Indiana Wesleyan University

Elementary Education Lesson Plan Template

CAEP 2018 K-6 Elementary Teacher Preparation Standards

Elena Check
Observation Date: April 9, 2019
1:00-2:00 (PM)

LESSON RATIONALE
The students need to learn the standard 2.PS.3 because there are many solids, liquids, and gases
that can and cannot be reversed by heating and cooling. As the students begin to learn how to
cook and become more self-sufficient, they will need to know how the heat and coolness can
overall effect a solid, liquid, or gas. Solids, liquids, and gases are a daily occurrence in
everyone’s life. Whether that has to do with the weather, food, or cooking. There are many
connections made with this standard, and with knowledge on this, the students will be able to
strengthen their knowledge and understanding of those solids, liquids, and gases.

READINESS
I. Goals/Objectives/Standard(s)
A. Goal(s)—The students will be able to describe how heat and cold effect solids, liquids,
and gases.

B. Objective(s)—
- After completing the experiment, the students will be able to explain how heating and cooling
solids, liquids, and gases can be reversed.
- After completing the experiment, the students will be able to explain how heating and cooling
solids, liquids, and gases cannot be reversed.

C. Standard(s):
2.PS.3 Construct an argument with evidence that some changes caused by heating and cooling
can be reversed and some cannot.

SEPS.3 Constructing and Performing Investigations: (Scientists and engineers are constructing
and performing investigations in the field or laboratory, working collaboratively as well as
individually. Researching analogous problems in order to gain insight into possible solutions
allows them to make conjectures about the form and meaning of the solution. A plan to a
solution pathway is developed prior to constructing and performing investigations. Constructing
investigations systematically encompasses identified variables and parameters generating quality
data. While performing, scientists and engineers monitor and record progress. After performing,
they evaluate to make changes to modify and repeat the investigation if necessary.)

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II. Management Plan-

Time Management:
1 hour (1:00-2:00)

Lesson Element Time Location

Anticipatory Set 5 minutes Seats
Mini Lesson 5-10 minutes Carpet
Transition 30 seconds N/A
Pose a Question 1 minute Seats
Transition 30 seconds N/A
Hypothesize 5 minutes In Groups
Transition 30 seconds N/A
Explore 27 minutes Seats
Transition 30 seconds N/A
Communicate Findings 5 minutes Around the Room
Closure 5 minutes Seats

Space: Seats, carpet, movement around the room

Materials: iPads, pencils, worksheets, assessment sheet, station materials (crayons, water, ice,
blow dryer, hot plate, freezer/fridge…)
*back-up plan if someone is unable to follow procedures and expectations.

Expectations/Procedures: The students will be expected to follow the rules that Mrs. Satterlee
already has in place. They will also be expected to follow directions at each station and complete
the activities given to them with the help of an educator or on their own.

III. Anticipatory Set (5 minutes)

- The students will be at their seats at this time
- We are going to play a game!
- This sock is a potato that just came out of the oven. Oh no!
o You guys are going to be playing hot potato in 2 groups.
o Explain rules of hot potato
Play “hot potato” with a sock
- Have 2 groups going at each end of the room

IV. Purpose: Today we are going to be learning about how it can be reversible and irreversible
when we add heat and coolness to solids, liquids, and gases! Every day we come into
contact with solids, liquids, and gases; we need to know how temperature can affect the
overall outcome for these 3 states of matter!

PLAN FOR INSTRUCTION

V. Adaptation to Individual Differences and Diverse Learners—
- There are 6 students diagnosed with ADD/ADHD in this classroom: I will meet
their needs by making the rotations active and engaging. Some of them will be
working with an adult or with their peers, but never alone. I also designed the

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 activities to connect to the students so they would be motivated to complete the
assignment.
- There is a student who shuts down when he does not understand the material or it
is more difficult to complete a task: I implemented stations so that every student
will get to “rotate” what they have to do. Therefore, if something is difficult for
him or another student, there are multiple ways implemented in the lesson to
collaborate, ask questions, and participate.
- There are 3 ELL students in this 2nd grade class: there will be verbal and written
directions for each activity they are to do; Mrs. Satterlee is also the ELL school
teacher, so if they do not understand she would be able to explain it in Spanish.

