Lesson Plan Template: Co-Teaching

Name: Kristina Hass and Julia Lombardo Date: April 11, 2017
Grade Level: 3 Class Period: 1:30-2:15 PM
Subject: Science Lesson # & Title: States of Matter
Function of the Lesson (check all that apply):
Introduce New Skill or Content
Practice
**Review**
Remediation/Re-teaching

Context for Learning and Cultural Responsiveness Rationale:

This third grade class has a total of 25 students (11 boys and 14 girls). The students come from
different socioeconomic backgrounds, with 12 being economically disadvantaged. The ethnicity
of this class is fairly uniform, with most students being Caucasian. None of the students have
been identified with a disability, but two students are on a 504 plan and receive
accommodations. Two students who had previously received services as an ELL, have tested
out.

One student had formerly been classified as ELL. The student and her family came to
the U.S from India. Although she had previously been receiving services, she has tested
out of them.
Another student in this class has also been identified as ELL. His family speaks Spanish
in the household and he previously received services, but he has also tested out of the
services.
None of the students are on IEPs in the class, and it consists of the highest ability
students within the third grade.
The two students on 504 plans receive similar accommodations in order to assist with
their learning. These accommodations include taking frequent breaks, having directions
repeated and clarified, receiving extended time to complete activities, and receiving
access to fidgets when needed.

Classroom Environment: This classroom is very bright and welcoming to all students. The
setup of the room was intentional, in order to accommodate for all 25 students. The desks are
arranged in five pods, with five students at each pod. The classroom also has a Smartboard in
the front of the room, so that it is visible to all students, no matter where they sit. There is five
computers situated along the back wall and each student has access to their own laptop when
doing something that requires their use. The classroom also has a sink in the back, so that the
teacher and students can do various experiments together. Each child has a locker/cubby area
for their stuff and a mailbox for their work. The room has a carpeted reading area where
students can go do independent work or read during free time. The walls are decorated with
tons of reference posters and a class calendar. Everything in the classroom is very structured
and organized, to make it easy for both the teacher and students to find things. Students have
been taught the correct way to enter and exit the classroom and what to do when answering or
asking questions.

Rationale: While planning the lesson, it is important that we take into account the different
socio-economic backgrounds and cultures of each child. In addition, the teachers will also need
to consider the diverse needs of the learners within the classroom and gear the lesson to
address their specific needs. It will also be advantageous to consider the students prior
knowledge on this topic and use different learning supports to ensure the students are able to
achieve the learning target of this lesson.

Content Standards: 3.PS. 2 M

atter exists in different states, each of which has

different properties.
Rationale: This lesson is being taught because it is important that students are able to identify
and differentiate between the three states of matter. Matter makes up everything around us, so
children must be able to understand how it works. In order to understand matter, students must
be able to identify the physical properties of each state (solid, liquid, and gas) and know how
they can go from one state to another. Students have already been exposed to the states of
matter, so this lesson will serve as a review of these ideas. By expanding on this prior
knowledge, students will be able to learn more about the physical properties of each state so
that they will be able to correctly compare and contrast them with one another. We will also
review the three states of matter and show them examples in the introduction of the lesson, in
order to activate their prior knowledge introduced in previous lessons.

Learning Objectives:

1. Students will be able to compare and contrast the physical properties of the three states
of matter.

Academic Language:

- Solid - Physical - Venn Diagram

- Liquid Properties/ - Compare
- Gas characteristics - Contrast
- Matter - Atoms

Assessment Plan: Formative Assessment:

1. During explicit instruction, students will be asked to identify the states of matter, as an
object of that state is presented. The students will respond as a class on cue, and the
teacher will listen to see if the majority of the class was able to recall the states. During
this, we will try to identify what students are not responding and take note of it.
2. During explicit instruction, students will also be asked to recall the term physical
properties, as the teacher will ask what the students were observing with each state of
 matter they saw during the lesson introduction. This will reinforce the definition of the
term to students.
3. After explicit instruction, students will briefly be asked to complete a fist-to-five in order to
show the teacher whether they understand what has been taught so far. The teachers
will observe the students to see if anyone still needs assistance,and if so, will write down
the names of the student and help them.
4. During guided practice, students will be given three items: a solid, a liquid, and a gas.
Students will be asked to do a Think-Pair-Share regarding any properties that one or
more of the items has.

