Basic Lesson Plan Template 5 E Model

Name: Kelsey Maciag and Melissa Sweeten

Date: 22 March 2016
Grade Level: 2nd Grade
Subject(s): Science
Lesson # & Title: Discovering States of Matter and Changes
Big Idea/Lesson Focus/Essential Question:
What is Matter? What are the different States of Matter?
Function of the Lesson (check all that apply):

Introduce New Skill or Content

Practice & Review
Remediation/Re-teaching

Content Standards:
Domain: Physical Science Matter: Properties and Change
Standard: 2.P.2.1 Understand properties of solids and liquids and the changes they undergo.
- Give examples of matter that change from a solid to a liquid and from a liquid to a solid by
heating and cooling.
Learning Objectives (Aligned to Standards & Assessment Plan):
1. Students will be able to define science vocabulary terms (matter, solid, liquid, gas, freezing, melting,
condensation, evaporation) with 100% accuracy.
2. Students will be able to identify and explain at least one examples of matter that is a solid.
3. Students will be able to identify and explain at least one examples of matter that is a liquid.
4. Students will be able to identify and explain at least one examples of matter that is a gas.
Academic Language (Academic Language Demands and/or Academic Language Objectives):
Matter anything that takes up space and has mass
Solid not hollow; a person, ice, a puppy, a flowerpot are examples of the solid state of matter
Liquid a substance that flows; a substance that takes the shape of its container; water, juice and coffee are all forms
of the liquid state of matter
Gas a substance that has no shape or size of its own; it can expand without limit; oxygen and carbon dioxide are
forms of the gas state of matter
Freezing to turn into a solid by turning cold
Melting to turn into a liquid by heating
Condensation to change from a gas to a liquid form (steam condenses to water when cooled)
Evaporation to turn into a gas
Volume the amount of space an object takes up
Assessment Plan (Aligned to Learning Objectives):
Formative Assessment:
1. Students will do a Turn & Talk to explain and use science vocabulary terms (matter, solid, liquid, gas,
freezing melting, condensation, evaporation, volume) with a partner. Both co-teachers will circulate
around the room and listen to the groups for incorrect explanations and uses.
2. Students will use Active Student Response with thumbs up or thumbs down to identify the meanings
of the academic words (matter, solid, liquid, gas, freezing, melting, condensation, evaporation,
volume). Teacher will have the words listed on the board along with either a correct definition or
example, or an incorrect definition or example. If the students believe what is on the board to be
EDU234 Interdisciplinary Planning for Diverse Learners & Families - Spring 2016

correct, they will put a thumbs up; if they believe it is incorrect, they will put a thumbs down. Other
teacher will record the names of the students who demonstrate difficulty on a notepad.
3. Have the students do a Think-Pair-Share and describe what happened during the experiment with the
ice changing from a solid to a liquid then to a gas.
4. Make note of individuals on a piece of paper or notepad of individuals who are having difficulty with
the conceptions.

Summative Assessment:
1. Students will complete their States of Matter Worksheet by creating a list of matter that is a solid,
liquid, and gas in the appropriate boxes. Students should be able to list at least 1 example of matter for
each box.
2. Students will complete the States of Matter Tri-Fold by gluing Cheerios/Fruit Loops in the drawn
circle in each column (solid, liquid, gas). When gluing the Cheerios/Fruit Loops, they must be spaced
out appropriately based on how a solid has its own shape, a liquid can flow and conform to the new
shape, and a gas is free in the air.

Procedures - Lesson Introduction: (5 minutes)

1. Use a song to gain the students attention and interest: If Youre a Scientist, Then Youll Know This (to the
tune of If Youre Happy and You Know It) Oh, a solid keeps its size and its shape, (yes, yes!) And a liquid
keeps its size, NOT its shape, (yes, no!) But the one thats not the same, Has three letters in its name. Gas does
NOT keep its size NOR its shape! (no, no!) (Teachers sing once through, then have students sing along with the
teachers a second time through).
2. Activate Prior Knowledge Lets start by listing what we already know about the word matter. Write
students responses on the board for the visual learners. Some answers may include:
Solid
Liquid
Gas
Anything that takes up space
3. Say Today we are going to look at what matter is, and how the properties of matter change from one
another to create something new.
Procedures - Lesson Body: (30 minutes)
ENGAGE:
1. Pull up PowerPoint pictures of different items of matter. Say On the board are all different kinds of
matter. Turn & Talk with a partner and explain to each other what matter is?
2. Ask for a few volunteers to share what their pairing decided matter was. Elicit the answer anything
that takes up space. Matter is anything that takes up space.
3. Go back to the PowerPoint pictures of the different items of matter. Ask What are the three
different types of matter and how they are different? Ask for a few new volunteers to share the three
different types of matter. Elicit the answers Solid, Liquid, Gas. A solid is something that is not
hollow. A liquid is a substance that flows and takes the shape of the container. A gas is a substance that
has no shape of its own.
4. Ask the students to work individually for 2 minutes on sorting the pictures on the PowerPoint into the
correct category either Solid, Liquid, or Gas. Teachers will go around and check for correct responses.
5. Say - Today we are going to discover how the different types of matter can change into each other.

