Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher
Date

Jiayu Tian
11/06/2015

Subject/ Topic/ Theme

Gases

Grade ___4th_____________

I. Objectives
How does this lesson connect to the unit plan?
This lesson enables students to explore 5 main properties of gases, one of the three main states of matter.
cognitiveR U Ap An E C*

Learners will be able to:

Know gases are everywhere and we cannot live without gases
Know the properties of five common gases and their applications
Infer what gas it is based on its function
Describe what they have observed and found in each experiment/activity
Collaboratively operate the experiment/activity by following my direction and the instruction sheet
Collaborate with peers to discover the properties of gases based on the corresponding activities they did
List the five properties of gases based on their understanding and memory of the activity they did

U
U
An
U
An
An
U

physical
development

socioemotional

*
*

Common Core standards (or GLCEs if not available in Common Core) addressed:
S.IP.04.11 Make purposeful observation of the natural world using the appropriate senses.
S.IP.04.12 Generate questions based on observations.
S.IP.04.13 Plan and conduct simple and fair investigations.
S.IP.04.14 Manipulate simple tools that aid observation and data collection (for example: hand lens, balance, ruler, meter stick, measuring cup,
thermometer, spring scale, stop watch/timer, graduated cylinder/beaker).
S.IP.04.15 Make accurate measurements with appropriate units (millimeters centimeters, meters, milliliters, liters, Celsius, grams, seconds,
minutes) for the measurement tool.
S.IA.04.12 Share ideas about science through purposeful conversation in collaborative groups.
S.IA.04.13 Communicate and present findings of observations and investigations.
S.RS.04.11 Demonstrate scientific concepts through various illustrations, performances, models, exhibits, and activities.
P.PM.04.16 Measure the weight (spring scale) and mass (balances in grams or kilograms) of objects.
P.PM.04.17 Measure volumes of liquids in milliliters and liters. *
N.FL.04.08 Add and subtract whole numbers fluently.
M.UN.04.01 Measure using common tools and select appropriate units of measure.
L.RP.04.04 combine skills to reveal strengthening literacy (e.g., viewing then analyzing in writing, listening then giving an opinion orally).
L.RP.04.05 respond to and summarize the major ideas and evidence presented in spoken messages and formal presentations.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite
knowledge and skills.
Outline assessment
activities
(applicable to this lesson)

Prerequisite Knowledge:
Know there are three states of matter: solid, liquid, and gas; know all matter has mass; know gasses are
everywhere; know most gases cannot be seen;
Be comfortable in group discussion and collaboration
Pre-assessment (for learning):

I will ask students their impression of gases and ask them to give me some examples of gases
Formative (for learning):

I will listen to students responses and reflections of their observations, listen to group talk, and check
worksheets
Formative (as learning):

Students will:
- Answer my questions, relate the concept to their previous and current experiences
- Talk in groups to find the properties of gases
- Collaboratively do the experiment/activity by reading the instruction sheet and following
directions
- Work on the worksheet to describe what they have observed and the properties of gases
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Summative (of learning):

What barriers might

this lesson present?

What will it take

neurodevelopmentally,
experientially,
emotionally, etc., for
your students to do this
lesson?

Provide Multiple Means of

Representation
Provide options for perceptionmaking information perceptible

Provide Multiple Means of Action

and Expression
Provide options for physical actionincrease options for interaction

PowerPoint
1 big Paper with I ________ Gases
Actual matter associated with gas
Worksheet
Instruction Sheet
5 stations of activities

Students rotate through stations and

manipulate activities
collaboratively

Provide options for language,

mathematical expressions, and
symbols- clarify & connect language

Provide options for expression and

communication- increase medium
of expression

Compressibility

Writing, question answering, group

discussion

Provide options for comprehensionactivate, apply & highlight

Students get to know the application
of different gases
Students observe the phenomenon in
each experiment/activity

Provide options for sustaining

effort and persistence- optimize
challenge, collaboration, masteryoriented feedback
Students collaboratively manipulate
the experiment in pairs at station 1
and station 5.
Students collaboratively find the
properties of gases after doing the
activities in groups
Provide options for self-regulationexpectations, personal skills and
strategies, self-assessment &
reflection

Students can feel the existence of

gases and know the importance of
gases

Students learn they need to take

turns to give others opportunities to
do the activities

Students relate their learning to

their daily life

Students generate the properties

collaboratively in groups when they
rotate, and they write down the
properties independently on the
worksheet

Camera/Phone to take pictures

For motivation section:
1 big paper with I ________ Gases
1 balloon
1 can of coke
1 odor candle
1 fan
For development section:
PPT about introducing gases
1 bottle of hot water
1 bag of chip
Baking soda, paper, vinegar, cup, candle, match
1 picture of flying balloon and 1 picture of blimp
23 worksheet

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Students choose who is going to do

what activity in groups when they
rotate

Provide options for executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies

Students working on worksheets

about what they have learned today

Materials-what
materials (books,
handouts, etc) do you
need for this lesson and
are they ready to use?

