Gwynedd Mercy University

School of Business and Education

Name: Maddie Swartley Grade/Level 1st Grade

Topic: Properties of Matter

Early Learning Standards(s): (1 point) 3.2 Physical Sciences

Big Idea(s): (1 point) Physical properties help us to understand the world.

Essential Questions: (1 point) What are the physical properties of objects? How are the physical
properties of objects discovered? What effect does energy have on the physical properties of
objects?

Objective/Performance Expectation: What will students know and be able to do as a result of

this lesson? (1 point)

The students will identify the three properties of matter by labeling the different types
using their root beer float experiment.

I. PLANNING AND PREPARATION:

1. Briefly describe the students in your class, including those with special needs.
Explain how you will meet the needs of ALL learners (Differentiated Instruction).
(2 points)

There are 15 Students in my first-grade classroom- 10 boys, 5 girls. One student displays lack of
focus and impulsivity and tends to move around leaving their seat frequently. This student will
sit in the back so they can get up and move as needed. My aid will keep a close eye on them to
make sure they stay on task and redirect them as needed. One student has a hearing impairment
so I will make accommodations accordingly. I will use a microphone to ensure I am speaking
loud enough and this student will sit in the front of the classroom. There are many different types
of learners in my classroom. I will work to meet the needs of all my students by use of hands-on
activities, for my kinesthetic learners and the use of visuals activities for my visual learners. I
will also repeat the instructions of the activity because repetition is key in this classroom.
 2. List the specific standard and expectations as outlined in the PA Core/Academic
Standards (SAS). (1 point)

3.2 Physical Sciences

3.2. A. Properties of Matter
3.2 1.A.1 Observe and describe the properties of liquids and solids.

3. Explain the psychological principles/theories you used in constructing this lesson

and explain how it is manifested in the lesson. (2 points)

I am using jean Piaget’s Theory of Cognitive Development of how a child constructs a mental
model of the world. In this stage of development, they are in the preoperational stage where
language development and recognizing symbolic form starts to occur. In my lesson, I am
introducing them to a new language corresponding to the world around them. Another key
element in this theory is to use props and visual aids whenever possible. I am going to use a
visual aid (the rootbeer float) to show the different states of matter.

II. CLASSROOM ENVIRONMENT:

4. Describe the effective classroom routines and procedures resulting in little or no

loss of instructional time. (1 point)

Classroom routines used in my classroom include ringing a bell to gain the attention of my
students. One routine implemented is asking the students to turn on their listening ears, looking
eyes, and to close their lips and zip, it locks it, put in their pocket. A bathroom break after recess
is used so they do not miss instructional time. A brain break in between a new lesson is also
frequently used to give the students a break and allow me to set up for the next lesson.

5. Identify what you will do to set clear standards of conduct and behavior
management of student behavior. (1 point)

To ensure every student has the opportunity to learn to their best of their abilities I will set clear
rules before giving out the assignment. If a student becomes a distracted or off task, I will
redirect them, and give them a warning. If they continue to remain off task after being instructed,
I will move their name to a yellow light and instruct them to earn back their green light by
behaving and showing me they can be their best. Using a red yellow and green light system
allows students to be held accountable for their behavior.
 6. Identify what you will do to establish expectations for student achievement. (1
point)

I will establish clear expectations for my students achievement by modeling what to do with all
materials before starting the lesson. As a class, we will discuss and define what a liquid, solid,
and gas are. I will go over the directions and grouping before starting the experiments.

III. INSTRUCTION:

List Materials Needed

1. Science in a Box
2. Rootbeer
3. Cups
4. Ice cream
5. spoons
6. Root beer experiment booklet
7. Prediction Sheet

1. Motivation Activities/Strategies: (1 point)

How will you generate interest or focus your lesson for the students?

I will generate interest and focus in my lesson by starting my lesson with a short YouTube video
on Matter. This short video generates focus because it is a preview of what we will be discussing
in the lesson. I will also have my Science in a Box displayed at the front. My students know that
an experiment is involved whenever there is a box placed at the front of the classroom because it
is “Science Friday.”

2. Prior Knowledge Activities/Strategies: (1 point)

How will you activate prior knowledge, build background, or review previous
lessons?

To activate prior knowledge, I will play a short YouTube song on Matter. Next, I will begin my
lesson by asking my students if they can remember how during the course of the week
investigated the different types of Matter. Can anyone remember the three types of matter are?
Can anyone remind me of what the particles look like in each type of matter?

A sequence of Lesson: What learning activities/strategies will you use to engage the students in
the learning? What will students do to use and apply new concepts or skills (independent
practice if relevant)? How will you monitor and guide their performance? Include relevant
vocabulary. (Please use bullets to sequence your lesson) (3 points) (1-1/2 pages)

1. I will begin my lesson by saying Good morning to my students and asking them if they
are ready to put on their science brains to get ready to learn.
2. I will remind them that they need to use their listening ears, and looking eyes as we begin
this lesson.
3. I will play the short Matter Video to generate interest and allow them to get their wiggles
out.
4. After I play this song I will ask my students if anyone can raise a quiet hand, remind me
of each of the different types of matter.
5. I will allow volunteers to raise their hands and show me what they remember from
previous lessons regarding matter.
6. I will remind my students by restating the definitions of each type of matter and
displaying them with pictures on the board as we read through our Matter booklets.
7. I will then bring attention to my science in a box placed in the front of the room.
8. I know my students will be excited to see what experiment will take place on “Science
Friday.”
9. After going through the Matter booklet I will have each student fill out their prediction
sheet.
10. After I will have them discuss their prediction with their seat partner (Think-Pair-Share
Strategy).
11. After, I will allow volunteers to share their predictions.
12. I will begin pulling out the supplies.
13. Each of my students will be in pairs to help with the flow of getting supplies (Grouping
strategy/ Cooperative learning).
14. I will allow them to break into their groups.
15. I will ask one student from each pair to come up to the front to gather their materials.
16. I will advise the students not to touch their materials until instructed.
17. Next, I go over the directions.
18. I will bring my students' attention back to their booklet where the labeling page is
located.
19. I will repeat the directions again.
20. I will instruct them to fill out their Matter booklet after they complete their experiment.
21. Next, I will bring their attention to the front of the board.
22. After they complete their Matter booklet and experiment, I will ask for a volunteer to
show me their finished product.
23. We will go over their Matter booklet.
24. We will discuss the three properties of matter with a short review game.
25. I will then close the lesson.

3. Level of Learning/Assessment Evidence (1 point)

How will you know if students grasped the material? What techniques/strategies
will you use to assess learning (Bloom’s Taxonomy)? Identify what informal
 and/or formal assessments you will use to monitor student learning. Also, identify
if this will be formative or summative.

Bloom's Taxonomy Questions:

Can my students identify a gas? ( knowledge/comprehension)
Can my students identify a liquid? (Knowledge/comprehension)
Can my students identify a solid? (Knowledge/comprehension)

An example of an informal assessment I will use to monitor student learning is having the
students raise a thumbs up or down as we discuss the three different types of matter. An
example of a formal assessment used in my lesson used to monitor student learning is having
each student fill out a lab activity sheet, so I can assess if they can identify the three different
types of matter.

4. What will you do to bring closure to the lesson? How will you summarize this
lesson and preview the lesson that will follow? (2 points)

I will bring closure to the lesson by going over what the sequence of my lesson. I will go over
each part and then conclude my lesson. I will pull up a picture of melting an ice cube, that on
Monday, we will discuss how the three types of matter can change their state.