Teacher: Alexia Pickens Date:3.19.

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MDL Basic Lesson Plan Format–Stage 3

Grade Level/Subject:
6th Grade Science

Standards Targeted:
 6.PS.2 Changes of state are explained by a model of matter composed of
particles that are in motion
 6.PS.3 Temperature is a measure of the average motion of particles in a
substance
 6.PS.4 When substances undergo changes of state, atoms change in their
motion and position
 CCSS.ELA- Literacy.WHST.6-8.C Use words, phrases, and clauses to
explain, justify, and clarify the relationships among claim(s) and reasons

Big Ideas Addressed:

Lesson Objective(s)/Outcome(s):
 Students will learn what matter is and how to identify it.
 Students will be able to identify and define forms of matter and their
properties.
 Students will be able to explain how matter changes into different forms.
form

Lesson Assessment:
The homework assignment at the end of the Intro to States of Matter slides is an
interactive way to test student’s knowledge about the material covered in the lesson.
There are vocabulary questions, concept sort/ matching, as well as a critical thinking
question that tests how well student’s grasps what they are learning.

In addition to this there are several knowledge checks throughout the lesson to gauge
student understanding.
Prior Knowledge:
According to the Ohio science standards, In grades 3-5, students learn that heat is a
form of energy that can change the states of matter and that matter exist in different
states.

In addition to this, students just went over a unit on matter, where they learned
about, mass, density, volume, and that all objects are made of matter.

Instructional Approach and Justification:

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What instructional approaches (e.g. direct instruction, inquiry, problem solving) or
instruction strategies (e.g. jigsaw, think/pair/share, KWL) are you using in this
lesson?
- Activating background knowledge, articulating learning targets, clear concise
directions, real life examples, incorporation of engaging technology and modeling.
Why do these approaches or strategies make sense for the content to be addressed?
- These instructional approaches make sense because it allows students to relate to the
material which makes it more engaging and have a solid understanding of their
expected to do once they work on the assignment on an individual level. It also
ensures students are fully understanding the material.
How are these approaches culturally relevant?
- These approaches are culturally relevant because activating background
knowledge bring attention to how the students personally have connections to
the content they are learning and giving real life examples help students
connect to the material and build new knowledge on the foundation they
already have. In addition to this, modeling is a really important tool to use with
this age group as they are entering middle school and may have trouble
adjusting to the challenges of the material or deciphering things on their own,
so by helping them through directions and demonstrating how to answer
them, I am giving them an example of what is the “correct” way to complete the
assignment.

Supports:
- Extra help sessions provided on Mondays and Wednesdays for assignment
help (for struggling readers, question clarification)
- Closed Captioning on the video
- Extra practice with new vocabulary on both blooket and quizlet for struggling
students to have extra practice and gifted learners if they finish early.
- Help available through Go Guardian and emails for questions students may
have after the zoom meeting
Both visual aids like videos and written work and lecture for multiple means of
representation

Materials Needed:
- Chrome book (each student has one)
- Internet access (provided by the school)
- Google classroom
- Headphones (provided by school if needed when listening to video)

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Lesson Outline:
Introduction (5 minutes):
“Hello students, as you all come into the zoom meeting I want you to take a look at the
screen and read our question of the day! It says, “What do you think stars are made up
of? How do you think we know? Who do you think discovered that? I want you all to
notice there are three parts to that question so you should be reading off at least 3
sentences. I’ll read some of your answers and while you are answering that hopefully it
gives time for everyone to come into the zoom meeting.”

- Go over the women’s history month scientist of the day (Cecelia Payne, who
discovered the makeup of stars was primarily gas.)
“Speaking of gases, today we will be talking about the states of matter which will cover
solids, liquids, and gases. I have posted what we will be working on today in google
classroom” (model how to get to it in google classroom).
Instructional Sequence (20 minutes):

Here is the link to the slides we will work on in class:

“While everyone is pulled up, I want to go over the goals and standards we will be
addressing through these slides”
- Briefly go over all of the goals and standards slide with students.
“Now we will watch a short video to kind of front load the new vocabulary that we will
be learning throughout these slides”

“The first thing we are going to do is go over some vocabulary. Some of this vocabulary
might look familiar from what we have done over the past few weeks.”
- Go over vocab, answer questions on the right side of the slide with students.
“Now we are going to have our first knowledge check, I will post the link to this check in
the chat. Answer the question up on the screen and then we will discuss your answers.”
- After about 1.5-2 minutes, reveal the right answer and explain why that is the
right answer and the other options are incorrect.
Go over “examples of matter slides and walk students through each example and how
different states of matter have mass and volume so that is why they are considered
matter.
- This is the second knowledge check, repeat the process just like you did with
the first knowledge check.
“There are three states of matter that we will be going over between to day and
Monday, these are solids, liquids, and gases. When you think about matter you may only
think of solids because those are the examples that we usually give but matter can come
in liquids or gases as well”
- Go over the characteristics of each and have students give examples of each
state of matter in the chat.
- Then go over the breaking down solids slides ( solids have definite shape and
volume, the particles are slow moving meaning that they vibrate in once place
and do not generate a lot of heat”
To explain molecules heating up and moving faster, ask students if they’ve ever done

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an exercise to heat up from being cold. That shows that when things move faster they
generate more heat, and when the particles in solids move faster they also generate
more heat causing them to melt and become liquids.

Go over the recap slide with students and explain that we will go over liquids and
gases on Monday. Then explain the homework assignments to them, making sure
they understand they need to write their answers in complete sentences and support
their statements with the information we learned in the previous slides.

Closure (5 minutes):
“ Remember everyone, the quiz that we started yesterday will be do Monday, feel free to
reach out to myself of Ms.Bannon/Moeung/Mr.Cosgrove via email if you need any help
or have any clarifying questions. This quiz is open notes so be sure to use all of your
resources. In addition to that make sure if you have questions about your homework you
stay after now and ask them or email myself or *a mentor teacher* about them so you
can turn in your best work. That is all I have for you guys today, , I hope you all have a
great weekend and I will see you on Monday!

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