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SINGLE SUBJECT CREDENTIAL PROGRAM

SCIENCE LESSON PLAN TEMPLATE R​ evised 4.15
For directions on how to complete this form, see EDSC Lesson Plan Directions and Scoring Guide in the SSCP Handbook at ​www.sscphandbook.org​.

Name CWID Subject Area

Beverly Welch, Tom Lux, Jessica Pham 897027330, 800506339, 893108282 Foundational Level Science
Class Title Lesson Title Unit Title Grade Levels Total Minutes
Temperature and Energy on the 5 classes,
Physical Science Matter Matters 8th
Phases of Matter 50 minutes each
STANDARDS AND LESSON OBJECTIVES
Next Generation Science Standards Common Core State Standard Connections
MS-PS1-4:​ Develop a model that predicts and describes changes in particle
motion, temperature, and state of a pure substance when thermal energy
is added or removed.
PS1.A: Structure and Properties of Matter
● Each pure substance has characteristic physical and chemical
properties (for any bulk quantity under given conditions) that
can be used to identify it. (MS-PS1-2)
● Gases and liquids are made of molecules or inert atoms that are RST.6-8.7: ​Integrate quantitative or technical information expressed in
moving about relative to each other. (MS-PS1-4) words in a text with a version of that information expressed visually.
● In a liquid, the molecules are constantly in contact with others; 6.NS.C.5:​ Understand that positive and negative numbers are used
in a gas, they are widely spaced except when they happen to together to describe quantities having opposite directions or values
collide. In a solid, atoms are closely spaced and may vibrate in
position but do not change relative locations. (MS-PS1-4)
● The changes of state that occur with variations in temperature
or pressure can be described and predicted using these models
of matter. (MS-PS1-4)