Assessment Plan: Summative Assessment:

1. Students will be given a three-way Venn Diagram to complete as an exit slip, in which
they will be asked to fill in at least one quality that is exclusive to each state of matter
(three total differences), at least one similarity between two states of matter, and at least
one property that all three states have in common. This will assess students abilities to
compare and contrast properties of the states of matter, as they will need to identify both
similarities and differences. The exit slip will be collected and graded.

Procedures: Lesson Introduction (10 minutes):

1. Before beginning the lesson, the teachers will explain to students that they will be using
a signal to get students attention throughout the lesson. The teachers will say If you
can hear my voice, clap once! and students will respond with one clap (Can also ask
students to clap twice, three times, etc.). Practice this a few times with students before
beginning the lesson.
2. To grab students attention, the teachers will mix distilled vinegar and baking soda into a
water bottle, creating a reaction that will release a gas. To show the release of this gas,
teachers will quickly attach a balloon to the top of the bottle, causing it to inflate. This
short experiment will expose the children to each state of matter and demonstrate a
change in state, to get them to start thinking about solids, liquids, and gases.
3. Ask students to evaluate what just occurred, and what was being interacted with. Have
students guess what todays lesson might be on.
4. After listening to student volunteers, explain to them that everything is made up of
matter, which is anything that takes up space (give examples in classroom like desks are
solids). Also let them know that todays lesson will involve the three main states of
matter: solids, liquids, and gases.
5. To activate prior knowledge, ask students if they can identify which of the items in the
experiment was each state of matter. Have students consider for a moment, then allow
for volunteers to respond.
6. Next, see if students can identify some characteristics that they notice about the items.
What do they look like? What might they feel like? Do they have anything in common?
Again, give students a moment to consider, then ask for volunteers.
 7. Explain to students that today's lesson will not only discuss the three states of matter; it
will also discuss various properties of the three states.
8. We will also change the objective into an I can statement and have it written on the
board so that the students will be well aware of the goal of this lesson, which will be
reiterated throughout the lesson.

Procedures: Lesson Body (30 minutes total):

Review & Presentation: I DO (10 minutes)

1. Play the video from Brainpop.com, using the link

https://www.brainpop.com/science/matterandchemistry/statesofmatter/ . This video will
give a brief description of the three main states of matter, as well as an explanation of
their properties (start at 27 secs and go until 3:30 on the video).
2. Remind students that all of the items shown in the video were matter, which is any object
that takes up space.
3. Choose the solid item that was used during the lesson introduction. Hold it up for the
class, and see if students can recall which state it was based on the video. Have all
students respond with their answer on signal (formative assessment).
4. Explain that this item is a solid. It can be measured, and has its own distinct shape that
cannot easily be changed. Explain that this is because of the tightly packed atoms that
cannot move around to change shape, and display the picture of atom arrangement to
demonstrate.
5. Remind students of several of their earlier observations as well, and show whether they
matched the definition of a solid item.
6. Explain to students that the observations they made regarding the item are called
physical properties, which are characteristics of an object that can be observed.
7. To check for understanding, give some example properties, such as This is hard or
This is smooth. Ask students what these traits are called, and have students respond
as a class on cue (Physical properties).
8. Ask students if these properties can apply to other objects like this (ex. A book, the wall,
a stuffed animal). Use a variety of items to demonstrate that even if two solids are
slightly different (Such as a hard rock and a soft bunny), they are both still solids
because their shape cannot be easily changed.
9. Next, choose the liquid item to hold up for the students. Ask students to recall the state
of matter that this item is, and have them respond as a class (formative assessment).
10. Liquids can be measured, but do not have their own distinct shape, and therefore
change to fit the shape of their container. Explain that this is due to fairly close atoms
that can move around somewhat, allowing for shape changes. Display the picture of
atom arrangement to demonstrate this. Demonstrate liquid shape change by pouring
the liquid into a cup, then back into the container.
 11. Again review the students observations about the liquid. Ask students what they are
describing using their observations, and have the class respond on cue (physical
properties).
12. Ask students if the liquids properties can apply to other liquids. After having several
students volunteer answers, expand by explaining that Some properties, such as color,
may differ between liquids (ex. Water vs. grape juice). However, if the objects are both
measurable but do not have one set shape, then they are both liquids.
13. Finally, select the container with the gas inside. Ask if students can recall this state of
matter, and have the class respond on cue (formative assessment).
14. Explain to students that a gas cannot really be measured, nor does it have a shape of its
own. Tell students that since gas is often invisible, we cannot collect a specific amount,
and that it instead moves around throughout the space around us. Additionally, the
atoms in a gas are spread far apart, allowing for very free and easy movement and
shape changes. Again, display the picture of atom arrangement.
15. Have students review some of their earlier observations about the gas, once again
asking what it is they were observing and having the class respond on cue (physical
properties).
16. Explain that while gases cannot be seen, they can still have some different physical
properties. For example, while we breathe in the gas called oxygen, we cannot breathe
in other gases, such as helium. Since both of these objects are immeasurable and have
no shape, however, they are both gases.
17. Now that the class has reviewed each of the main states of matter, ask students for a
fist-to-five on their current understanding (formative assessment).