EXPLORE:

EDU234 Interdisciplinary Planning for Diverse Learners & Families - Spring 2016

1. Lets start by brainstorming. Have the students brainstorm ideas on how the different types of matter
can change into each other, and share with the entire class. List the shared ideas on the board for visual
learners.
2. Say - Often scientists do experiments to help them discover new ideas.
3. Say Matter Can Change! When you are heating up or cooling down a solid, liquid, or gas that
causes a change in the matter.
4. Using a poster board, draw a diagram of the states of matter and which term (melting, evaporation,
freezing, condensation) relate to the change between two states of matter.
5. Today we are going to do an experiment to visually see how a solid melts into a liquid and how a
liquid evaporates into a gas. At the front of the room we have a chunk of ice. If we heat the ice up it
will change properties. Ask What state of matter is ice? Elicit the answer Solid. Ask What
state of matter will the ice change into once we melt the ice? Elicit the answer Liquid. As the ice
sits longer and longer, the liquid will evaporate into what state of matter? Elicit the answer Gas.

EXPLAIN:
1. Have the students draw the experiment on the back of the States of Matter Worksheet from
TeachersPayTeachers.com; drawing the ice, then the liquid form, and then the gas form. Teacher will
circulate and look at the student responses.
2. Have the students do a Think-Pair-Share and describe what happened during the experiment.
3. Explain to the students how the ice had its own shape, then how the melted ice conformed to the
container, and finally how the evaporated water was free in the air around us (relating to the volume).

ELABORATE:
1. Explain why the solid melted into the liquid and then evaporated into a gas. Once we took the ice out
of the cold container, the change in temperature heated up the ice. When the ice heated up, it started
to melt from the solid ice into water (the liquid). As the liquid was heated up, it began to evaporate
from a liquid into a gas.
2. Students will use Active Student Response with thumbs up or thumbs down to identify the meanings
of the academic words (matter, solid, liquid, gas, freezing, melting, condensation, evaporation).
Teacher will have the words listed on the board along with either a correct definition or example, or an
incorrect definition or example. If the students believe what is on the board to be correct, they will put
a thumbs up; if they believe it is incorrect, they will put a thumbs down. Other teacher will record the
names of the students who demonstrate difficulty on a notepad.

EVALUATE:
1. Students will complete their States of Matter Worksheet by creating a list of matter that is a solid,
liquid, and gas in the appropriate columns. Students should be able to list at least 2 examples of matter
for each column and demonstrate using Cheerios/Fruit Loops the volume of each state of matter (solid
being tightly together, liquid being a little more spread out, and gas being free in the air around us).

Procedures - Lesson Closure: (10 minutes)

1. Say Today we learned about what matter is and what the different types of matter are. What are they
again? Elicit the answers Solid, Liquid, Gas. We also learned that the different types of matter can change
from one to another by either heating up or cooling down from our experiment with the chunk of ice
2. Say - Soon you will be doing experiments for your Science Fair Project. Think about how you could change
the experiment we did to learn even more about the states of matter.
3. Say To end today, we have a treat for you. We are going to make Root Beer Floats. In order to make the Root
Beer Floats we need Root Beer and ice cream. Ask What state of matter is the Root Beer? Elicit the
answer Liquid. Ask What state of matter is the ice cream? Elicit the answer Solid.
EDU234 Interdisciplinary Planning for Diverse Learners & Families - Spring 2016

4. Say Now when we put the ice cream in the root beer it causes the root beer to fizz. Ask What state of
matter could the fizz be? Elicit the answer Gas.
5. Each student may come up and form a line to receive their root beer float.
6. For future experiments you may want to explore different types of solids, liquids, or gases to see how they
change from state to state.

Instructional Materials and Support:

Cheerios/Fruit Loops
State of Matter Worksheet for PowerPoint (copied worksheet)
https://www.teacherspayteachers.com/Product/States-of-Matter-Freebies-GraphicOrganizer-Flip-Book-2101173
State of Matter Tri-Fold Worksheet for Cheerios/Fruit Loops (hand-made worksheet)
Chunk of Ice
Heating Source Hair Dryer
Glue Bottles
Markers
PowerPoint Slides What is Matter?
Root Beer
Vanilla Ice Cream
Plastic Cups

Differentiation, Individualized Instruction, and Assessment:

A variety of tasks are embedded within the lesson to differentiate assessment for
diverse learners. Students are asked to orally respond, visually write and draw to show
the mastery of the lesson objectives. Teacher would use the PowerPoint and board to
visually show lesson concepts for those visual learners.

Research and Theory Commentary:

The design of the lesson was informed by the work of John Dewey who believed students needed to have a
hands-on learning experience in order to fully learn the material. Throughout the lesson, the students have the
opportunity to learn through engaging activities with the ice experiment and the Root Beer Floats.
Lev Vygotskys approach to learning was also used in the design of the lesson. Vygotsky believed students
need social interactions in the class and guided learning in the zone of proximal development. Throughout the
lesson, the students have opportunities to Turn & Talk or Think-Pair-Share with their peers to work on
activating prior knowledge about matter and the states of matter.

EDU234 Interdisciplinary Planning for Diverse Learners & Families - Spring 2016

EDU234 Interdisciplinary Planning for Diverse Learners & Families - Spring 2016

Example of States of Matter

Tri-Fold

EDU234 Interdisciplinary Planning for Diverse Learners & Families - Spring 2016

EDU234 Interdisciplinary Planning for Diverse Learners & Families - Spring 2016

EDU234 Interdisciplinary Planning for Diverse Learners & Families - Spring 2016

EDU234 Interdisciplinary Planning for Diverse Learners & Families - Spring 2016

EDU234 Interdisciplinary Planning for Diverse Learners & Families - Spring 2016

EDU234 Interdisciplinary Planning for Diverse Learners & Families - Spring 2016

EDU234 Interdisciplinary Planning for Diverse Learners & Families - Spring 2016