Lesson Objective(s) Evidence

Students will be able to:
● Day 1: Work in pairs to complete and discuss a graphic organizer ● Students are talking to each other (small groups or whole class), not
summarizing changes of state, related vocabulary definitions and just responding to instructor
examples ● Answer questions to WHAT (What do you see?) was observed,
● Day 2 & 3: Students will be able to view the phases of change of water hypothesize about HOW (How do you think this happens/What
to ice or gas and explain, on a molecular level, how it happens. Students might be going on?), and explain WHY
will also be trained in the technical aspects of a lab (e.g. graphs, data ● Lesson assignments including graphic organizer, ice lab, water vapor
taking, etc.) lab, NET, presentations, quiz​.
● Day 4 & 5: Start making a connection​ ​with the changes that food goes ● Students will​ ​score a score​ ​of at least 85% on the quiz.
through in order to become energy for the athletes.
STUDENT ASSESSMENT
Type Purpose/Focus of Assessment Implementation Feedback Strategy How Informs Teaching
Day 1: Day 1:
Day 1: Day 1:
1. Lesson Open - Student role 1. The role activity is a
1. Lesson Open - Checking for Identify gaps in learning or
activity will illustrate review of content and will
and activating prior continued misconceptions​.
understanding of particle be reinforced in body of
knowledge from prior
movement related to heat. lesson.
previous concept section on
2. The graphic organizer
molecules and states of
EL 2. Section Open - Direct activity will demonstrate
matter.
instruction and graphic students understanding of
2. Section Open - Engaging
organizer for introductory essential concepts
students with the next
understanding through examples, etc.
concept section on
Future lessons can address
Temperature and Energy on
any gaps or
the Phases of Matter
misconceptions identified.
Day 1: Ensuring that the Day 1: While students are Day 1: Future activities and
Day 1: Throughout lesson,
objectives of the lesson are working on organizer, teachers lessons can be modified to
feedback will be provided orally
being met and students are will walk the room to ensure address weaknesses in
based on discussions. During
PM completing organizer to learn. students are progressing and to instruction.
and after organizer activity,
Day 2: To ensure that students address any questions. Day 2: If it seems like students
organizers will be reviewed as a
understand how molecules Day 2: Station Lab are not understanding the
formative assessment. Students
move and interact as a liquid Day 3: Lab concept, further activities will
 becomes a solid. Also, to ensure
that students know how to
collect data and make a graph.
Day 3: To ensure that students
understand how molecules
move and interact as a liquid
becomes a gas.
Day 4: The focus of this
assessment to further their
understanding of the
relationship between thermal
energy and the phases of matter
using concepts that might not
have been explicitly stated
before. The focus is also to
relate the states of matter to
food.
Day 5
The focus of the assessment is to
ensure that students have
understood the concepts that
they have dealt with in the past
SA
week. Students must be able to
then start thinking of how these
concepts relate to the next
lesson regarding physical and
chemical changes.
FOCUS OF INSTRUCTION
Lesson Level Phenomenon and Performance Expectation (note: this is a smaller component of the overall anchoring phenomenon and summative
assessment of the unit—see your crosswalk).
Lesson Level Phenomenon: ​Students will imagine a scenario in which they work for a ice cream manufacturing and delivery company and their job is
to ensure that the ice cream is made and delivered without any thawing. They will investigate at what temperature water changes state. In the
scenario students will be asked what temperature the factory and delivery trucks should be maintained at. Students will also be asked to think about
what temperature they should warn their drivers that the roads will be dangerous due to ice.
Day 4: Informal Group
Presentation
Quiz and Classroom Discussion
will receive immediate feedback
to correct.
Day 2: Teacher will walk around
throughout the lesson and listen
to students and give feedback as
they go. Additionally, students
will turn in their work to be
graded which will be given back
to them.
Day 3: Teacher will walk around