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats

Station 1:
1 desk
1 nail
1 ruler
5 pairs of balloon of different colors
5 pairs of same length of light tape
1 instruction sheet
Station 2:
1 cup
Some tissue
Tape
1 big container of water
1 instruction sheet
Paper towel
Station 3:
1 instruction sheet
1 maker
5 pieces of paper with diagram (I will come and give each group one)
Station 4:
Laptop with PPT that introducing gases
1 instruction sheet
Station 5:
2empty syringes
1 container of water
1 instruction sheet
Paper towel
I will place a desk front and center in the room
Then I will have the students sit in front of the desk at front. Then when they need to do experiments on
their own, they will circulate around 5 stations.
My laptop will be connected to the projector
How will your
classroom be set up for
this lesson?

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I will set up 5 stations when it is time for the rotation

Station 1: Tape a nail at the edge of the desk, hang a ruler by crossing it through the middle hole of the
ruler, prepare 5 pairs of balloons with different colors, 5 pairs of the same length of light tape, and place
the instruction sheet on the desk
Station 2: Put a cup, some tissue, tape, and a big container of water, and the instruction sheet on the desk
Station 3: Put the instruction sheet, a marker, the paper with diagrams on the desk
Station 4: Put the laptop with PowerPoint shown on the screen and the instruction sheet on the desk
Station 5: Put two empty syringes on the desk, a container of water, and the instruction sheet on the desk

III. The Plan

Time

Components

Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Ask the students to come and sit in front of the desk

Come and sit

Ask the students what we explored last Wednesday and

Friday, and to guess what state of matter we are going to
explore today

Recall their memories

Think about what state of matter they
havent learned so far. What is the third
state of matter?

Ask the students what impression they have about gases. Ask
them to provide some examples.
Tell the students many gases are invisible, but they are
everywhere in our lives
Tell the students even though most gases are invisible, it
doesnt mean we cant use our eyes (point to eyes), noses
(point), ears (point), and skin (point) to sense gases and prove
that gases do exist in our lives.

10 min

Motivation
(opening/
introduction/
engagement)

Answer and give examples.

Think of the invisible property of most
gases; think of what gases they know
Have expectations that we actually can
sense gases

Take out the materials: a balloon (for seeing), a can of coke

(for hearing), a candle (for smelling), and two fans (for
feeling). Ask students Is everyone ready?

Watch me take out the materials; get

ready to sense gases

Raise a paper with I ________ gas. Ask the students to

verbally fill in the gap every time when I make a listening
gesture.

Look at the paper and know what they

need to do

First, blow up a balloon, make a listening gesture, and get the

students answers (see)

Watch and answer

Second, open the coke, make a listening gesture, and get the
students answers (hear)

Watch, hear, and answer

Third, light up the odor candle, make a listening gesture, and

get the students answers (smell)

Watch, smell, and answer

Lastly, fan every student, make a listening gesture, and get the
students answers (feel)

Watch, feel, and answer

Review that even though air is usually invisible, we can still

sense gases everywhere in our lives.

Know gases are sensible

Tell students that we cant live without gases. We breathe in

gases. Tell students that we cant live without liquids as well.
We need to drink water to survive. We also cant live without
solids. We are standing on a solid surface

Know humans cant live without gases

Prepare and open the PPT

Development
(the largest
component or
main body of
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Tell the students that we are going to learn about gases and
explore properties of gases today.

Listen

the lesson)

Show the students a PPT that introduces oxygen, carbon

dioxide, nitrogen, water vapor, helium, and hydrogen and
their applications.
Bring a bottle of hot water. Ask the students to observe after I
open the lid. Ask one student to put his hand over it and feel.
Ask students what gas it is and how they determined it.
Bring a bag of chips; ask students what the gas is inside. Ask
students what gas helps the food last longer and how they
determined the answer. Review that nitrogen is a non-reactive
gas.