VI. Lesson Presentation (Input/Output)

*schedule set-up may change

Lesson Element Time Location Script/Activity

Anticipatory Set 5 minutes Seats Anticipatory Set and Purpose Statement.
Transition 30 seconds N/A Walk back to seats.
Pose a Question 1 minute Seats What do you think will happen if I made water really hot?
What do you think will happen if I made water really cold?
Hypothesize 5 minutes Groups Have students work in their groups to discuss what they think
will happen for each question.
Provide them a sentence to fill in…
1. I think … will happen when water gets really hot.
2. I think … will happen when water gets really cold.
The students can draw a picture in substitute (adaptation).
Mini Lesson 5-10 minutes Carpet You all have been learning about solids, liquids, and gases
throughout the last couple of weeks. Just to jog my memory, can
someone give me an example of a:
Solid?
Liquid?
Gas?
I am glad you remember! We are going to be looking at how
temperature affects these solids, liquids, and gases. The
particles in solids are super bunched together, right? Let’s
demonstrate this. Let’s stand and get super close together like a
solid is. Now I want you to be a liquid. Let’s move around the
carpet area like we are a liquid. NOW, we are a gas. Gas
particles are very spread out, right? So, let’s move around the
whole room.
Awesome! We are going to do this a little different now.
I would like you to get to a solid BUT, I am adding heat to you
as a solid. What do you think is going to happen if I breathe hot
air on you? Heat makes the particles speed up.
As a solid, have students get to a solid form, and I add a little
heat to you, you all will separate a little at a time.
Add heat.
Now you see how you’re a liquid? What if I add more heat?
Pretend to add more and have students become a gas.
Okay, so you guys are acting as a gas right now. BUT, I am
cooling you down now. Are you still going to be fast or slow
down?
Have students go from gas à liquid à solid

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 Heating and cooling solids, liquids, and gases effects their
overall shape. We are going to explore today how these
temperatures can sometimes completely change matter and how
it can be reversed or not reversed.
Transition 30 seconds N/A Walk back to your seats.
Explore 30 minutes Room There will be multiple stations around the room set up for the
students to explore every 5 minutes and fill out their paper.
They will travel in their seat groups. (6 groups total)
Each station will have an adult present demonstrating the
experiment and the students watching and even participating.
Stations:
1. Crayons—blow dryer will blow on the crayons for a little
until they begin to melt. (solid à liquid à solid)
2. Ice—put into cold, warm, hot water (liquid)
3. Water—put water on hot plate (gas) *or finger instead of hot
plate
4. Washcloth—put into bag and seal it (condensation)
5. Liquid to solid—freezer (pre-made frozen to show result)
6. gas à liquid—jar with hot water (condensation à liquid)
Transition 30 seconds N/A Walk and find a partner.
Communicate 5 minutes Room It is very important for a scientist, you all, to share what you
Findings found to be true today. Sharing your findings will help others to
learn more and understand better about how heating and
cooling water can affect the overall shape, and even make it a
different state of matter. I would like you to find someone in the
room that is around the same height as you and share what you
found in your experiment today. Go.
Closure 5 minutes Seats Have the students return to their seats.
Ask the students:
Have the students talk with group/shoulder partner before asking
someone to share.
I would like for you to turn to your shoulder partner and share
one thing you learned today.
Can anyone share with the whole class what they learned today?
Does anyone remember WHY I said this is important to learn? I
talked about it earlier.
-Go back to purpose statement.
What happens when solids, liquids, and gases are met with
heat? *Particles
Cold?
I love all of your answers, it sounds like you all learned
something today! I am going to collect your recording sheets
and look over them. I am excited to see what you all wrote
down!

Have students get ready to leave for the day.

VII. Check for understanding.

a. The mini lesson will be in a whole group setting. I will check for understanding
here by the participation of each student. Who is understanding versus not.
b. I will be questioning throughout the mini lesson and listening to the students’
responses.

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 c. I will walk around during the experiment and see who is participating and
understanding.
d. With closure, I will observe participation while I ask questions.
e. Finished assessments will let me know who is understanding and who needs more
instruction (immediate feedback).
f. I will fill out the assessment observation sheet.

VIII. Review learning outcomes / Closure

Have the students return to their seats.
Ask the students:
Have the students talk with group/shoulder partner before asking someone to share.
I would like for you to turn to your shoulder partner and share one thing you learned today.
Can anyone share with the whole class what they learned today?
Does anyone remember WHY I said this is important to learn? I talked about it earlier.
- Go back to purpose statement.
What happens when solids, liquids, and gases are met with heat? *Particles
Cold?
I love all of your answers, it sounds like you all learned something today! I am going to collect
your recording sheets and look over them. I am excited to see what you all wrote down!

Have students get ready to leave for the day.

PLAN FOR ASSESSMENT

Formative—
There is an assessment observation worksheet Mrs. Satterlee has given me to fill out (picture
attached)
I will walk around the room and check for understanding by listening to the students’
conversations and observing their participation.
I will collect their recording sheet at the end of the class period and read over them; looking for
who is understanding and who needs more help.

