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Matter

Name: Kate Gomez


Grade Level: 2nd Grade
School: West Central Elementary School
Date: Friday, October 14, 2016
Time: 3:00 - 3:25
Reflection from prior lesson:
In prior lessons, students learned about water. They learned where it was found (oceans,
lakes, etc.), formations it can be in (rivers, ponds, lakes, etc.), and states it can be in (ice and
water). Students were brought to the front of the room and were expected to participate in
discussions about water. I found that it was difficult to keep everyones attention on the
discussion with it being at the end of the day. I had to call for everyones attention several
times even having to come up with new ways to get their attention. They would all remain on
task for a while but I soon found some students off task again. In the next lesson, I will make
sure it is more engaging for students. We will move on to water and its three states of matter.
Lesson Goals(s)/ Standards:
2-PS1-1 Plan and conduct an investigation to describe and classify different kinds of
materials by their observable properties.
2-ESS2-3 Obtain information to identify where water is found on Earth and that it can be
solid or liquid
Lesson Objectives:
After the lesson, students will describe the describe matter with 90% accuracy.
In teacher-led discussion, students will orally list the three states of matter with 100% accuracy.
I can explain what matter is.
I can explain states of matter.
Materials Needed:
Paper labels (liquid, solid, gas)
Computer
Matter Chatter - https://www.youtube.com/watch?v=C33WdI64FiY
Garbage bags
Balloons
Water and the 3 states of matter http://www.worksheetplace.com/mf_pdf/Water-3States.pdf
Contextual Factors/ Learner Characteristics:

This second-grade classroom has 21 students in it. There are 10 girls and 11 boys. The class
has a student who is on an IEP and regularly leaves the classroom and a student who
struggles to stay on task during the lesson. In this classroom, there is a wide range in
academic levels of the students. There is one boy who struggles to independently stay on
task. Lessons are often begun together and completed with student work time. When students
finish working they can move on to math workshop.
A. The Lesson
Setup: have letter cards ready for the students on their desks
1. Introduction (2 minutes)
a. Getting attention/ Relating to past experience:
i. Weve been talking a lot about water in
Science lately. We know the forms it can be found in and that it can
freeze and become ice.
ii. Today we are going to learn about matter.
What is a matter?
1. (matter is what makes up
everything and it can be found in three states: Solid, Liquid,
and Gas.)
iii. I found this video all about matter. Play
youtube video.
b. Creating a need to know/ Sharing objective, in general
terms:
i. What are the three states of water? (solid,
liquid, gas)
ii. Today we are going to learn what happens
when solids become liquid and liquid becomes a gas.
2. Content Delivery(20 minutes)
a. What is the solid form of water?
i. (ice)
b. When matter is in solid form, the matter that makes it up
are really tight together.
i. If the matter is really tight like it was in the
video, what happens with the shape?
1. Hint: they had the example
of an ice cube trying to fit into a glass.
2. (doesnt change)
3. Draw example on board.
ii. What are some things that are solid? Do
they change shape?
1. Desk, chair, shoe, board, etc.
- no

c. When we are talking about the liquid state, what do we call


water?
i. (water)
d. In the liquid form, matter is a little looser. This means that
water can change its shape.
i. If we pour water into a round glass, it will
take the shape of the glass. If we pour the same water into your desk,
will it keep the shape of the round glass?
1. (no)
ii. The matter is a little more free to move.
iii. Draw example on the board.
e. Who knows the gas state of water?
i. (steam)
f. When matter is in a gas form, it is a lot looser. This means
that gas can fit in anywhere and spreads out.
i. When you see boiling water, what does the
steam do?
1. (It goes up into the air and
disappears.)
ii. The molecules are absolutely free to move
iii. Draw example on the board.
g. This is a little confusing so I thought we could make an
example.
i. Draw sticks to make choosing students fair.
ii. Have students come up and put the hold
clear bags. Fill them with balloons. One will be full, one will be half
full, and one will be nearly empty. We will have a discussion as a class
to determine which person is the solid, the liquid, and the gas.
1. What observations can you
make about this bag?
a. This persons
bag is completely full. It can barely change shape.
When I touch the bag, it keeps its shape.
b. What state of
matter is this?
i.
sol
id
2. What observations can you
make about this bag?
a. This persons
bag is only half full. It the balloons stay together but
they are free to move to another shape.
b. What state of
matter is this?

i.
Li
quid
3. What observations can you
make about this bag?
a. This persons
bag is almost empty. It moves freely - I can lift up the
bag and it all moves. The balloons have a lot of space
b. What state of
matter is this?
i.
ga
s
iii. Label each person and have the rest of the
class come up and feel the difference.
iv. Recap with a concrete example of solid,
liquid, and gas.
1. Set up the solid example, the
jar of water, and the jar of air in the front of the room. Have
students come up in groups and manipulate each example.
2. Ask: Which is the solid?
What makes it solid?
a. Relate with
molecule drawing on the board.
3. Repeat with liquid and gas
h. Set the bags of balloons down and have students sit in their
desk and complete the closure activity.
3. Closure (5 minutes)
i. Water and its three shapes of matter
b. Discussion:
i. Lets recap.
1. What is matter? - (what
makes everything up)
2. What are the three states of
matter? - (solid, liquid, gas)
3. What did you learn about
matter today?
c. Ticket out the door:
i. Allow students to choose color of balloon
but to keep it, they must explain what matter is and name the three
states.
B. Assessments Used:
a. Observation: During discussions, I will note the types of questions
that students have and form my next lesson off of them.

b. Discussions: Students will participate in discussions about the


topic. I will be correcting any misconceptions and
c. Closure activity: At the end of the lesson, students will complete a
closure activity that will have them recall the information learned. They will hand
it in and I will use it to form the next lesson.
C. Differentiated Instruction
a. Below average students -Students will be encouraged to ask
questions to ensure understanding. They will participate in discussion. If they
need additional support, they will stay in the front and receive individualized
instruction.
b. Average students - Students will be encouraged to ask questions.
They will answer questions and participate in discussions.
c. Above average students - The students will be encouraged ask
questions to ensure understanding. They will answer higher order questions and
participate in all discussions.

Name ______________________________________________

Water and its three stages of matter


Draw pictures and use words to describe the three states of matter for
water.
What is matter? ______________________________________________

Water as a solid

Water as a liquid

Water as a gas

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