LESSON PLAN Differentiated

Name
Date

Megan Thornton
Grade/Subject

8th grade Physical Science

GOAL(S):
Students will be introduced to classifying matter.
Students will be able to distinguish between elements, compounds,
heterogeneous/homogeneous mixtures.
LEARNING OBJECTIVES, ASSESSMENT, AND THINKING:

Learning Objectives

TLW classify pure

substances as
elements or
compounds.
TLW classify
mixtures as
heterogeneous or
homogeneous.
TLW distinguish pure
substances from
mixtures.
TLW apply what they
learned about
matter.

What measurement
criteria will be used
to assess the
objective?

The lab worksheet.

Formative or
Summative
Assessment?

Level of
Thinking in
Blooms
Taxonomy OR
Webbs
Depth of
Knowledge

Formative

Comprehension

Response to the lab. Formative

Comprehension

Response to the lab. Formative

Comprehension

Response to Science Formative

Starter (next day).

Application

LIST OF TECHNOLOGY TOOLS/APPS:

PowerPoint
Laptop

School website (Internet)

SmartBoard

PRIOR KNOWLEDGE/SKILLS:

Students will have no prior background knowledge on classifying matter. In some

instances, a few students may be familiar with a few of the terms.

INSTRUCTIONAL PROCEDURES:

Lesson Opener (5-10 minutes)

o Attention-getter (sign that lesson is starting)

As students enter the room a Science Starter (bell work) is on my

SmartBoard. Students will use their assigned clickers to answer the questions. The
multiple choice questions are:
1. What is matter?
2. How would you classify water?
3. Would chicken noodle soup be classified as a heterogeneous or a
homogeneous mixture?

o Bridge (relate to past learning)

What students encounter every day is matter. Matter can be classified or put
into specific categories. Reference a few examples.

Development of concepts and/or skills

o Step-by-step Explanation (include planned questions, differentiation,
technology integration 40 minutes)

As a whole group, we will go over the new vocabulary terms. Students

will then be introduced to the classification system for matter through the use of
PowerPoint notes. We will create a flowing concept map for the steps to follow when
classifying matter. We will classify a few items (coke, tossed salad, etc.) as a whole
group (using the flow chart); before students begin on their lab (individually). Next,
students will be placed in small groups or with a partner depending on the needs
and learning style of the student(s). Students will work together, practicing
classifying matter using the chart.

Exploratory Mini-Lab: There will be several items set up around the

room (chex-mix, juice, water, copper, helium filled balloon, water/sand mixture,
etc.). Students will move from station to station classifying each item. Once all
students have completed the stations, we will come back together as a group and
discuss each item.
Rationale:
o Concept map: helps give a visual understanding of difficult material
o Small group/partner: learning can strengthen from peers; varies instruction;
helps those still struggling with concepts
o Exploratory lab: allows for kinesthetic learners to move around and use hands-on
examples

Independent Practice, if applicable

Students will then begin work on a lab, Classifying Matter (may take
tomorrow to finish).

For homework, students will revert back to the Science Starter questions
(from the beginning of the lesson) and answer them again to compare what
knowledge they have gained.

Alternative and/or supplemental activities for additional practice

Students will have access to further information located on my school

webpage and in their textbook. In addition, students will review and check their

decisions from the exploratory mini-lab and continue practice in the following
class period.

Lesson Closure

Students will reflect on the lab and their results by responding to the exit
ticket (previous questions from the Science Starter). Students will reflect on what they
have learned with a 3-2-1 exit ticket.
Rationale:
o Allows for students to reflect which is an important part of learning

FUTURE ASSESSMENT/ACTIVITIES THAT SUPPORT RETENTION OF CONCEPT(S)

&/OR SKILLS:

Students will be given a summative test later on classifying matter. Students will be
allowed to show what they have learned and understand through a method of their choosing
(PowerPoint, song, paper, perform a skit, comic strip, etc.) for a summative grade.
Rationale:
o Allows students to demonstrate what they know through their learning/interest style

CLASSROOM LEADERSHIP/MANAGEMENT STRATEGIES TO BE USED:

Preventative:
Greet, seat, complete

X
Active learning/multiple modalities incorporated

X
Cl Mgmt Plan: Rules/consequences/routines/procedures

Parents contacted

Supportive: X
Directions given

Students redirected

Positive learning behaviors recognized

X
Academic feedback given

X
Proximity control used

X
Individuals/small groups monitored

Appropriate learning behavior cued

X
Lesson pace considered

X
Teacher withitness anticipated

X
Classroom management plan implemented
(routines/consequences/routines/procedures)

Corrective:
Procedures and rules cued

X
Individual behavior observed

Individual behavior described

Correction for individual behavior planned

Plan executed

ROOM ARRANGEMENT, MATERIALS, AND TECHNOLOGY NEEDED FOR THE LESSON:

Part of the time will be spent in the classroom and the other part of the time Students will need
the following supplies:
1. Lab worksheet
2. Laptop

3. Internet access (for notes)

4. Lab supplies