Summative—
There will be an end of unit test given to the students from Mrs. Satterlee.

REFLECTION AND POST-LESSON ANALYSIS

(CAEP K-6 3.b)
1. How many students achieved the lesson objective(s)? For those who did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
7. Was the experiment age appropriate? How did they do with this?
8. Should there have been more movement or was the experiment engaging enough?

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 Indiana Wesleyan University
Elementary Education Lesson Plan Design and Assessment Rubric

Rationale
The Beginning The Developing The Competent The
Candidate Candidate Candidate Accomplished
Candidate
Rationale Candidate Candidate uses Candidate uses Candidate uses
demonstrates understanding of understanding of understanding of
little or no how children how children how children grow
understanding of grow and develop grow and develop and develop across
CAEP K-6 how planning is across the across the the developmental
1.a related to how developmental developmental domains, and is
children grow, domains but is domains while able to articulate
develop, and unable to state articulating the the theoretical
learn. how the lesson is rationale for the foundations for the
related to that lesson. lesson.
knowledge. The statement of
rationale describes
developmentally
appropriate and
challenging
learning
experiences and
environments.

Readiness
The Beginning The Developing The Competent The
Candidate Candidate Candidate Accomplished
Candidate
Goals/ Lesson objectives Lesson objectives The lesson plan The lesson plan
Objectives/ are poorly written are correlated contains contains clearly
Standards and/or have little with learning objectives that stated content
or no connection goals and connect goals and objectives.
to learning goals standards. The standards with Objectives are
or standards. connection lesson activities logically
INTASC 4 Little connection between and assessments. connected to
exists between objectives and appropriate goals
CAEP K-6 objectives and lesson activities and standards and
3.c lesson activities and assessments are consistent with
and assessments. is weak or lesson activities
unclear. and assessments.
Instructional
planning is based
on individual
student needs.

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 The anticipatory The connection The anticipatory The anticipatory
set is missing or between the set is clear and set connects the
has little or no anticipatory set direct and focuses
current lesson with
Anticipator connection to the and lesson students’ attention
previous and
y Set goal or content of objectives and on the lesson. future learning and
the lesson. content is weak or focuses students’
InTASC 8 unclear. minds and
attention on the
day’s lesson.
The statement of A statement of The statement of The statement of
purpose is purpose is purpose is clearly purpose has the
ambiguous or included in the connected to the power to capture
worded so LP, but has little content of the the imaginations of
Purpose generally that the power to motivate lesson and is students and
connection with students and presented in terms motivate them to
the content of the capture their that are easily accomplish the
lesson is not imaginations. understood by expected learning.
apparent. students.

Plan for Instruction

The Beginning The Developing The Competent The Accomplished
Candidate Candidate Candidate Candidate
Few or no Instructional Instructional Specific
instructional opportunities are opportunities are instructional
opportunities are provided in this provided in this opportunities are
included. Any lesson; however, lesson. The provided in this
instructional they are not opportunities are lesson that
Adaptation
opportunities are adapted to developmentally demonstrate the
to
not individual appropriate and/or candidate’s
Individual
developmentally students. are adapted to understanding of
Differences
appropriate or individual individual learner
and Diverse
adapted to students. characteristics and
Learners
individual how these
students. differences might
CAEP K-6
be used to
1.b
maximize a
student’s learning.
InTASC 2
Unique
Diversity
instructional
opportunities are
included for
individual
students.

Plan for Instruction, cont.

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 The Beginning The Developing The Competent The
Candidate Candidate Candidate Accomplished
Candidate
The candidate’s The candidate’s The candidate’s
lesson is lesson lesson
The candidate’s somewhat demonstrates an demonstrates
lesson is not developmentally understanding of strong
developmentally appropriate. developmentally developmentally
appropriate. appropriate appropriate
The candidate’s practice. practice including
Lesson
The candidate’s lesson includes a variety of ways
Presentatio
lesson does not the basic level of The candidate’s to teach content.
n
use appropriate modeling. lesson includes
modeling and both modeling and The candidate’s
guided practice. The lesson guided practice. plan includes
presentation multiple ways to
The lesson includes activities The lesson model and guide
InTASC 5
presentation that encourage presentation practice.
CAEP K-6
includes little student includes relevant
3.f
opportunity for participation, but activities that The lesson
students to lack purpose or encourage student presentation
engage in depth. participation and supports student
relevant and critical thinking. motivation
active learning. through relevant
and collaborative
activities to
engage learners in
critical thinking
and problem
solving.
The candidate’s The candidate’s The candidate’s The candidate’s
plan is not plan is plan is plan is
differentiated for differentiated differentiated differentiated
subsets of according to a according to according to
students or subset of learners learners and learners and
Differentiat
individual and includes includes a variety includes a variety
ed
students. modifying content of instructional of instructional
Instruction
or instructional approaches that approaches that
processes. address individual address individual
CAEP K-6
interests and interests and
3.d
preferences for preferences for
learning. learning.