10 min

10 min

30 min
(2 min
for
transiti
on. 7
min for
each)

Do the experiment mixing baking soda and vinegar together

to produce carbon dioxide. Then use paper to funnel the
carbon dioxide to extinguish fire. Ask students what gas is
produced by mixing the baking soda and vinegar, what gas is
replaced that fuels the fire, and then what put the fire out.
Review that flames need oxygen to burn, but now carbon
dioxide replaces oxygen then there is no fuel for the flame to
keep burning.
Show the students a balloon that goes up into the air and ask
the students what the gas is inside and how they determined
it. Then show a picture of a blimp and ask what the gas is
inside and how they determined it. Review that both
hydrogen and helium are lighter than the classroom air, And
although hydrogen is cheaper to produce helium is safer
because it is not flammable.
Tell the students that now it is their time to explore gases to
get to know more about the gases.
Tell them I will set up five stations later for them to explore
five properties of gases.
Tell the students that before they touch the materials to do the
experiment, they need to do two things: 1) Observe what
tools they have to do the experiment with, remember the
materials positons because later they need to clean and sort
them back to where they belong. 2) Read the instructional
sheet on the table so they can know how to do the
experiment.
Tell the students after they finish these two steps, then they
can do the experiment by following the steps on the
instruction sheet.

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Watch PPT

All students observe, one student feels,

and all students think, answer
Watch, think, and answer

Watch, listen, think, and answer

Watch, listen, think, and answer

Get ready to explore the properties of

gases

Know what they need to do before

touching the materials

Know what they need to do after the

first two steps
Know what they need to do after doing
each experiment

Tell the students after they do the experiment, theyll discuss

what conclusions they find from the activity and write the
property on the worksheet. They should take the worksheet
with them when they move to the next station

Know what they need to do for the last

step

Tell students before they leave, they need to return the

materials back to their original place so next group can come
and use them.

Watch my words on the board

Write down
1. Observe (what you have)
2. Read (the Instruction)
3. Do (the activity)
4. Write (on the their worksheet)
5. Clean and return (the materials)
Review with the students the steps written on the board (I will
say the words in the parentheses)

Get familiar with the steps they need to

follow

Ask students to talk in group what steps they need to follow.

Then go to set up the 5 stations as described above with Miss
Knott.
Know the direction theyll rotate
Tell the students they have 5 minutes to do the experiment
and get the conclusion. After I say switch, they have to stop
and leave their station and move CLOCKWISE to the next
station.
Tell them I will remind them of the time when there is one
minute left. In this minute, they have to be working on
discussing the conclusion and writing on their worksheet.
Then I will give them one minute to clean the desk and return
the materials back to the original state. Then move to the next
one when they hear switch, Ask them Get it?
Review with them what direction they should move to do the
next one (clockwise). Tell students that they need to take
turns to do the 5 activities.
Tell student that when time is up for the last activity, I will
count 5, 4, 3, 2, 1 in Chinese and say stop in Chinese. Then
they need to stop what they are doing and wait for my next
instruction

Know they need to work on worksheet

after I give them reminder
Know they need to clean the desk and
return the materials back at the end
Be clearer about the direction they need
to go. Know they need to take turns
Know they need to stop after I count
and say sop in Chinese

Get ready
Tell the students that after I count, they can go to their table
group to do their first activity.
Raise fingers and count: 3, 2, 1, go

Station 1 - Gases have mass

Circulate with Miss Knott
Make sure the students are following the instruction sheet
Ask the students what they think will happen
Ask what they have observed
Ask what property of gas they think it is.
Remind the students they only have 1 minute left and its time
to work on finding the properties of gases.
Tell them use 1 minute to clean the desk and return all
materials back to their original state.

Go to their own table group to start

doing the first activity

The students will see a taped nail

hanging with a ruler by the desk. They
will also see 5 pairs of balloons and 5
pairs of tape of the same length. They
will read the instructions. Two students
take a pair of balloons and blow up one
to be big and blow up the other one to
be small. They will tape the balloons
on the two ends of the ruler and see
what is going to happen to the ruler.
Students will write down the
conclusion with the hint mass

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Station 2 - Gases take up space

Say switch
Circulate with Miss Knott
Make sure the students are following the instruction sheet
Ask the students what they think will happen
Ask what they have observed
Ask what property of gas they think it is.
Remind the students they only have 1 minute left and its time
to work on finding the properties of gases.
Tell them use 1 minute to clean the desk and return all
materials back to their original state.

