Developmental Lesson Plan

Teacher Candidate: Mr. Murphy Date: October 22nd

Group Size: Allotted Time: 50mins Grade Level: 3rd

Subject or Topic: Properties

Common Core/PA Standard(s):

Standard - 3.3.4.A2
Identify basic properties and uses of Earth’s materials including rocks, soils, water, and gases
of the atmosphere.

Learning Targets/Objectives:

The third grade student will be able to explain substances in different states of matter by
describing the substance's properties.

The third grade student will be able to identify the properties of different materials around the
classroom and that have been brought from home.
Assessment Approaches: Evidence:
1. Have students hold up a 1,2, 3, 4, or 5 1. Observational
on their hands to answer based on 2. Collected assessment- The student will
their understanding of density be graded on the inquiry sheet, based
2. I will grade the student’s ability to on completion and their use of
correctly fill out their inquiry sheet on vocabulary connected to the lesson.
properties, with using correct property This will be graded on a 4 point scale.
descriptors and explaining their
thought process in creating groups.
Assessment Scale:
4/ 4- The student went above and beyond what was expected from them with their properties
being explored and use of proper vocabulary.
3/ 4- The student answered all 6 questions and were able to use the vocabulary properly and
categorized the items with properties that made sense
2/ 4- The student answered the 6 questions and categorized the properties in a sensical way,
but used vocabulary words incorrectly
1/ 4- The student answered all 6 questions, but categorized objects with incorrect properties
and did not use vocabulary correctly
Subject Matter/Content:
Prerequisites:
● Knowing the different states of matter
● Understanding that different materials can be described differently
● Knowing that the states all come in different forms
Key Vocabulary:
● Mass-​ Like weight, a measure of how much matter is in an object (6)
● Volume-​ The measure of how much space an object takes up(6)
● Density- ​How much matter is in a certain space (7)
● Properties-​ Things that can be used to describe matter and objects(8)
● Melting Point​- How hot something has to be in order to melt
● Conductivity​- The ability for an object to attract and move electricity (27)
● Group-​ How different materials are split into categories based on common properties
Content/Facts:
A. Properties
a. Go through the many different things that have properties and what
those properties are.
b. Texture, shape, mass, volume, color, size, components, density, melting
point and many other aspects.
c. Students will be able to distinguish a number of different properties
from individual items and place them into groups.
B. Groups/ Categorization
a. Students will be able to take a number of different objects and
categorize them into different groups based on their properties.
b. Color based groups- separate different colored items into their own
individual groups
c. Shapes- all shapes will be placed into an individual group in order to
keep all similar shapes together, no matter what any other property is
d. States- the children will be able to look at a number of different states in
multiple forms, and place those images into their own groups.
C. Ability to use proper terms such as mass and volume
a. Get children working with different objects that look similar, but have
different masses and are different volumes.
b. Children will use a small scale in order to put items into groups that are
heavier than a certain mass and lighter than another mass.

Introduction/Activating/Launch Strategies:
A. In order to introduce the lesson, the teacher will begin by playing a video that talks
about two different gasses, in helium and sulfur hexafluoride. The video will talk
about being able to tell the difference between two things that look similar, by working
to see what different properties we can use in order to differentiate the two gasses.
https://www.youtube.com/watch?v=t8a2Ys8a6r4
a. Ask the children to follow along with the video and to write down terms that
they don’t understand on a piece of lined paper
b. Also on that paper ask them to write down how the people in the video were
able to categorize the gasses without knowing what they were.
 B. After the video has finished, ask the students to raise their hands and ask questions
about the words that they were unfamiliar with, in order to gain a better understanding
for those words, as many children may struggle with the same words.
a. As the children have answered, ask the whole class how many of them had the
same question, and make sure that you record the questions that were common
among a large percentage of the class.
b. After gathering those questions, be sure to clear up those words if possible at
that time, but if they will be answered during the reading of the story, feel free
to tell them to hang onto their question and then emphasize the definition when
reading the story.
C. Now that you have cleared up any questions that the children had, introduce the story
that you will be reading, and tell them that it is a continued book from what they were
read the day before.