The candidate
differentiates
content by

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 modifying
difficulty, depth,
or complexity of
materials.
Little or no A guided practice The lesson plan Plans to check for
provision is section is included includes a plan student
included to in the lesson plan, and the means to understanding of
Check for check for student but the connection check for student the content are an
Understand understanding or with the lesson understanding of integral part of the
ing to reteach presentation is the lesson. A lesson, and
concepts that weak and/or provision is include frequent
InTASC 4 elude students unclear. included to reteach questions and
during the initial all or part of the other actively
presentation. lesson to all or engaging forms of
part of the class. formative
assessment during
guided practice.

Lesson closure is Lesson closure is Lesson closure Lesson closure is

not included, or weak and/or relates directly to clearly correlated
Review
is not related to poorly written. the lesson purpose to the content of
Learning
the goals and/or and/or objective. the lesson and
Outcomes/
content of the actively engages
Closure
lesson. students in
summarizing the
InTASC 4
essential elements
of the lesson.
No independent Independent Assignments or Independent
practice practice activities activities are practice activities
Independen
activities are are not well included that are highly
t Practice/
included in the conceived and/or provide students correlated to
Extending
lesson, or written; student with the lesson objectives
the
activities are accomplishment opportunity to and content and
Learning
unrelated to the of IP activities is practice learned lead to student
content of the not likely to result skills; All mastery.
InTASC 5
lesson. in lesson mastery activities match
lesson objectives.

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Plan for Assessment
The Beginning The Developing The Competent The
Candidate Candidate Candidate Accomplished
Candidate
The lesson plan Formative and A plan for formal Formal and
Formal does not include summative and informal informal
and formative asessment assessment assessments
Informal assessment activities are throughout the strategies are a
Assessme activities, or there included in the lesson is included. seamless and
nt is little or no lesson, but they The assessment integrated part of
correlation are not well strategies are the lesson. The
CAEP K- between planned correlated to uniquely designed assessments are
6 3.a assessment and/or do not for the individual highly correlated
InTASC 6 activities and cover the full students. to the learning
lesson goals and range of LP goals objectives and
objectives. Any and objectives. promote
assessments The assessment continuous
included are not strategies do not intellectual, social,
developmentally promote emotional, and
appropriate for the development of physical
students. each individual development of
student. each student.

Instructional Technology
The candidate seeks appropriate ways to evaluate and employ technological tools, resources,
and skills as they apply to specific content and pedagogical knowledge, assessment practices,
and student achievement. The selection of appropriate technological tools reflects the
candidate’s ability to make sound instructional decisions that enable all students to achieve the
expected outcomes. InTASC Standard 7
The Beginning The Developing The Competent The
Candidate Candidate Candidate Accomplished
Candidate
Integration The lesson plan The lesson plan The lesson plan The lesson plan
of reflects reflects reflects reflects
Technolog educational insufficient or educationally educationally
y decision making misaligned sound decisions sound decisions
regarding decision making regarding regarding
InTASC 7 available regarding available available
technology that available technology technology
Technolog adversely technology; (including, but not (including, but not
y Thread impacts student statements limited to, limited to,
learning and/or indicating the use instructional and instructional and
fails to engage of instructional, assistive assistive
students at the assistive, or other technologies) to technologies) that
necessary level to technologies are support learner engage students,

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 meet lesson written in general needs and the enhance the
objectives. terms or in terms curriculum. learning process,
unlikely to impact and/or extend
student learning. opportunities for
learning.

Evaluation
The Beginning The Developing The Competent The Accomplished
Candidate Candidate Candidate Candidate
Reflection Self-answer Self-answer The lesson plan Additional self-
and Post- questions are not questions are includes all answer questions
Lesson included in the included, but do required self- are included that
Analysis lesson plan. not fit the content answer questions. specifically address
or purposes of the Questions are unique lesson
CAEP K-6 lesson. included to plan, content and
3.b monitor, and adapt methodology.
instruction based Questions are
InTASC on the lesson included to plan,
Standard 9 assessments. monitor, and adapt
instruction based on
the lesson
assessments.

Revision Date: August 21, 2018

CAEP 2018 K-6 Standards
2013 InTASC Standards

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