Developmental Lesson Plan

Teacher Candidate: Tiffany DeFranza Date:

Group Size: 27 Allotted Time 30 Minutes Grade Level 4th Grade

Subject or Topic: Matter Unit Review

Common Core/PA Standard(s):

3.2.4.A1: Identify and classify objects based on their observable and measurable physical
properties. Compare and contrast solids, liquids, and gases based on their properties.

3.2.4.A4: Recognize that combining two or more substances may make new materials with
different properties.

Learning Targets/Objectives:

After reviewing errors from our previous formative assessments, the fourth-grade students will
engage in a whole-group discussion and fill out guided notes together to be used as a study
guide. The students will demonstrate this knowledge in participating in a “Kahoot!” based off
the guided notes.

Assessment Approaches: Evidence:

1. Anecdotal notes 1. The teacher will continue to take notes on
2. Guided notes / study guide the index cards. The teacher will specifically
take note on any academic concerns,
achievements, or behaviors that should be
noted.
2. Answering all questions correctly and
participating in the class discussion about the
overall matter unit.

Assessment Scale:

Ö+ • The student participates in the group discussion. The student fills out the
guided notes in their entirety.
Ö • The student did not participate in the group discussion. However, the
student did keep up with the class and fill out the guided notes in their
entirety.
Ö- • The student did not complete their guided notes and missed at least 2
answers.
Subject Matter/Content:

Prerequisites:
• Previous lesson on living and nonliving things.
• The students are familiar with the general vocabulary of the unit, including the textbook
definitions for physical change and chemical change/reaction.
• General knowledge that all living and non-living things are composed of matter.
• The students are familiar with the three states of matter.

Key Vocabulary:
• Physical change: a change in the physical properties of matter such as shape and size.
• Chemical change: a change in the properties of matter where a new substance.
• Chemical reaction (same definition as chemical change in the textbook)
• Matter: Anything in the universe that has mass and takes up space.
• Mass: the amount of matter in any given object.
• Solid: a state of matter where the particles are close together and in a regular pattern.
• Liquid: a state of matter where the particles are not close together and take the shape of
their container.
• Gas: a state of matter which has no definite shape or fixed volume.

Content/Facts:
• The three states of matter are solid, liquid, and gas.
• Everything in the universe that has mass and takes up space is classified as matter.
• All types of matter are made up of small particles.
• Solid
o Has a definite shape.
o Takes up a definite amount of space.
o Particles are close together, in a tight and regular pattern.
• Liquid
o Takes the shape of its container.
o Takes up a definite amount of space.
o Can change shape based on the container it is in.
o Particles are still close together but can slip and slide past each other.
• Gas
o No definite shape.
o Particles move freely and rapidly in all directions.
• Any change in the size, shape, or state of a substance is a physical change.
• Examples of physical changes are a pencil breaking, ice melting, freezing water…
• Physical changes may also include: cutting, grinding, melting, and dissolving.
• A chemical change is where one or more new substances are formed and energy may be
released.
• Signs of a chemical change include formation of one or more new substances, a color
change, or a release of energy.
Examples of chemical changes would be rust on a penny or cake baking in the oven.
Introduction/Activating/Launch Strategies:
• The teacher will remind the students that tomorrow is their matter test.
• The teacher will hand out the study guide to the students, this is something that they have
for every test in Mrs. Brindle’s classroom and that she recommended I have. She said they
get very stressed if they do not complete a formal study guide during the review before the
test.
• The teacher will tell the students to make their way to the SmartBoard once they receive a
study guide.

Development/Teaching Approaches
• The teacher will start by asking students for the definition of matter and mass. The teacher
will ask for the definition in their own words.
• The teacher will explain that when you are thinking of the characteristics of each state of
matter to think of our textbook information, our demonstrations, and the experiment.
• The teacher will ask the students what we learned about solids, liquids, and gases.
• The teacher will fill in the information on the study guide on the SmartBoard.
• The teacher will reference the experiment and the demonstrations when talking about the
characteristics of each state of matter.
• The teacher will discuss the demonstrations and experiment when going over numbers 4 –
6. The teacher will ask the students if they enjoyed the demonstrations.
• Now, the teacher will put up the error analysis sheet on the SmartBoard. The teacher will
zoom into each response, one at a time.
o 1 – Physical change is not when nothing happens. A physical change can change
the size, shape, and state of matter. The teacher will ask the students for examples
of physical changes from the demonstrations. Chemical change is not a change of
smell, but smell is a sign of a chemical change. What is an example of a chemical
change besides cake? Burning wood.
o 2 - What else is physical change a change in? Not only change in shape, also in
size and state of matter. Again, the teacher will ask the students what a chemical
change is. A chemical change is when a new substance is created and smell is a
sign of one.
o 3 – A physical change also changes the state of matter!
o 4 – In a physical change the state of matter does change.
o 5 – Physical change is a change in size, shape, state of matter. A chemical change
is not when it changes how it feels- but a new substance is created.
o 6 – A physical change can change the state of matter, but also the size and shape. A
chemical change creates a new substance; however, an odor or color change are
signs of a chemical change.
• The teacher will invite the students to correct each on their own as well. The teacher will
attempt to use information from the demonstrations and experiment to show students how
they should know this.
• After the students have a clearer understanding of physical and chemical changes, the
teacher will begin filling out the chart with them at the bottom of the study guide.
• The teacher will hand out the physical and chemical change worksheet. The teacher will
have them complete it on their own. After all of the students are done, the teacher will go
over the worksheet. 4
Closure/Summarizing Strategies:
• If there is time, the teacher will complete a Kahoot! with the students on the vocabulary of
the matter unit.

Accommodations/Differentiation:
• GK, JT, JG: The teacher will have the students fill out the notes throughout the lesson,
however, they will each be given a typed copy to refer to.
• ND, HM, MM: Will sit in the front by the SmartBoard.

Materials/Resources:
• SmartBoard
• Study Guide (27 copies)
• Typed, completed study guide (3 copies)
• Typed errors (1 on the projector)

Reflective Response:
Report of Student Learning Target/Objectives Proficiency Levels

Remediation Plan (if applicable)

Personal Reflection Questions

Additional reflection/thoughts