Universal Lesson Plan Template – Curry Secondary Program

Name: Austin Conway Lesson Topic: Observations for Physical Properties

Content Area: Science Grade Level(s): 3rd

Modifications for Chang-Bacon’s class highlighted

Lesson Content
Background Information/ Relevance/ Context/ Rationale (Purpose) – Please be clear about how this particular lesson is situated within
the current instructional sequence (i.e., unit), why this content important for students to learn, and how you will convey the relevance and significance of
this lesson to students.
As students continue through their sequence of science content learning, matter, states of physical properties, and how
objects are made up of materials and matter becomes a corner stone of their learning after the first few months of
instruction. All objects are made of materials that are observable physical properties such as color, shape, and size; all
which are great extensions and skills to engage English learners. Students will be using observational skills to investigate
five different substances in a powdered form that either dissolve or do not. The main question students will be answering
through their investigation is which substances would be better for building such as bricks or which substance would be
better for making bread or food. Students will focus on describing objects according to their physical properties. Teacher
should focus on facilitating student learning by contextualizing vocabulary and concepts like dissolve meaning to break a
component into parts or it passes into a solution; a mixture is something made of a combination of substances; two or
more elements or compounds that are blended without combining chemically. This lesson, while engaging students, will
help them to contextualize and learn physical properties and how it affects the ways in which the things around them are
comprised and/or made.

Also include the program model (e.g. Is this an SEI classroom of all ELs? A push in/pull out lesson with a small group? A mainstreamed classroom with a mix
of students? A Dual-Language Immersion context? Etc….)
This lesson context is intended for a mainstreamed classroom that is mixed between emergent bilinguals and students
that do not receive ESOL services. Of the twenty students, ten are identified as emergent bilinguals and two are monitors
that have tested out of needing ESOL services.
Relevant VSOLs/CCSSs – Include only the standards addressed by this particular lesson
Primary SOL 3.3 The student will investigate and understand that objects are made of
materials that can be described by their physical properties. Key concepts
include
a. objects are made of one or more materials.
Related SOL 3.1 The student will demonstrate an understanding of scientific reasoning,
logic, and the nature of science by planning and conducting investigations
in which
a) observations are made and are repeated to ensure accuracy;
c) objects with similar characteristics or properties are classified into at
least two sets and two subsets;
h) data are gathered, charted, graphed, and analyzed.
Learning Targets - Please reference these learning targets throughout your lesson plan.
As a result of this lesson, students will…
EXPLORE the following Essential Questions(s): UNDERSTAND THAT:
 EQ1. What is matter and why is it important?  U1. objects are made of materials that can be
described by their physical properties
 U2. all objects are made of matter and have
observable physical properties such as color,
shape, and size

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KNOW: BE ABLE TO (DO):

 K1. How observations are made and are repeated
to ensure accuracy
 K2. How objects with similar characteristics or
properties are classified into at least two sets and
two subsets
 D1. Utilize the five sense to make observations
 D2. Create observations and repeat them to
ensure accuracy
 D3. Classify objects with similar characteristics or
properties

Language Objective  How do you envision this language objective

SWBAT utilize words of comparison and contrast (similar,
different) orally and in writing to classify objects with
different and similar properties of matter.
Assessments: – How will you know if students have met/made progress towards the learning targets? Be sure these assessments are integrated
throughout the procedures and steps in the lesson outlined below.
reinforcing the learning target/content objective?
The foundational use of words of comparison and
contrast directly helps students with the content and
towards making observations of how different, or similar,
materials and properties are. Being able to use words
such as alike, similar, and different allows students to
form oral and written sentences with adjectives that
connect their ideas together.

Diagnostic
Method of assessment:
Procedure and Execution of Lab, Visual
Observation from Teacher and from
helping students
Aligned with which Learning Target(s):
K1., K2. D1, D2,
Criteria for assessment:
Notes of how well students are able to
complete lab and if their observations and
discussions are on task to the learning
targets of the lesson.
Formative
Method of assessment:
Post Lab Questions (Writing) Mystery
Substance Observation Sheet
Aligned with which Learning Target(s):
D1, D3
Criteria for assessment:
How data will be used:
Data will be used to inform teacher if
there needs to be more time spent on
this particular subject of matter or if
students are ready and able to move
on to the next lesson topic.