throughout the lesson and listen
to students and give feedback as
they go. Additionally, students
will turn in their work to be
graded which will be given back
Day 4: Students will get
feedback from their peers after
they present. In addition, the
teacher will make small
comments on their presentation
if there is time. If not, teacher
will give feedback via notes once
the students have turned their
work in, which will be given
credit based on completion.
Students will be given back the
quiz within 3 days with a final
score and some comments on
where they might have missed
the gone wrong. In the
classroom discussion, students
will get feedback immediately
from their peers and the
instructors as the discussion
proceeds. There will be no
formal feedback during this
time.
be planned to elaborate and
clarify the concepts
Day 3: If it seems like students
are not understanding the
concept, further activities will
be planned to elaborate and
clarify the concepts
Day 4: This informs the
instructor on the amount of
information that students
know about the topic. In a way,
it is a good review for the
students on the material that
they were exposed to within
the last few days. If instructor
feels that the students were
unable to extract the main idea
of the article and therefore the
main idea for the week, the
teacher may choose to hold off
on the quiz and to do another
activity the next day to ensure
that students are on track to
passing their quiz with at least
an 85% proficiency.
If students do poorly on the
quiz, then instructor may
choose to go back and address
it again the next week and
perhaps give a makeup quiz to
try to improve scores. The
instructor may also choose to
move on but continue to talk
about the subject as a review in
the next lesson. As for the class
discussion, it will inform
instructor on how much the
following activity needs to
directly make the connection
between this lesson and the
next lesson. If students are able
to make the connection on
their own, then the activity can
focus less on the connection
but otherwise, the activity
should focus on the connection
so that students are aware of
linkage between the two.

Performance Expectation​: Learning about, describing and predicting the changes of state that occur with variations in temperature, students will make
connections​ ​with the changes that food goes through(manufacturing, cooking and digestion) in order to become energy (digestion) for the athletes.
● Students Ask Questions & Discuss
● Work Towards Development of Anchoring Model
○ Students build on their understanding of atoms/molecules and work towards components of anchoring model that includes
predicting and describing the changes in particle motion, temperature, and state of a pure substance when thermal energy is
added or removed.
● Ask questions & ake predictions
● Analyzing, Synthesizing and Interpreting Data
Observable NGSS Student Performances
1. Discuss & Identify Relevant Components of model: Particles & Motion, containment systems, average kinetic energy, thermal energy,
temperature, pure substance in states of matter
 2. Students discuss the relationships between components: Motion of molecules, average kinetic energy, transfer of thermal energy, state of
matter and particle motion
3. Connections between addition/removal of thermal energy and change in kinetic energy, causal accounts, etc.
Lesson Introduction/Anticipatory Set
Time Teacher Does Student Does
1. ​Admin:​ Students take out notebooks and write down schedule.
1. Admin​: Student roll. Weekly Calendar. 2. Warm-up Activity – Role Play (Engage)
2. Day 1 Lesson Intro. (Engage) Warm-up Activity – Role Play ​5 Volunteer students move about like particles in reaction to
minutes temperature change and under direction of class to represent
Activate prior learning on states of matter and relationship between different states of matter. Students should move like a solid –
particle movement and heat. vibrate, move like a liquid – slide randomly, move like a gas –
Teacher calls up volunteers. Asks them to pretend they are particles freely/randomly, but occasionally “colliding” as they represent
and, initially, group together like a solid. Teacher then asks the class changes from one state to another.
to direct particle (students) movements in the designated area as
teacher calls out “getting hotter”, “getting colder”, “boiling hot”, or
Freezing cold”