Development/Teaching Approaches
A. After watching the video as an introduction to the different ways that we are able to
differentiate materials based on their properties, inform the children that there are a
number of different properties that they use on a daily basis that they didn’t even
realize.
a. Get the children to take out the items that they brought in from home that were
supposed to be smooth in texture. When the children take out their items, have
them think about how they would describe the item that they brought in.
b. Hand out a 3”x5” note card and have them write down all of the different things
that they would say about their object in order to describe it, without saying
what it is. All of the things that they would say about the object will most likely
be properties, such as color, how heavy it is, what the shape is, how big it is,
and even what state of matter it is.
c. After the children have written down their description words, have all of the
children place their objects in the middle of the table, and then have one student
at a time read the properties of their object, and see if their classmates can
choose their object. Repeat this until each child has shared with the group.
d. After this activity, tell the children that they were able to distinguish the
different items at their tables, because of their properties, like was shown in the
video.
B. After this activity, tell the children to meet you on the carpet so that you can read a
story about their friend, Matter that they met the day before. This story is going to
follow Matter and talk about all of the different properties that it can be made of. And
describe the different properties for further understanding.
C. When you have started reading the story, check the vocabulary list that is above in the
lesson plan and be sure to pause and define the words as you come up to them, so that
the children are not only enjoying the story, but also learning from it. Write the words
down on a poster board while reading, so that the children can create a foldable later in
the lesson, to reference for categorizing different materials.
a. Pg. 6 - Mass and Volume, Pg. 7 - Density, Pg. 8 - Properties, and Pg. 27-
Conductivity
 b. Be sure to allow the students to ask questions when they have them, so that the
rest of the understanding and learning isn’t slowed down by not understanding a
concept.
D. When you have completed the reading, hand out paper to the children as well as a
stapler to each group, and ask them to get out their pencil as they will be creating a
foldable for them to write down the definitions that are mentioned in the “Key
Vocabulary” section.
a. Have the words and their definitions written largely on the board, and ask the
children to write down the word, its definition and then draw a picture to
accompany the word on each page of the foldable.
E. When they have completed their foldable vocabulary guides, introduce the final part of
the lesson, where the children will be given a number of different manipulatives from
the classroom, and be asked to group or categorize those manipulatives by whatever
properties they choose to.
a. The children will also be filling out an inquiry sheet when working with
categorizing the manipulatives by whatever properties they choose.
F. Take a baggie of manipulatives that are different sizes, shapes, colors, and textures to
each student, as well as an inquiry sheet, and ask them to begin working through the
sheet and to begin categorizing the manipulatives.
G. When you see that most of the children have completed their inquiry sheets and
categorized their objects by property and look at their sheet as a way to check their
understanding of matter and their properties.

Closure/Summarizing Strategies:
A. The students will be introduced to tomorrow's lesson by having them listen to a story
called, "What Sinks? What Floats?" by Rozanne Lanczak Williams. This will get the
children introduced to working with floating and buoyancy. The story can be played
on the board with this link: ​https://www.youtube.com/watch?v=i7VNbaAI6As
B. After playing the video, tell the children that they will be working with properties such
as buoyancy and different properties of matter. Ask children if they have any questions
on the topics of today’s lesson.
Accommodations/Differentiation:
A. For a student that may have a visual disability, this could be a hard lesson for them to
work through as different properties that are being talked about are sometimes visual.
When working with the properties of pictures of items in class, the teacher should give
the student a physical version of the objects so that they can feel the textures and
shapes of the different objects so that they can feel the properties instead of struggling
to try to see what the image looks like. This will also give the children more
confidence in their responses and make them more comfortable with working with
physical properties.

Materials/Resources:
● Pencil
● 3x5 note cards
● objects from home
● digital scale
● Lined paper
● Inquiry Sheet:
https://docs.google.com/document/d/1WyOwSejnUQwuUGUUBemBD7TBKPwjnL_
V1z47AYecWL8/edit?usp=sharing
● Intro Video: ​https://www.youtube.com/watch?v=t8a2Ys8a6r4
● Midthun, J. (2011). Matter: And Its Properties.World Book, Inc.
● Dictionary: ​https://kids.britannica.com/kids/browse/dictionary
Name:
Date:

Properties Inquiry Sheet

1. What properties can you observe about the different objects in your baggie?

2. What properties did you decide to use in order to categorize your objects in the baggie?

3. How many objects are in each of your categories? Are they even? Why?

4. Did you think about categorizing by how much the items weigh? If so, why?

5. How do you think your groups would change if you were to classify the objects by
weight?

6. Find another way to categorize your objects and record how you reorganized them and
how the groups changed from your original group.
 Excellent (4) Good (3) Fair (2) Poor (1) Total
Score

Vocabulary The student was The student was The student was The student was
Use able to correctly able to correctly able to correctly unable to
involve the involve the involve the correctly involve
vocabulary that vocabulary that vocabulary that the vocabulary
was presented was presented was presented that was
throughout the throughout the throughout the presented
lesson. The lesson. Used lesson. Used throughout the
student used a the vocabulary the vocabulary in lesson. Used
vocabulary word in at least 4 of at least 2 less than 2
in each question their responses. Responses. vocab words in
response. their response.

Clear The student was The student was The student was The student was
Explanation able to clearly able to clearly able to clearly unable to clearly
of Thoughts explain their explain their explain their explain their
thoughts in thoughts in thoughts in thoughts in
response to all response to all response to all response to all
six questions. six questions. six questions. six questions.
They were They were But left room for Their responses
specific in their specific in their error or were not specific
responses and responses, but misinterpretation and were hard
expanded upon were short with in their to follow.
points. responses. responses.

Thought The student The student The student The student was
Process clearly and clearly and clearly and unable to clearly
effectively effectively effectively and effectively
showed their showed their showed their show their
thought process thought process thought process thought process
throughout the throughout the throughout the throughout the
inquiry. They inquiry. Made it inquiry. Did not inquiry. The
showed easy for the expand upon student did not
development in teacher to see responses in develop their
their responses their thought order to show thoughts
as they moved processes. thought throughout the
through the processes. inquiry.
activity.
Reflective Response:
Report of Student Learning Target/Objectives Proficiency Levels

Remediation Plan (if applicable)

Personal Reflection Questions

Additional reflection/thoughts