SINGLE SUBJECT CREDENTIAL PROGRAM

SCIENCE LESSON PLAN TEMPLATE Revised 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
2. The graphic organizer
on 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
Temperature and Energy
address any gaps or
on the Phases of Matter
misconceptions identified.
Day 1: While students are Day 1: Throughout lesson,
Day 1: Ensuring that the Day 1: Future activities and
working on organizer, teachers feedback will be provided orally
objectives of the lesson are lessons can be modified to
PM will walk the room to ensure based on discussions. During
being met and students are address weaknesses in
students are progressing and to and after organizer activity,
completing organizer to learn. instruction.
address any questions. organizers will be reviewed as a
 Day 2: To ensure that students
understand how molecules
move and interact as a liquid
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 2: Station Lab
Day 3: Lab
Day 4: Informal Group
Presentation
Quiz and Classroom Discussion
formative assessment. Students
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.
Day 2: If it seems like students
are not understanding the
concept, further activities will
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: Student roll. Weekly Calendar.
2. Day 1 Lesson Intro. (Engage) Warm-up Activity – Role Play 5
minutes
Activate prior learning on states of matter and relationship between
particle movement and heat.
Teacher calls up volunteers. Asks them to pretend they are particles
and, initially, group together like a solid. Teacher then asks the class
to direct particle (students) movements in the designated area as
teacher calls out “getting hotter”, “getting colder”, “boiling hot”, or
Freezing cold”
1. Admin: Students take out notebooks and write down schedule.
2. Warm-up Activity – Role Play (Engage)
Volunteer students move about like particles in reaction to
temperature change and under direction of class to represent
different states of matter. Students should move like a solid –
vibrate, move like a liquid – slide randomly, move like a gas –
freely/randomly, but occasionally “colliding” as they represent
changes from one state to another.

Day 1 Lesson Body:

3. Direct instruction – Lecture (Explain) 10 minutes 3. Direct instruction – Modeling Graphic Organizer (Engage)
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 (Explore) 25 minutes 4. Graphic Organizer Activity – Direct Instruction (modeling) &
Using overhead projector, teacher will model the first section of a Student Pairs (Explore)
graphic organizer to show students how to complete the remainder of Students listen and respond to questions as example is modeled.
the organizer. Teacher tells students that they can use their mobile Students work in pairs to complete graphic organizer covering
devices to find examples that are not in the textbook. information on changes of state.
Organizer: Changes of State
· Particle/Energy Description
Day 1 · 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”
Teacher tells students to get organizer stamped when completed. Students bring up organizer to teacher to review for
completeness and get stamp.
5. Day 1 Lesson Close: Selfie Whole Class Discussion
(Extend/Evaluate) 10 minutes 5. Day 1 Lesson Close: Selfie Whole Class Discussion
Teacher shows beach “Selfie photo” (overhead)and describes what is Students view the “selfie” and reply with answers on
in the picture (Joe bought a drink full of ice then went for a swim. states/phases based on what is in the photo.
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 Student Does
Day 2 Day 2 Lesson intro. (Engage) 3-5 minutes Lesson intro. (Engage) 3-5 minutes
 ● Welcome class and show 2 videos showing water changing ● enter classroom and watch 2 30 second videos showing
states water changing states
● Instruct students to think about the way the arrangements of ● Think about water molecule arrangements and draw a
molecules look like in ice and water and draw a picture then picture then share with partner
share with partner. (Drew pictures day one...have them ● Participate in class discussion on drawings and ideas
review the picture/examples from previous day.) Body: 35 minutes
● Lead class discussion on student drawings and ideas ...in
● Listen to teacher instructions and think about ice cream
graphic organizer from day 1
scenario
Body: 35 minutes
● Complete flashcard and vocabulary quiz on Quizlet
● Inform students they will be investigating the physical ● Participate in class discussion on vocabulary
change of water to ice Lab Work: (Explore)
● Ask students to imagine that they work for an ice cream
● Listen to instructions for lab work and watch teacher
manufacturing company and their job is to ensure that the
model protocols
ice cream is made and delivered without any thawing. What
● Get in predesigned groups of 4 and put on safety
temperature should the factory and delivery truck be kept
equipment
at?
● Work at each lab station recording temperature with
● Instruct students to complete flashcard and vocabulary quiz
thermometer and recording data on data sheet
in Quizlet
● Return to whole class setting when all students are
● Lead class discussion on vocabulary asking students for
finished with temperature readings
examples
(Explain)
Lab Work: (Explore)
● Participate in discussion on temperature changes in
5 stations with two samples each of gradually colder water samples
water
progressing to frozen water in final station. Students are to take
● Observe powerpoint slides showing the arrangement of
temperatures at each station and record data on data sheet
molecules in ice, water, and steam
● Instruct students to get in pre-designed lab groups and put (Extend)
on safety equipment
● Complete “after experiment” worksheet filling in
● Model taking temperature of water sample and recording
recorded temperatures from data sheet and a drawing
data on data sheet
of molecule arrangement for each temperature
● Instructs students to move from station to station recording
● Discuss with assigned partner their drawing and engage
temperatures with each student using the thermometer
with teacher for progress monitoring
● When all students have competed temperature readings at
Closure: (Evaluate) 5 minutes
all stations teacher will instruct students to return to whole
class setting ● Think about safety question from beginning of class and
● Progress monitor lab work discuss with partner
(Explain) ● Participate in class discussion on what temperature
should the public be warned for road conditions
● Lead discussion on how the temperature affects the
because of ice
arrangements of molecules
● Think about what will happen to the arrangement of
● Use power-point presentation congruently with discussion
water molecules as it is being heated
(showing molecule alignment in solids, gases, and liquids)
● Turn in data sheet
(Extend)
● Take “after experiment” worksheet home to add detail
● Pass out “after experiment” worksheet in which students are or notes
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
● Students can add detail to “after experiment” worksheet
overnight if they wish