Procedures/Steps in the Lesson: -- May follow a specific model
(i.e., Direct Instruction, Jigsaw) or be more open-ended. Be sure to think
about what students will be doing during each step, in addition to what
you are doing. Scripting and/or estimated time frames may or may not be
included, but the plan should be clear and explicit enough that another
person would be able to teach from it.
Teacher will begin the lesson by asking the class “what
are the five senses” and as students name them, the
teacher will write them as a heading on the board. The
teacher will take a handful of dried grass (an ingredient
used in ancient Egyptian bricks) where all students can
see it. The teacher will ask the class to give descriptive
words about grass for each of the five senses. The teacher
will give ample wait time and allow EL’s, if necessary, to
collaborate in their L1 to come up with the descriptive
words before presenting them in their L2. The teacher
Proactive Planning for Learning Differences: – What planned
supports have you included to make the content accessible for emergent
bilingual students (including, if relevant, students at higher/lower WIDA
levels)? Include at least 3 specific supports (e.g. Consider “Pre, During, and
After” teaching). Be sure any modifications are explicitly explained in the
procedures/steps outlined enough that another person would be able to
teach from it (i.e. don’t just name the strategy you’re using, walk the reader
through how it’s set up and what it looks like).
When asking students about the five senses, the teacher will
provide visual images of eyes, nose, hands, ears, and a
tongue to represent the five senses to give English learners
a visual cue of the five senses if some of the vocabulary of
the words is not known.

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will put those suggestions under each of the headings on

the board. Teacher will explicitly explain that scientists do
not ever taste their experiments and ask and coach
students through why not.

To prepare students for the language of the lesson, the

teacher will create a T-Chart on the board for students to
copy into their notebook. At the top of the headings for
the T-Chart will be “Similar” and “Different”. The teacher
will explain that physical properties can have similar
characteristics and features and some that are completely The teacher will leave two model sentence frames available
opposite of the others. The teacher will field suggestions for English Learners to use in oral language and in writing to
of how some physical properties are similar and some are access the language objective.
different and write the suggestions on the board to show
students the uses of “alike” and “different”. These properties are similar because ___________________.
The teacher will write two model sentences, one using
alike and one using different for students to have These properties are different because_________________.
reference of when they complete their lab and will be
comparing and contrasting physical properties orally in
their work and in writing on their lab.
After the students seem to have the concept of physical
properties, the teacher will summarize their descriptions
and tell them that they described the physical properties
of grass. The teacher will scaffold that the definition of
physical property is something that can be observed using
the five senses.
The teacher will then, before the lesson and experiment, Teacher will have the words dissolve, mixture, and solution
pre-teach the vocabulary to the class. The vocabulary on a word wall on the board for ELL’s to reference and have
words used/needed will be dissolve, mixture, and visual cues for. While completing the lab, students will be
solution. The teacher will ask for students to write a able to use it if necessary to reference for their experiments
definition on the board and get other examples from on physical properties.
students, so students are involved in the creation of the
word wall. The teacher will move on to the next steps
once mutual understanding has been made over the
definitions of the key vocabulary.

Procedure:
The class will be divided into five groups of four and each
group will be given a table to complete their experiment.
A sheet of newspaper in the middle of the table will be
used to help keep the table clean and students will need
paper towels to clean their hands throughout the
experiment.
The five bags of mystery substance will be given to each Again, here, the teacher can use the visual cue cards of the
group. The teacher will give groups ample wait time to nose and the tongue to emphasize to all students that they
examine each bag and orally discuss what they see in their should not smell or taste their substances to test the
bags before the tests. Once again explain that students properties.
must not smell or taste the substances. After this
explanation, the teacher will distribute 5 black paper
squares and a magnifying glass to each group.
Sight Observations: Students will now be asked by the During this step, the teacher should encourage ELL’s, either
teacher to observe each substance and write down at in writing or orally, to produce any description of things
least four things they notice about it with their sight. they notice and help them describe the things they see if
Then, students will use the magnifying glass to make they do not have the relevant vocabulary. The use of their L1
observations again. Students will again write down at

