Backward Design Lesson Plan Template
Candidate: Mari Shimazu
Cohort #: 414
Grade level: 2nd grade
Date: October 22nd-23rd
Lesson title: Nature of Matter
Step 1—Desired Results
A. Standards, benchmarks, other objectives as needed (e.g., IEP)—What should students know,
understand, and be able to do as a result of the lesson?
Framework PS1.A: Structure and properties of matter: How do particles combine to form
the variety of matter one observes?
B. HCPSIII: Standard and Benchmark
Topic: Nature of Matter
Benchmark: SC.2.6.1 Identify ways to change the physical properties of objects
Standard met if students are proficient-Physical, Earth, and Space Science: NATURE OF
MATTER AND ENERGY: Understand the nature of matter and energy, forms of energy (including
waves) and energy transformations, and their significance in understanding the structure of the
universe.
Sample Performance Assessment:
The student: Provides examples of a variety of techniques to change the properties of objects (e.g.,
heating, cooling, mixing, tearing, bending)
C. General Learner Outcome (GLOs)
GLO #1: Self-Directed Learner
CLO #3: Complex Thinker
GLO #4: Quality Producer
D. Other goals of our lesson plan (*Students with IEP’s will receive further verbal instruction and assistance if
needed. State Needs):
E. Hawaii Teacher Performance Standard (my focus as a teacher)
Standard #3: Learning Environments- The teacher works with others to create environments that support
individual and collaborative learning, and that encourage positive social interaction, active engagement in
learning, and self motivation.
Step 2—Assessment Evidence
Performance task—Students will be given different objects (ice, kool aid, water, paper) and predict
what will happen when we test the objects using various techniques (heating, cooling, mixing,
tearing). Students will then write their results in their matter workbook.
Day 1: (October 22, 2012)
-Students will predict what will happen when an ice cube is blown with a hair dryer, students will
write their predictions in their matter book
-Students will observe an ice cube w/ a piece of fruit in it melt when under heat, and predict what
would happen if we placed the ice cube back into the freezer
-Students will write their observations and conclusions in their book
B. Performance Criteria
Advanced
Explain how the
physical properties of
each object (ice
(water), kool aid,
paper) can be changed
through a variety of
techniques (heating,
cooling, tearing,
ripping)
Proficient
Identify a variety of
ways to change the
physical properties of
object
Partially Proficient
Identify a few ways to
change the physical
properties of objects
Novice
Recall that there are
ways that the physical
properties of objects
can be changed
Step 3—Learning Plan
October 22, 2012
Engagement:
Teacher will: Show students their matter workbook, and begin by asking if anybody knows the three
different types of matter.
Students will look through the workbook to see what activities they will be doing over the next two
days.
Students will: Answer if they know the three types of matter and look through their matter workbook.
Exploration 1: Heating & Cooling Ice cubes (15 minutes)
What teacher will do: Give each pair of students an ice cube with a piece of fruit frozen inside. Have
an ice cube up on the elmo to show students what will happen when heat is applied to the ice cube.
Use a blow dryer and heat the ice cube.
Students will: Write their predictions of what will happen to the ice cube when heat is applied, or
what will happen to the ice cube if left out. Will it stay frozen? Why do you think the ice cube melted
when we used the blow dryer? How is the temperature of the classroom different from the freezer?
Students will observe their ice cube. There will also be an ice cube up on the elmo that they can look
at.
Explanation 1:
Ask students what they observed happen to the ice cube when the heat from the blow dryer heated the
ice cube or as it was left out. Instruct students to write their conclusions in their science matter book.
Explain how the water changed from a solid as an ice cube, to a liquid. Give students the definition of
liquid: Liquid does not have a shape. Liquids must be in a cup, bottle, bowl, etc., to keep a shape.
Ask for other examples of liquids. (milk, water, soda, juice, etc.)
Ask questions: “what do you think will happen if we stuck the ice cube back into the freezer? What
will happen if we stuck the ice cubes in a pot and stuck the pot on a stove?”
Explain how the steam you see rising from the pot is the water changing from a liquid to a gas.
Give the definition of gas: Gas has no color or shape. Instruct students to take a deep breath and feel
their lungs getting bigger. Students’ lungs are filling up with air. Air is a mixture of many gases.
Air doesn’t have a shape or size. The particles in gas move very freely at high speeds. There is a lot of
space between the particles.
Exploration 2: (15 minutes)
What the Teacher does: Ask students to make a prediction. What do they think will happen to the
paper when they tear it into little pieces? Tell the students to write their prediction in their science
matter book. Hand out multiple sheets of colored paper and a white piece of construction paper.
Instruct students to take out their own glue.
Directions: Students will be tearing pieces of colorful paper to create whatever picture they desire.
They must TEAR the paper, NOT cut.
What the Student does: Students will make a prediction about what they believe will happen when
they tear pieces of paper up. “Do they (the students) predict that the paper will still be a solid, will the
paper become smaller?” Students will write their prediction in their science matter book. Students
will work individually and tear up pieces of colorful paper & paste it onto a separate white piece of
paper to create their own picture of whatever they choose.
Explanation 2: (15 minutes)
Teacher: Ask students what happened to their paper when they tore it. Tell students that paper is a
solid.
Define solid (have definition on a powerpoint along w/a picture of solids): Any object that
stays the same shape and size unless they change their shape by force.
Extend: (5 minutes)
Explain to students that they learned about solids, liquids, and gas, and how something can change
by heating and cooling, and how solids remain the same when tearing. Inform students that the next
day they will be conducting another activity where they will create play-dough by mixing!
Tuesday October 23, 2012
Engagement: (2-5 minutes)
Explain how yesterday they learned about tearing, heating, and cooling, and how it changed the
properties of the paper and ice cubes. Today they will be making play-dough
Exploration: (35 minutes)
Teacher will: have the students predict what will happen when we mix water, oil, salt, kool aid, and
flour together. “Will the mixture because a solid, or do you think it will become a liquid?” Students
will be working in pairs. Teacher will give each pair a bowl and the oil, water, salt, kool aid, and flour
to each student. Everything will already be premeasured.
Students will: Students will decide which one of the pair will add the ingredients, and which one will
mix the ingredients up to make the play-dough
Explanation: (10 minutes)
Teacher will ask students what they observed happen as they mixed in all the ingredients. Students
will write their observations in their matter book. Teacher will explain how the solid ingredients and
liquid ingredients (solids and liquids) mix together to create a solid.
Evaluate: (5 minutes)
Students science matter book will be used as an evaluation for the lesson. Make sure all students
completed all the questions in the book.
C. Materials to have ready:
Monday October 22, 2012- construction paper, glue, science matter book, ice cubes, plastic per pair
of students cup to keep ice cube in, blow dryer
Tuesday October 23, 2012
1 small package of Kool aid per student,
1 ¼ tsp. oil
½ cup salt
½ hot water
½ cup flour
25 bowls
napkins
plastic bags for play dough
(all materials will be premeasured and in separate containers prior to lesson. Each student will pair
up and be given these materials. There are 25 students in the class, one group will work with 3
students)
D. Approximate time needed for lesson:
Monday lesson: 60-70 minutes
Tuesday lesson: 50-55 minutes
E. Safety Concerns:
Students should not eat the ice cube during this activity. Students should be carefully monitored to
make sure the ice cubes stay on the desk and does not fall onto the floor where somebody could slip on
it.
Students should also be aware that even if the play-dough is made out of edible ingredients, they
should be attempt to put the play-dough in their mouth.
Background?
Play-dough recipe taken from Pink and Green Mama
Pink and Green Mama