Day 1 Lesson Body: 3.​ D

​ irect instruction – Modeling Graphic Organizer (Engage)
3. ​Direct instruction – Lecture (Explain) 10 minutes
Explain to students how we are bridging from molecules and states of
matter to learning about phases of matter.
Presentation Content:​ All matter contains energy through
atom or molecule vibrations. To change from one state to
another, matter can either release or absorb thermal energy
using these vibrations. This results in the change of
temperature. Likewise, a change in temperature can cause a
change in state. Introduce Phase Change graph for water
including melting/boiling points, state change and energy
change and other visuals showing phase change
arrangement of molecules changing states among gases,
liquids, and solids. 4.​ ​Graphic Organizer Activity – Direct Instruction (modeling) &
4. ​ Graphic Organizer Activity (Explore) 25 minutes Student Pairs (Explore)
Using overhead projector, teacher will model the first section of a Students listen and respond to questions as example is modeled.
graphic organizer to show students how to complete the remainder of Students work in pairs to complete graphic organizer covering
the organizer. Teacher tells students that they can use their mobile information on changes of state​.
devices to find examples that are not in the textbook.
Day 1 Organizer: Changes of State
· Particle/Energy Description
· Phase change vocabulary: melting, freezing, evaporation,
condensation etc. (students pull from text to answer
· Examples: List example and draw picture.
· Gain or Loss of Energy
Graphic Organizer – Student Pairs (Extend)
Teachers walk the room answering questions, checking for
understanding, monitoring/encouraging participation. “Exit Ticket”
“Exit Ticket” Students bring up organizer to teacher to review for
Teacher tells students to get organizer stamped when completed. completeness and get stamp.
5. ​ ​Day 1 Lesson Close: Selfie Whole Class Discussion 5. ​Day 1 Lesson Close: Selfie Whole Class Discussion
(Extend/Evaluate)​ 10 minutes Students view the “selfie” and reply with answers on
Teacher shows beach “Selfie photo” (overhead)and describes what is states/phases based on what is in the photo.
in the picture (Joe bought a drink full of ice then went for a swim.
When he was lying on the beach, he notice his legs were dry and his
drink changed inside and outside the glass, etc.) Then asks student to
identify the of states of water and the different changes of state in
the photo. Teacher writes responses on whiteboard where image is
projected. Teacher summarizes and introduces next day’s lesson.
Lesson Body
Time Teacher Does
Day 2 Lesson intro. (Engage) 3-5 minutes
● Welcome class and show 2 videos showing water changing
states
● Instruct students to think about the way the arrangements
of molecules look like in ice and water and draw a picture
then share with partner. (Drew pictures day one...have
them review the picture/examples from previous day.)
● Lead class discussion on student drawings and ideas ...in
graphic organizer from day 1
Body: 35 minutes
● Inform students they will be investigating the physical
change of water to ice
● Ask students to imagine that they work for an ice cream
manufacturing company and their job is to ensure that the
ice cream is made and delivered without any thawing.
What temperature should the factory and delivery truck be
kept at?
● Instruct students to complete flashcard and vocabulary quiz
in Quizlet
● Lead class discussion on vocabulary asking students for
examples
Lab Work: (Explore)
5 stations with two samples each of gradually colder water samples
progressing to frozen water in final station. Students are to take
temperatures at each station and record data on data sheet
● Instruct students to get in pre-designed lab groups and put
on safety equipment
Day 2 ● Model taking temperature of water sample and recording
data on data sheet
● Instructs students to move from station to station recording
temperatures with each student using the thermometer
● When all students have competed temperature readings at
all stations teacher will instruct students to return to whole
class setting
● Progress monitor lab work
(Explain)
● Lead discussion on how the temperature affects the
arrangements of molecules
● Use power-point presentation congruently with discussion
(showing molecule alignment in solids, gases, and liquids)
(Extend)
● Pass out “after experiment” worksheet in which students
are to draw the arrangement of water molecules at 3
different times of their lab work
● Instruct students to discuss their drawings with different
partner and the class and progress monitor
Closure: (Evaluate) 5 minutes
● Instruct students to think about ice cream manufacturing
and delivery scenario. Additionally, ask students when they
should warn the drivers that the roads will be dangerous
because of ice. Have students discuss with a partner
● Ask students what they think will happen to the
arrangement of the molecules as the water temperature
increases
● Collect lab data sheet
Student Does
Lesson intro. (Engage) 3-5 minutes
● enter classroom and watch 2 30 second videos showing
water changing states
● Think about water molecule arrangements and draw a
picture then share with partner
● Participate in class discussion on drawings and ideas
Body: 35 minutes
● Listen to teacher instructions and think about ice cream
scenario
● Complete flashcard and vocabulary quiz on Quizlet
● Participate in class discussion on vocabulary
Lab Work: (Explore)
● Listen to instructions for lab work and watch teacher
model protocols
● Get in predesigned groups of 4 and put on safety
equipment
● Work at each lab station recording temperature with
thermometer and recording data on data sheet
● Return to whole class setting when all students are
finished with temperature readings
(Explain)
● Participate in discussion on temperature changes in
water
● Observe powerpoint slides showing the arrangement of
molecules in ice, water, and steam
(Extend)
● Complete “after experiment” worksheet filling in
recorded temperatures from data sheet and a drawing
of molecule arrangement for each temperature
● Discuss with assigned partner their drawing and engage
with teacher for progress monitoring
Closure: (Evaluate) 5 minutes
● Think about safety question from beginning of class and
discuss with partner
● Participate in class discussion on what temperature
should the public be warned for road conditions
because of ice
● Think about what will happen to the arrangement of
water molecules as it is being heated
● Turn in data sheet
● Take “after experiment” worksheet home to add detail
or notes