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 Universal Lesson Plan Template – Curry Secondary Program

least for things they notice about each substance on their can be used here in writing to contextually think of what
lab sheet. they see and still engage with the content.
Hearing Observations: The class, for this step, must be
instructed that they need to be extremely quiet to be able
to achieve this observation. One student will take a small
pinch of Mystery Substance 1 and will let it fall onto the
black sheet of paper numbered “1”. Students will write
their observations after they listen to the substance drop
and hear how it sounds. Students will write in their notes,
using the sentence frames using similar and different, to
describe the substances similarities and differences as
they complete this step for all five mystery substances.
They will then write their observations in the lab sheet.
Touch/Feel Observation: Students will take turns
toughing each of the substances on the numbered sheets. Here, the teacher will encourage EB/EL’s to use the
The teacher will prompt students to describe if the sentence frames using similar and different to compare and
substance feels grainy or soft. Students will write down contrast the various substances they are working with. The
their observations on their lab sheet. teacher here can also provide a picture, whether on a device
or a printout, of sand to visually show “grainy” and of a
Ask for a volunteer to be the water measurer. The water pillow to show “soft” if some students need the visual sight
measurer should use the measuring spoon to measure to understand grainy or soft in context of this experiment.
and pour 1 tbsp. of warm water into each of the cups.
Next the bag opener should carefully open the first bag.
One of the other students should use the small measuring
spoon to measure out 1 tsp. of Mystery Substance 1.
The bag opener should then reseal the bag. The whole
group should watch carefully as the substance measurer
pours the tsp. of Mystery Substance 1 into the cup labeled
Mystery Substance 1. The substance measurer should
then gently swirl the cup around until the substance is
completely wet. Repeat this procedure for each of the
substances. Some will dissolve, others will not. Pause
between each step to let the students record their
observations.
Smell Observations: The teacher will tell the students that
scientists have a special technique for smelling unknown
substances. It’s called wafting. The scientist gently waves
a hand above the substance toward the nose and sniffs
gently. (There are no dangerous substances in this
experiment; however, it’s never a good idea to take a
deep lungful of a completely unknown substance.) Let the
students take turns wafting and smelling the substances
in the cups and writing down their observations in their
lab sheets.

Have students record their observations and discuss them

with the class. After students have matched names to the
substances, have them tell what each substance is and
describe how they came to each conclusion. Then, reveal
the true names of the substances, and compare these to
the students’ conclusions. Discuss any incorrect
conclusions. Review which of the substances dissolve in
water and which do not and discuss if their observations
and conclusions from their lab sheet matched the correct
answers for the substances of the lab.

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 Universal Lesson Plan Template – Curry Secondary Program

Materials/ Supplies/ Sources/ Digital and Interactive Instructional Technology (if appropriate): – Please list all necessary
instructional supplies, materials, and sources. Make sure that these are clearly labeled and referenced throughout the lesson plan to enhance clarity.
Per group of students:  One tsp. salt sealed in plastic bag labeled “Mystery Substance 1”  One tsp. sugar sealed in
plastic bag labeled “Mystery Substance 2”  One tsp. sand sealed in plastic bag labeled “Mystery Substance 3”  One
tsp. clay sealed in plastic bag labeled “Mystery Substance 4”  One tsp. barley flour sealed in plastic bag labeled
“Mystery Substance 5”  Five 4‐inch squares of black paper numbered 1, 2, 3, 4, and 5  Magnifying glass  One‐tsp.
measuring spoon  One‐tbsp. measuring spoon  One small bottle filled with at least 7 tbsp. of warm water  Handful of
dried grass  Five small plastic cups labeled “Mystery Substance 1, 2, 3, 4, or 5”  “Mystery Substance Observation”
sheet taken from (VDOE 2019
http://www.doe.virginia.gov/testing/sol/standards_docs/science/2010/lesson_plans/grade3/matter/sess_3-3a2.pdf)

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 Universal Lesson Plan Template – Curry Secondary Program

SIOP Collaborative-Rubric

Original Planner: Austin Conway

Grade/Content area: 3rd Grade Science

Peer Editor: Rickquan Jones

Instructions:

Peer Editor – read your partner’s lesson plan and give a) a rating and b) written feedback based on your SIOP textbook as well
as your own ideas. While not every single feature must be present in every single lesson, try to give feedback/ideas on how
they might incorporate all of them so they’ll have plenty of feedback to go off of when they revise their LP. You do NOT need
to turn this in on Canvas. The original planner will submit it with their final lesson plan.

Original Planner – Respond to the feedback given by your partner in this document and let them know what you
added/changed, or why you ended up doing something different. Write more than “good idea, I’ll do this” tell them what you
did with their idea and why. While not every single feature must be present in every lesson, try to incorporate most of them so
your lesson will be as rich as possible.