The Students will go to the next station

clockwise
The Students will see a cup, some
tissue, tape, and a big container of
water.
The students will tape the tissue to the
bottom of the cup. Hold the cup upside
down, and push the cup straight into the
water and observe what happens to the
tissue.
The Students will write down the
conclusion with the hint space

Station 3 Gases have no shape and will spread out to fill

any container they are in
Say switch
Go and give each group a new paper with three print
containers
Circulate with Miss Knott
Make sure the students are following the instruction sheet
Ask the students what they think will happen
Ask what they have observed
Ask what property of gas they think it is.
Remind the students they only have 1 minute left and its time
to work on finding the properties of gases.
Tell them use 1 minute to clean the desk and return all
materials back to their original state.

The Students will go to the next station

clockwise
They will see the introduction of
particle arrangements in solids, liquids,
and gases with three example pictures
illustrating it. They will also see a
marker and a paper with three different
shaped printed containers.
Read instruction sheet. Know the steps
All group members will discuss and
decide how to draw dots in the
container pictures. Then one student,
who hasnt done activities before, will
draw the dots to fill in the container
The students will write down the
conclusion with the hints shape and
container

The students will go to the next station

clockwise
Station 4 Most Gases cannot be seen

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Say switch

The students will see the laptop with

the PPT I showed them before

Circulate with Miss Knott

Make sure the students are following the instruction sheet
Ask the students what they think will happen

Read the instruction sheet. Know they

are going to find one property of gases
by comparing the information of five
common gases on the PPT

Ask what they have observed

Ask what property of gas they think it is.
Remind the students they only have 1 minute left and its time
to work on finding the properties of gases.
Tell them use 1 minute to clean the desk and return all
materials back to their original state.

Station 5 Gases are easily compressed

The students will write down the

conclusion on their worksheets

The students will go to the next station

clockwise

Say switch
Circulate with Miss Knott
Make sure the students are following the instruction sheet
Ask the students what they think will happen
Ask what they have observed
Ask what property of gas they think it is.
Remind the students they only have 1 minute left and its time
to work on finding the properties of gases.
Tell them use 1 minute to clean the desk and return all
materials back to their original state.

The students will see there are two

empty syringes on the desk and a
container of water.
Read the instruction sheet. Know two
students, who havent done activities,
will do this experiment.
One student will fill one of the syringes
with 30 cc water, while another student
will fill the other syringe with 30 cc air.
Then the two students will cover the
opening of the syringes with their
fingers so no water or air can escape.
They will depress (push in) the plunger
as far as he/she can. All group members
will observe what happens.
The students will write down the
conclusion with the hint compress

Count 5, 4, 3, 2, 1 in Chinese and say stop in Chinese. Say

leave all the materials on the desk, go back to your own seat,
and have your worksheet in your hand.

10 min

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Closure
(conclusion,
culmination,
wrap-up)

Stop and go back to their seats with

their worksheets

Review the activities they did at each station to find the

corresponding property of gases. Ask them to tell me what
property of gas they found at each station.

Review by recalling memory. Tell me

their conclusions of properties of gases
one by one

Build up on students answers and tell students the right

answer

Listen to the right answers and correct

their own answers if needed

Ask students to write down the five properties of gases at the

bottom of the worksheet

Write down the properties of gases on

the worksheets

Forecast that they are going to learn about the phase changes
of water tomorrow

Have expectation for next class.

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
It was my first time trying to set up stations. I like my idea of setting up stations because in this way students can do different
activities in a limited time. Even though it turned out that it was a little chaotic because of the areas described below that I didnt do
very well in. But I could tell that students liked doing the hands-on activities and learned properties of gases actively.
What I did well:
1. I made intangible gas more sensible
2. I connected the applications of gases to students learning
3. Students moved around when they rotated through the stations so their attention was maintained and they were kept
thinking critically by working in groups and doing hands-on activities
What I need to improve:
1. I should have been more aware of students attention spans when I was designing the PPT. Miss Knott told me that students
attention spans equals their ages. I should have made my PPT shorter
2. I need to develop my worksheets through color printing them, adding instructional diagrams, and providing clearer
instructions and hint words.
3. I should start preparing the materials and the worksheets I need for the lesson at least three days earlier, and have all
materials prepared and placed in the classroom two days before rather than going and preparing them on the same day.
4. I should think more about the transitions and plan ahead to make the directions clearer, such as labeling each station and
labeling the direction they should go to, and asking students to clean up their desks and materials they used.
5. I should develop my instruction sheets by enlarging the text, printing on colorful papers, and giving each student one sheet
(either on separate sheet or on their worksheets) so all of them know the steps they need to follow to do the experiment.
6. I should develop my hand writing on the board: no spelling mistakes, big, clear, and neat.
7. I need to improve my time management before the lesson, during the teaching, and after the lesson.

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