Buy Existing Paper - Begin with the End in Mind

Description

School:

 

  Subject: Physics

 

Teacher:   Lesson Plan Date:  

 

 

PRE-PLANNING OBJECTIVE 

 

By the end of this lesson, the students should be in a position to have an understanding of the existence of solids, liquids and gases which form matter. Besides, they should be in a position to give examples of the three states of matter from real life experiences.

Standards( Science)

The teacher should ensure that he conforms to the stated state standards through ensuring that he teaches the lesson with a purpose which is to equip the learners with the knowledge on the states of matter.

 
   
ASSESSMENT” Begin with the End in Mind”

I will have an understanding of whether the students have made a progress of the objectives through asking them questions at the end of the lesson. If they are able to answer the majority of the questions, then it follows that they have made a positive progress towards achieving the goals of the lesson.

 

 
ESSENTIAL QUESTION

The essential question should be; what is matter?

 

 
HIGHER ORDER QUESTIONS (3-5)

The main goal of this lesson is to ensure that the children are equipped with the knowledge on the various states of matter. To that end, they will be required to know the answers to the following questions;

What are characteristics of gases, solids and liquids?

What are the three states of matter?

What are the examples of solids, liquids and the gases?

 

 
LESSON CYLCE

REINFORCEMENT

BELLRINGER

 

TIME

Approximate

10

Min

 

 
INTRODUCTION

§  The teacher would go on to introduce the lesson for the day.

§  The teacher will give the students the objectives of the lesson.

§  The teacher would then go on to inform the students about the instructional material to bring to the class, group works for the lesson and the activities that will take part in the class.

 

 

25-30 min

 

   
Engage“I DO”

The teacher can engage the students through coming up with a chart of various objects. The students will be required to name the materials indicated in the chart. They should also explain to the teacher what they know about the objects. Have they seen the objects in real life?

 

 
 

 

 

 
Elicit/ Engineer“WE DO”

The teacher should apply the step to step process known as vocabulary cards to ensure that the students have a proper understanding of the key words to be covered in the lesson. This can be accomplished as follows;

·         The words “ states of matter” should be put inside a graphic designer

·         The students should be required to come up with a definition

·         They should attempt to define the concepts by an application of the characteristics of the various states of matter

·         They should then give the various examples of the different states of matter

·         If needed, the learners can create visual illustrations that can indicate what they understand from the concept of the, “states of matter”.

 

 
 
Examine “THEY DO”

Immediately after letting the students have the knowledge on the existence of matter, the instructor should then examine whether the students have obtained the meaning of solids, liquids and the gases.

 
Evaluate “YOU DO”

In this stage, the teacher should ensure that the children have an understanding of the reasons why disciplinary language is helpful through requiring them to give arguments for why they think the states of matter are important in our day-to-day activities.

 
CLOSURE

The teacher should then proceed to summing up the chapter of the lesson through giving a summary.

5

min

 
HOME-LEARNING

Before leaving the class, the teacher should give the students some questions to tackle once at home. For instance, the learners should answer the following question; What are the differences between glass and water?