 ● Students can add detail to “after experiment” worksheet
overnight if they wish
Intro (Engage) 3-5 minutes
● Welcome class and have students discuss with partner what
they think is happening to water molecules as they heat up
and then share with class
● Have students think about what is happening to the water
when they watch their parents cook with boiled water and
share with partner then with whole class
Lesson Body: 35 minutes
● Have students think about what was happening to
arrangement of water molecules in the previous class and to
keep that in mind as they conduct their lab investigation
Lab work: (Explore)
9 stations with: Bunsen burners, stand, beaker with water, and
thermometer
● Instruct students to get in the same lab groups from the day
before and pass out data suss what they think was
happening to the molecules and progress monitor
(Explain)
● Moderate student led discussion on what was happening to
the arrangement of molecules during heating
● Reinforce student ideas during discussion with power point
presentation visuals showing the arrangement of molecules
in gases, liquids, and solids
(Extend)
● Pass out “after experiment” worksheet
● Students will draw the arrangement of molecules at three
different times during their lab investigation as the water
was being heated
● Have students discuss drawings with partner and then with
whole class
Closure: (Evaluation) 5 minutes
● Ask students to think about what was happening to water
molecules as they watched their parents cooking at home
and share with partner.
● Ask students to share their thoughts and their drawings
from “after experiment” worksheet with class
● Assess for connections to temperature and molecule
arrangement
● lead into next lesson by introducing the concept of faster
moving molecules having higher energies and how chemical
and physical changes are different.
● collect data sheets for feedback in the next day’s lesson
1. Teacher puts up a reflective question about the activity that they
had the day before on the board and gives students about 5
minutes to answer it. Afterwards, teacher will ask class for their
thoughts and how it relates back to their results the day earlier.
Teacher will ask students for specific evidence from the previous
Day 4 day’s activity that relates to their answers.
2. Teacher will then lead a small discussion to elicit student
responses. Teacher will ask for students’ thoughts related to how
the phase changes of water can be related to the phase changes
of food. Teacher will not have any input during this time but will
write down student responses as they volunteer information.
Intro (Engage) 3-5 minutes
● Enter class and begin to discuss with partner how they
think the molecules arrangements are changing as
water is heated and then share with class
● Discuss with partner what they think is happening to
the water when they watch their parents boil water and
then share with class
Lesson Body: 35 minutes
● Recall previous day’s investigation while preparing for
lab work
Lab Work: (Explore)
● Get in same lab groups and receive data sheet
● Put on safety equipment; goggles, gloves, etc.
● Repeat the class safety rules out loud with rest of class
● Listen to lab instructions and watch teacher model lab
work
● Wait for teacher to ignite Bunsen burner
● Take temperature in 1 minute increments untwater
boils and record temperature on data sheet
● Discuss with group what was happening to the
arrangements of molecules as the water was heatand
participate with teacher for progress monitoring
(Explain)
● Participate in class discussion on arrangements of
molecules as water is being heated
● Use visual representations on power point presentation
as evidence during discussion
(Extend)
● Complete “after experiment” worksheet filling in
temperature data and constructing a drawing of the
arrangement of molecules at each temperature
● Discuss with partner and then with whole class the
drawings and the evidence for why they look the way
they do
Closure: (Evaluation) 5 minutes
● Think about and share with partner what was
happening to the water molecules when they watched
their parents cooking with boiling water
● Listen to introduction of next lesson and turn in data
sheet
1. Students will come into the classroom, get settled, and pull
out their materials for the class. Students will answer the
reflection in their notebooks and share out their answers
when prompted. Students will take careful attention to make
sure they can support their thoughts with evidence from the
activity they did before.
2. Students will engage in classroom discussion and contribute
their thoughts about phases of water, phases of food, and
how they might relate. Students may also, if they so wish, to
list examples that they think may be relevant.
 3. Teachers announces to students that they will be doing some
reading in groups today. The groups are predicated by where the
students sit (they should be seated in groups of 6 to 8). Teacher
will direct students to the anticipatory guides (NET) for the
reading that can be found on their Ipads or Chromebooks. If this
is not available, teacher will hand out copies of the anticipatory
guide that students can write on. Students will read the article by
the Huffington Post in a manner of their group choice. As
students work, teacher will walk around to assist groups in the
reading and respond to questions that students may have.
Teacher may also ask probing or clarifying questions to ensure
that students understand the article.
4. Teacher brings the students’ attention back to the front of the
class and has each group present their initial questions, their
findings, and the evidence the found in the article to support
their claims.
5. After the presentations, teacher will pack up the class and
remind students that they have a quiz tomorrow on the material
that they been working on all week.
3. Students will listen to the teachers’ instructions before
starting the activity. Students will choose the method that
best fits their group in terms of reading. Before students
start reading, students will write out possible questions that
they have about the article and then as they read, they will
fill out the rest of the guide.
4. Each group will pick 2 representatives to speak on behalf of
the group. These two students will present the questions
that the group had prior to the reading and what the
answers to those questions are based off the information
that they have read in the article. Other peers will also chime
in with their thoughts at the end of each presentation.
5. Students will submit their work via google classroom if it is
digital or into a basket if it is a hardcopy and exit the
classroom.