Intro (Engage) 3-5 minutes Intro (Engage) 3-5 minutes

● Welcome class and have students discuss with partner what ● Enter class and begin to discuss with partner how they
they think is happening to water molecules as they heat up think the molecules arrangements are changing as
and then share with class water is heated 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’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
Day 4
write down student responses as they volunteer information.
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
● 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. 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
 reading and respond to questions that students may have. that they have read in the article. Other peers will also chime
Teacher may also ask probing or clarifying questions to ensure in with their thoughts at the end of each presentation.
that students understand the article. 5. Students will submit their work via google classroom if it is
4. Teacher brings the students’ attention back to the front of the digital or into a basket if it is a hardcopy and exit the
class and has each group present their initial questions, their classroom.
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.

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
Day 5 4. Teacher will instruct students to talk to their peers in the groups
front 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 For students with special needs,
identified Tier I and II vocabulary accommodations will be made
words will be addressed in the according to students’ IEP. Lesson
Striving Readers will benefit from
presentation and added to the was designed to use scaffolding
the introduction of identified Tier I
classroom’s word board. through multimedia, learning groups
and II vocabulary as well as the
Readings will be done in and multiple means of expression
annotated reading. The pair/group As needed, advanced students will
pair/groups which will facilitate including speaking, writing and
activities and readings will also help can be directed to additional
learning and participation. In drawing.
them to comprehend the text articles and videos appropriate to
addition, EL’s may be given a Graphic Organizer and other
more. their level.
different version of the reading in scaffolding materials will be
Graphic Organizer and other
which the teacher annotates the implemented.
scaffolding materials will be
reading so as to help the student
implemented.
with comprehension. For discussion, teachers(s) will post
Graphic Organizer and other sentence frames to aid students in
scaffolding materials will be the process.
implemented.
For discussion, teachers(s) will
post sentence frames to aid
students in the process.

REFLECTION: SUMMARY, RATIONALE, AND IMPLEMENTATION