Maria Balazy

Date of Lesson: 12/9/2014

unlike evaporation, boiling does not take place only at the surface of a liquid, and gas bubbles can
form anywhere (112)
Bubbles of gas form at the bottom because that is where it is the hottest (112)
Before the water starts to boil, bubbles may form and rise to the top. These are bubbles of air that
was dissolved in the water. (112)
When a liquid boils it turns to gas (113)
Water turned to gas by heating is called steam, and is completely colorless and transparent,
which means it is invisible (113).

Wenham, M. & Ovens, P. (2010). Understanding primary science. SAGE Publications: Thousand Oaks, CA
Background Knowledge for Students:
- Definition of a solid
- Definition of a liquid
- Definition of a gas
- Matter can change states
- Matter has different properties (texture, sink or float, color, shape)
- Matter can be sorted by properties
- Matter can be measured (size, weight, volume, temperature)

Misconceptions:
- Gases are not matter because most are invisible
- Gases do not have mass
- Materials can only exhibit properties of one state of matter
- Melting/freezing and boiling/condensation are often understood only in terms of water

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: 2
Subject/Content: Science

Group Size:

Name: Maria Balazy

Date of Lesson: 12/9/2014

Lesson Implementation
Teaching Methods
(What teaching method(s) will you
use during this lesson? Examples
include guided release, 5 Es, direct
instruction, lecture, demonstration,
partner word, etc.)

Step-by-Step Plan
(What exactly do you plan to do in
teaching this lesson? Be thorough.
Act as if you needed a substitute to
carry out the lesson for you.)
Where applicable, be sure to
address the following:
What Higher Order Thinking
(H.O.T.) questions will you ask?
How will materials be
distributed?
Who will work together in
groups and how will you
determine the grouping?
How will students transition
between activities?
What will you as the teacher do?
What will the students do?
What student data will be
collected during each phase?
What are other adults in the
room doing? How are they

Time

5Es (Engage, Explore, Explain)

Individual work
Small group discussion
Whole group discussion
If needed, direct instruction in explain stage

Who is
responsible
(Teacher or
Students)?

Each content area may require a different step-by-step format. Use whichever
plan is appropriate for the content taught in this lesson. For example, in science,
you would detail the 5 Es here (Engage/Encountering the Idea; Exploring the
Idea; Explanation/Organizing the Idea; Extend/Applying the Idea; Evaluation).
Engage
Teacher
Student
Project probe
Pass out sticky notes
Read probe to students and tell them
Write answer on sticky note
to write their answer on their sticky
note
Walk around and listen to students
Talk in small groups about their
and write what they say/clean up
choice and why they picked it
projector
Facilitate making the tally chart of
Make a tally chart of answers on the
their answers
board, one table at a time
Facilitate discussion of tally chart
Discuss tally chart
-Which answer got the most?
-Why do you think?
-What are some reasons for A, B, and
C?

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: 2
Subject/Content: Science
supporting students learning?
What model of co-teaching are
you using?

What will you do if

Group Size:

Name: Maria Balazy

Date of Lesson: 12/9/2014

Explore
Teacher
Transition into testing out the
answers
Prepare pot and hot plate
Instruct students to write
observations on their science
notebooks
Facilitate students seeing the pot by
table groups
Explain
Teacher
Facilitate discussion about
observations
Main points:
-define water vapor
-heating water turns in into water
vapor
Facilitate making claims

a student struggles with the content?

-

Realia during explore phase

Talk with their small group
Discussion while walking around listening to students

Student
Get science notebooks
Get science notebooks and label page
Write observations
Continue to write observations
Student
Observation discussion

Make claims based in observations

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: 2
Subject/Content: Science
What will you do if

a student masters the content quickly?

-

Meeting your students needs as

people and as learners

Group Size:

Name: Maria Balazy

Date of Lesson: 12/9/2014

Ask where they see water vapor in their lives

If applicable, how does this lesson connect to the interests and cultural backgrounds of your
students?
See water vapor when cooking in their homes
If applicable, how does this lesson connect to/reflect the local community?
N/A
How will you differentiate instruction for students who need additional challenge during this
lesson (enrichment)?
Ask where they see water vapor in their everyday lives
How will you differentiate instruction for students who need additional language support?
Realia during explore phase

Accommodations (If needed)

(What students need specific
accommodation? List individual
students (initials), and then explain
the accommodation(s) you will
implement for these unique
learners.)
Materials
(What materials will you use? Why
did you choose these materials?
Include any resources you used.
This can also include people!)

W.C. - Realia

Hot plate
Glass pot
Water
Sticky notes (one per student)
Science notebooks
Projector

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: 2
Subject/Content: Science

Group Size:

Name: Maria Balazy

Date of Lesson: 12/9/2014