Documente Academic
Documente Profesional
Documente Cultură
Duration
2
days
Culminating
Activity
(40
minutes)
Assessment
(20
minutes)
Purpose
Students
will
understand
the
difference
between
a
solid,
liquid,
and
a
gas
in
both
the
culminating
activity
and
the
@inal
assessment.
Materials
Is
it
a
solid,
liquid,
or
a
gas?
Worksheet
(25
copies)
Three
Forms
of
Matter
Post
Assessment
Root
beer
Vanilla
ice
cream
Spoons
Straws
Clear
Cups
Smart
Board
Pencils
Objectives
Students
will
be
able
to
identify
whether
or
not
an
object
is
a
solid,
liquid,
or
a
gas.
Students
will
be
able
to
give
examples
of
a
solid,
liquid,
or
a
gas.
Students
will
be
able
to
draw
corresponding
pictures
of
the
examples
given
for
each
state
of
matter.
Assessment
of
Objectives
At
the
end
of
this
lesson,
students
will
be
turning
in
their
Is
it
a
solid,
liquid,
or
a
gas?
lab
worksheet,
as
well
as
their
@inal
Three
Forms
of
Matter
post
assessment.
Anticipatory
Set
Students
will
be
making
root
beer
@loats.
All
of
the
materials
needed
for
the
root
beer
@loats
will
be
prepped
ahead
of
time
and
placed
on
the
students
desks.
!
!
!
Input
Before
students
begin
the
root
beer
@loat
activity,
the
instructions
and
rules
will
need
to
be
implemented.
Students
will
be
sitting
at
their
desks
with
the
supplies
in
front
of
them.
The
entire
class
will
carry
out
the
activity
together
step-by-step
as
the
teacher
does
it
with
them.
Modeling
The
modeling
for
the
root
beer
@loat
worksheet
will
be
done
on
the
Smart
Board
with
the
entire
class
sitting
on
the
carpet.
The
teacher
will
go
through
the
worksheet
with
the
class,
reading
the
directions
out
loud.
Since
the
post
assessment
is
the
same
as
the
pre-assessment,
students
will
be
familiar
with
the
format.
Students
will
get
a
quick
preview
of
the
post-assessment
on
the
Smart
Board,
where
a
brief
explanation
of
directions
will
be
given.
Students
will
then
return
to
their
seats
to
complete
the
assessment.
Guided
Practice
The
root
beer
@loat
lab
and
the
@inal
assessment
are
to
be
completed
individually.
The
instructor
will
however,
be
walking
around
the
room
to
ensure
that
students
understand
the
root
beer
@loat
lab
n
the
@irst
day
of
the
lesson
and
to
help
any
students
who
may
be
confused
or
need
more
explanation.
Students
will
not
be
given
any
help
on
the
@inal
assessment,
unless
they
need
help
reading
a
speci@ic
word
in
the
instructions.
Closure
After
students
have
completed
their
root
beer
@loat
lab
and
the
worksheet
that
goes
along
with
it,
they
will
be
directed
to
turn
it
in
to
the
turn
in
basket.
These
students
may
begin
to
eat
their
root
beer
@loats
while
other
students
are
still
@inishing
up.
Once
everyone
is
done,
the
entire
class
will
have
a
whole
group
discussion
on
their
@indings
and
to
go
over
the
answers
that
they
came
up
with
on
their
worksheets.
After
students
have
completed
their
@inal
assessment
on
matter,
they
will
turn
it
in.
Students
will
then
be
directed
to
read
quietly
as
their
desks
until
all
students
have
@inished.
Independent
Practice/Assessment
Students
will
be
completing
their
Three
Forms
of
Matter
@inal
assessment.
This
is
an
assessment
that
will
be
completed
on
his
or
her
own.
Once
students
have
@inished,
they
will
turn
it
in
to
be
assessed.
Adaptions/Differentiation
During
the
root
beer
@loat
activity,
the
voice
level
may
be
a
tad
noisier
than
normal
due
to
excitement.
However,
some
students
have
a
dif@icult
time
concentrating
when
the
classroom
noise
level
gets
too
high.
These
students
may
wish
to
use
classroom
head
phones
to
help
to
block
out
some
of
the
noise.
This
has
immensely
helped
our
students
who
have
a
dif@icult
time
with
concentration.
For
the
@inal
assessment,
some
students
may
be
pulled
to
go
out
into
the
pod
to
take
the
assessment
with
our
classroom
paraprofessional.
The
paraprofessional
will
help
in
reading
the
assessment
to
the
students.
!
!
!
!
!
!
!