edTPA Lesson Planner

Grade: 5

Content Area: Science

Group Size: 28 Lesson Length: 50 minutes

Planning for the Lesson

A: Standards
i. Key Content Standard:
5.PS.1.g. Students know properties of solid, liquid, and gaseous substances, such as sugar
(C6H12O6), water (H2O), helium (He), oxygen (O2), nitrogen (N2), and carbon dioxide
(CO2).
B. Objectives
i. Learning Objective/Goal: The students will (DO __) to (LEARN ___).
Students will make predictions and observations of demonstrations with dry ice and explain
their observations in order to learn the properties of dry ice (CO2).
ii. Language Objective (transfer this from "Incorporating Academic Language"):
The students will describe what they observed in the dry ice demonstrations using words
like observe or notice and sensory descriptors.
C. Assessments:
i.

Informal assessment strategies you will use during class (What evidence will you
see and/or hear and how will you note it?)
Engage in discussion with students and observe their answers to questions on graphic
organizer
ii.

Written assessment you will use to determine, for each individual student, to
what extent they have met your learning objectives. (What evidence will you
collect?)
Graphic organizer completed by each individual student
D. Lesson Resources/Materials (e.g., handouts, manipulatives, text pages, special
supplies):
Dry ice, glass beakers, gloves, candle, lighter, water, dish soap, graphic organizer

Instructional Sequence - Engaging Students in the Learning Process

Introduction (15 min.): Describe how you will 1) make connections to prior knowledge,
tap into their experiences and interests or use a hook, AND 2) let students know what
the objective of the lesson is.
Hold dry ice with gloved hand
Safety precaution: Teacher only uses gloved hand to hold dry ice to avoid burns.
Students WILL NOT handle dry ice
Safety: Tell students that one must wear a glove in order to touch dry ice in order to
avoid burns. Tell students they will not at any point be touching the dry ice
Ask students what they notice and why they may be noticing those things
Ask students what they notice about the steam (note that it is not smoke)
Tell students the steam sinks because dry ice is made of carbon dioxide and
carbon dioxide is heavier than air. Carbon dioxide is made of one carbon
molecule and two oxygen molecules. Write carbon dioxide on the board
Ask students what they notice about the change in states
Tell students that we know water changes from liquid to solid, from liquid to
gas, and from solid liquid. Dry ice changes from a solid directly into a gas (and
skips the liquid state). This is called sublimation. Write sublimation on the
white board
Take a small piece of dry ice and place it in a beaker
Light a candle
Hold the beaker over the flame and tip the beaker over the candle in a pouring
motion- flame extinguishes
Ask students why they think the flame went out
Tell students that because the steam sinks, it falls onto the flame when poured so
the flame goes out
Body of the Lesson (25 minutes): Describe step-by-step what the teacher and the
students will be doing during the lesson.
Tell students they will be making observations and completing a graphic organizer
Pass out graphic organizer and read orally to students while they look at their copy
Direct model how to fill out the first section of the graphic organizer
Write sentence frames for observations on graphic organizer on the board
I observed ________________. I noticed _________________.
I saw ___________. I felt _______________.
Have students pair share their initial predictions and observations before having
students complete the graphic organizer section for dry ice and candle
Encourage students to talk about their observations with their table group before
filling out the graphic organizer
Student with IEP may complete his graphic organizer in another location in the room
after making observations
Have students retrieve pre-prepared trays for their table. The trays will have a glass
beaker filled partially with room-temperature water
Safety: Tell students they are not to remove the beaker from the tray, or touch the
beaker for any reason
Tell students you will be coming around with a piece of dry ice to put in the beaker. Have
students write a prediction on their graphic organizer

 Place a piece of dry ice in each beaker. Safety: Tell students they may not put their
finger in or on the beaker. After noting observation on their graphic organizer, students
may run a finger carefully through the steam and note the temperature
Circulate and monitor while students make their observations. Check in with ELL students
to be sure they understand the directions and expectations
After students have completed the first portion of their organizer, tell students you will
be coming around with dish soap. Have students make predictions
Place a few drops of dish soap in each beaker. Safety: Remind students they may not put
hands or fingers in or on the beaker. After students have made observations, tell them
they may carefully pop a bubble with their finger
Allow students time to complete their graphic organizers. Circulate and monitor as
students answer questions. Pull small group with ELLs to answer the written questions
Once all students have finished, have students carefully place the trays back on the
counter and return to their seats with only their graphic organizer on their desk
Closure (10 minutes): Describe how you will prompt the students to summarize the lesson
and restate the learning objective.
Ask students what property of dry ice created bubbles in water
Confirm that dry ice is made of carbon dioxide, so the dry ice carbonates the water.
Write carbonate on the board
Ask students what properties dry ice has in common with regular ice and what properties
are different
In common: cold, colorless, change states
Different: made of CO2, colder, sublimates, steam sinks

Incorporating Academic Language

(to be completed after you have planned the content part of your lesson plan)
1. Describe the rich learning task(s) related to the content learning objective.
Students will make predictions and observations of demonstrations with dry ice.
2. Language Function: How will students be communicating in relation to the content in
the learning task(s)? Identify the specific function (purpose or genre) you want to
systematically address in your lesson plan that will scaffold students to stronger
disciplinary discourse. The language function will always be a verb. Some examples are:
describe, identify, explain, justify, analyze, construct, compare, or argue.
Describe observations of demonstrations
3. Language Demands: Looking at the specific function (purpose or genre) your students
will be using, what are the language demands that you will systematically address in
this lesson?
Vocabulary:
Key to this lesson: carbon dioxide, sublimation, steam, carbonate

Syntax1 : I observe I notice I see I felt

Discourse2 : Written in short paragraph
4. Language Objective: What is/are the language objective(s) for your lesson? (The
students will (FUNCTION) (LANGUAGE RELATED TO CONTENT) (SYNTAX AND/OR
DISCOURSE)
For example: The students will compare different types of parallelograms using
transition words such as similarly, different from or by contrast. Note: be sure to copy
and paste this into the top of the lesson planner.
The students will describe what they observed in the dry ice demonstrations using words
like observe or notice and sensory descriptors.
5. Language Support: What instructional strategies will you use during your lesson to
teach the specific language skill and provide support and opportunities for guided and
independent practice?
Instruction
Direct model how to
complete the first section
of the graphic organizer.

Guided Practice
Pair share predictions
and observations of
demonstrations.

Independent Practice
Independently complete
graphic organizer with
predictions and
observations.

1 Use of a variety of sentence types to clarify a message, condense information, and combine ideas, phrases, and clauses.
2

Discourse includes the structures of written and oral language, as well as how member of the discipline talk, write, and
participate in knowledge construction.