Survey of Education 5E Lesson Plan-Spring of 2018

Unit: ​Science- States of Matter

Grade Level: ​5

Length of Unit (days/class periods):

Materials/Resources: (art supplies, props, etc.)

● Ice Cubes
● Cups of water
● Activity sheets-
http://www.middleschoolchemistry.com/lessonplans/chapter2/lesson5

Technology: (projector, DVD player, programs such as Google, Edmodo,

PowToons, etc.)
● MiddleSchoolChemistry.com (demonstration videos)
● Camera

Essential Questions:
(​http://www.slideshare.net/maryaliceosborne/essential-questions-for-students​)
● How do changes within states of matter occur?
● How do different surfaces affect transitions between the states of matter?
● What is the behavior of molecules in each state of matter?

TEKS/Lesson Targets: (Google TEKS for ______/subject area you want to teach
and unit/concept within it). TEKS/Lesson Targets will vary per unit. Add more if
necessary below, but you must have at least 2. Essentially, you are stating what
you want the student to be able to do as a result of your lesson.

● The student will… ​learn about the physical properties of matter including the
physical states of matter.
● The student will…​ be able to demonstrate and explain the transition between
states of matter

Pre-Assessment: What do the students already know? How did you determine
this?
The students will be given a blank triple Venn Diagram. Each circle will be labeled either
solid, liquid, or gas. The students will work individually to fill out what they already know
are some differences and similarities between the three states of matter. Give the
students 5 minutes to work. Once completed, briefly go over as a class, and hear some
of the students ideas. Place teacher diagram on projector so class can fill in any
answers they did not have.

5E Plan
(https://search.yahoo.com/yhs/search?p=5E+Lesson+Plan+images&ei=UTF-8&hs
part=mozilla&hsimp=yhs-002)

Highlight Kagan Strategies in Yellow and denote like this: Kagan Strategy- You
must have at least 2 within your 5E Plan, but it can be your choice as to which
two you will use.

Engage (​20​ min.):

● Show students the demonstration videos. Have a class discussion on what they
observed, and what they believe to be going on. ​Students will fill out worksheet
based on what they learned from the videos and discussion. Answer these 2
questions on their activity sheet:
● 1. You watched a piece of ice melt. Where do you think the energy came from to
melt the ice?
● 2. What do you think happened to the speed of the molecules in the ice when it
was heated?
● Then show the second video and have the students see if their answers were
correct, if they aren’t correct have the students explain why they are not.

Explore (​30​ min.):

● Kagan Strategy: Find Someone Who
● Each student will pick a molecule of one of the state of matter to behave like.
They will either vibrate and shake for solid, move fluidly and flowingly for liquid,
or fast and random for gas. ​Then teacher will instruct class to Find Someone
Who is behaving like themselves. The students will determine their state of
matter, change their behavior, and find someone else. Repeat until all students
have done all 3.
Explain ( 10 min.):
 ● Teacher will call on 3 students to demonstrate their state of matter from the and
molecular behavior Kagan Strategy and explain why.

Elaborate (​45-60​ min.):

● Each student will receive a blank vocabulary sheet with terms on properties of
matter and states of matter. ​Teacher will project word bank and give class a few
minutes to determine definitions on their own. ​Then teacher will go through each
vocab term as a class and check for understanding.
● Students will receive States of Matter fill in notes for their journal.​ Teacher will
take student input on what they think the molecules would look like. Teacher then
explains the different types of transitions between each state of matter. ​This is
when melting, boiling, and freezing points will be discussed.

Evaluation (​10​ min.):

● Kagan Strategy: Quiz-Quiz-Trade
● Teacher will print off and laminate picture examples of the states of matter and
distribute to each student. Students will find a partner, show the picture, and ask
“What state of matter is this?” Opposite partner quizzes in same way. Students
trade cards and find a new partner. Continue until all students have shared.
● Teacher will give brief review session. Ask class specific questions and only take
correct and specific answers.

Homework: ​Students will find examples of Transitions Between States of Matter around
their own homes and explain it to a parent, guardian, or older sibling. Students will be
given a paper that will need to be signed and attach a photo of them with their example.

Differentiation: How will this lesson be modified to meet the needs of all learners?
Up above, highlight (in same colors as below) where you accommodated for the
following learners:
Auditory Learner

Kinesthetic Learner

Visual Learner

Special Education

ESL/ELL (English as Second Language)- ​DO NOT WORRY ABOUT THIS ONE!

Gifted and Talented-​DO NOT WORRY ABOUT THIS ONE!

Closure: This should be an active recapping of what was taught.

Students will form a circle in the classroom and have a seat. They will take turns
speaking around the circle, and every students will share 1 new thing they learned from
this lesson. Afterwards, teacher will highlight important points and ensure
understanding.