On Canvas: Original planner needs to submit

a) This document completed – only for YOUR lesson (not the one you reviewed),
b) …attached to your final LP.

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 Universal Lesson Plan Template – Curry Secondary Program

SIOP Collaborative-Rubric

For Peer Editor For Original Planner

SIOP Feature Rating Feedback/Suggestions Response – what did you
(0-4) change/add?
I. Preparation
1. Clearly defined Content 4
objectives for students.

2.Clearly defined Language 4

Objectives for students.
3. Content Concepts approp. For 4
age and educational background
level of students.
4.Supplementary materials used 3 I am not sure how the worksheet will come to In the procedure, more
to a high degree, lesson clear and
play but I would love to see your finished details have been added to
meaningful. (Graphs, models,
visuals) product explain the use of the lab
sheet to record and track
student observations.
5.Adaptation of content (text 4
assignment) to all levels of student
proficiency.

6.Meaningful activities that 4 I think the kids will really enjoy this lesson and
integrate lesson concepts (surveys,
the activities included. You give students the
letter writing, simulations,
constructing models) with language opportunity to work on language by
practice opportunities for reading, incorporating the 4 domains in your lesson.
writing, listening and/or speaking.
II. Instruction
Building Background
7.Concepts explicitly linked to
students’ background experiences.
8.Links explicitly made between 4 You begin the lesson by asking the students
past learning and new concepts
about their 5 senses, which is something they
have mastered at this time.
9.Key vocabulary emphasized 4 Building the vocabulary from student responses
(introduced, written, repeated and
is a smart move.
highlighted for students to use)

You also discuss dissolve, mixture, and solution

before moving on to the lesson and experiment.
Comprehensible Input
10.Speech approp. For student’s n/a n/a n/a
proficiency level (slower rate and
enunciation, simple sentence
structure for beginners
11.Explanation of academic tasks 4
clear
12. Uses a variety of techniques to 4
make content concepts clear
(modeling, visuals, hands-on
activities, demonstrations, gestures,
bodylanguage)
Strategies

13. Provides ample opportunities 3

for students to use strategies
14.Consistent use of scaffolding 4 Providing vocab on a word wall and visual cues I tried to make the word wall
techniques throughout lesson,
will benefit the students. Curious as to see what more interactive where
assisting & supporting student
understanding (think-alouds) other scaffolding measures you’ll take once the students are involved in the
procedures are fleshed out. making of the wall for

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15.Teacher uses a variety of
question types, including those
that promote higher- order
thinking skills (literal, analytical,
& interpretive questions)
Interaction
16.Frequent opportunities for
interaction & discussion between
teacher/student and among students,
which encourage elaborated
responses about lesson concepts
17.Grouping configurations
support language & content
objectives of the lesson
18. Consistently provides sufficient
wait time for students responses
19.Ample opportunities for students
to clarify key concepts in L1 as
needed with aide, peer or L1 text
Practice/Application
20.Provides hands-on materials
and/or manipulative for students to
practice using new content
knowledge
21.Provides activities for students to
apply content and language
knowledge in the classroom
22.Uses activities that integrate all
language skills (reading, writing,
listening, speaking)
OVERALL COMMENTS:
Universal Lesson Plan Template – Curry Secondary Program
reference. Also, I added
sentence frames for students to
access the language objectives
3
4 The lesson begins with teacher-student
interaction, albeit in a whole group context. This
will also lead to student-student interaction,
especially when the experiment starts. They will
be talking and listening to each other and
building off each other’s ideas throughout the
entire lesson.
- Assuming that kids will be grouped by where Students are grouped where
they sit they sit in lab groups.
3 It’s not mentioned, but implied that you will Time in instructions/procedure
give ample wait time for students. mention wait time for students
and will be built into the
dialogue and instruction.
0 Moments are included in the
lesson where L1 can be used
among students to clarify
concepts
4 The experiment itself is hands on, and you also
include a handout for students to complete
during the lesson and experiment.
4 You begin the lesson by building on the
background knowledge, and they need that to
enforce the content knowledge which will lead
to a development of language knowledge.
4 I gave it a 4 because I am assuming this will be a
group work activity and I know all 4 domains
will be reached. They’ll be reading the word
wall and worksheet, listening and speaking to
their groupmates, and writing on the worksheet.
I don’t know why, but matter and physical
properties have a special place in my heart. I
wish you the best as you finish this lesson plan.
It’s small things that you’re missing, but that’s
because it is a rough draft.
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