Lesson Closure
Time Teacher Does Student Does
1. Teacher settles the class down and announces that they will be
taking the quiz that was mentioned the day before. Teacher will
1. Students comes into the class, sits down, and pulls out the
talk through the instructions and pass out the quizzes.
appropriate materials. Student will listen to the teacher as
2. As students take the quiz, teacher will patrol the classroom to
the teacher explains the instructions for the quiz.
ensure that students are on task. Teacher will answer any
2. Students will quietly take the quiz, asking the teacher
questions that students have to clarify the quiz questions.
questions when they do not understand what the question is
3. Teacher will collect all of the quizzes and bring the students’
asking.
attention back to the front board.
3. Students will turn in quiz and turn their attention to the front
Day 5 4. Teacher will instruct students to talk to their peers in the groups
of the classroom.
that they are already sitting at about what they think will come
4. Student will discuss, respectfully, with their tablemates
next in the lesson, why they think so, and how it connects to the
about the subjects that the teacher had described and put
lesson they just learned as well as the anchoring activity
up on the board.
5. Teacher will bring students’ attention back up to the board and
5. Students will share their thoughts to the class and other
students will raise their hands to share their ideas to the class.
peers may respond if they so wish.
6. Teacher will wrap up the class by thanking the class for their
6. Students will pack up and exit the classroom.
participation and that they will just have to see what’s coming
next.
Instructional Materials, Equipment, and Multimedia
Day 1: Presentation, Graphic Organizer (created from legal paper folded and top half cut for flip up), Overhead Projector, Selfie Image, Whiteboard/dry
erase marker
Day 2: Computer, projector, Chromebook/Ipad, beakers, ice, water
Day 3: Bunsen burners, beakers, water
Day 4:
● Article - ​https://www.huffingtonpost.com/craig-goldwyn/physicist-cracks-bbq-mystery_b_987719.html
● Technology - School chromebooks or Ipads if provided to the students that are equipped with some sort of presentation or art program
(Powerpoint, Paint, etc).
● If technology is not available, students may do the same assignment on poster board with the help of markers, color pencils, etc.
Day 5:
● Quiz - Quiz handout, pencil, paper
● Discussion - Projector and computer
Co-Teaching Strategies
Team Teaching, One Teach - One Assist, Station Teaching
Co-teaching: Three teachers sharing equal responsibility for lesson planning and implementation.
DIFFERENTIATION
English Learners Striving Readers Students with Special Needs Advanced Students
For English Learners, any Striving Readers will benefit from
identified Tier I and II vocabulary the introduction of identified Tier I For students with special needs,
words will be addressed in the and II vocabulary as well as the accommodations will be made
As needed, advanced students will
presentation and added to the annotated reading. The pair/group according to students’ IEP. Lesson
can be directed to additional
classroom’s word board. activities and readings will also help was designed to use scaffolding
articles and videos appropriate to
Readings will be done in them to comprehend the text more. through multimedia, learning groups
their level.
pair/groups which will facilitate Graphic Organizer and other and multiple means of expression
learning and participation. In scaffolding materials will be including speaking, writing and
addition, EL’s may be given a implemented. drawing.
different version of the reading in
which the teacher annotates the Graphic Organizer and other
reading so as to help the student scaffolding materials will be
with comprehension. implemented.
Graphic Organizer and other
scaffolding materials will be For discussion, teachers(s) will post
implemented. sentence frames to aid students in
For discussion, teachers(s) will the process.
post sentence frames to aid
students in the process.

REFLECTION: SUMMARY, RATIONALE, AND IMPLEMENTATION

​Pre-lesson Summary & Rationale: ​The lesson plan is the entire second concept segment following the introduction of the anchoring
phenomenon/driving question to the students and first segment on atoms, molecules and states of matter. This section’s intent is to support ongoing
changes in student thinking through the introduction of new ideas, investigation activities, collecting/analyzing data/information and acting out to see
patterns/relationships to make sense of model explanations. Ultimately, they will use information to make revisions to anchoring model. Secondarily,
the goal is to continue to uncover student thinking and leverage their knowledge to incorporate in lessons as well as encourage the sharing of ideas and
critique. Challenges will be making sure teachers are using effective questioning to elicit/redirect ideas and selecting the right information to
incorporate into future lessons.

The complete concept bundle for this unit includes MS-PS1-1,-2.-4,-5; and MS-LS1-7. As the unit progresses through physical science standards covering
molecules, chemical/physical changes, conservation of matter, etc., the models will be revisited and revised to reflect students’ learning.

Post Lesson Reflection: TBD