Structured & Guided Practice: WE DO (15 minutes)

1. The teacher will say, Now we are going to review the main states of matter, as well as
their properties.
2. Hold up a picture of an object, and have students volunteer to name its state of matter.
Next, have students volunteer to share various properties that they can use to describe
the object. Repeat this step several times, using a different picture each time (attached
to end of lesson plan).
3. Say, While the states of matter are all different in many ways, there are some physical
properties that can be the same in some states.
4. Hold up multiple pictures at a time, and ask students if they can think of any similarities
between objects of two or more different states of matter, making suggestions in order to
prompt them if necessary (Examples: all three are matter, all three have molecules,
liquids and gas dont have one shape, solids and liquids can be seen, all are made up of
atoms).
5. Have students get into small groups (5 students per group).
 6. Give each group a solid item, a liquid item, and a gas item (Liquid will be inside a
container, and a blown up balloon for gas).
7. Ask students to observe each of the items and recall some of the properties that were
discussed earlier for each state. Explain to students that they should consider properties
that are both unique to one item, as well as properties that seem to be the same in two
or three items.
8. Students will do a Think-Pair-Share regarding any properties they can identify. Students
will observe their items quietly for a moment and brainstorm ideas, then will be asked to
share their ideas within their groups. After a moment of group sharing, the teacher will
ask each group to share one or two properties that they observed.
9. Upon listening to each groups findings, the teacher will discuss any properties (similar or
different) that the students may not have noticed.

Independent Practice: YOU DO (5 minutes)

1. For the summative assessment, the students will be able to demonstrate their
knowledge of the different states of matter and their physical properties.
2. A Venn Diagram will be passed out to each student in the classroom to serve as an exit
slip. Refer to the attached exit slip to see the format.
3. If needed, the teachers will briefly explain the purpose of a Venn Diagram, saying that it
is made to compare and contrast items; that is, to find things that are similar between
items, and to find things that are different between items.
4. This exit slip will ask the students to compare and contrast the three main states of
matter. Students will be asked to write at least three properties that are exclusive to one
state of matter (One property for each state). Students will also be asked to write at
least one similarity between any two states of matter, and at least one similarity between
all three states of matter.
5. While the students are working on their summative assessments, we will be walking
around and answering any clarification questions that the students might have. If the
student is having trouble with a question, we will give them prompting questions to help
them remember what we discussed in the lesson, in order to try and help them with the
question.
6. The overall goal of this assessment is to see whether or not the students were able to
master the material and meet the learning objective in this lesson.
7. The exit slip will then be collected and assessed.
8. This will give us an idea of what students might need a little extra help and also will help
us determine the areas of weaknesses for the class.

Procedures: Lesson Closure (5 minutes):

1. Close with a summary of the lesson by saying, Today we learned about the three
different states of matter (solid, liquid, gas) and their physical properties. You should now
 be able to identify the different states of matter we learned about and compare and
contrast each.
2. Then say, Being able to identify the various states of matter is an important skill
because everything around us is made up of matter. It is important to understand the
various types of matter that make up the world we live in, as it can come in many forms.
In addition, it is useful to be able to compare and contrast the states of matter, as it
allows us to see that while the states of matter are all somewhat different, they also have
characteristics in common. Comparing and contrasting can additionally be used in other
subjects to find similarities and differences between any objects.
3. Then ask the students to do a quick turn & talk with a partner, and tell them two things
they learned in today's lesson.
4. Pass out a bag of oobleck to each student and with the same partner, they will
experiment and talk about its state of matter. Explain that some objects do not fit under
the category of any of the three main states, such as the oobleck. Explain that students
will be learning about these other states of matter in future lessons.
5. Say, Next we will be learning about changes of state, in which matter can be changed
from one state to another under certain conditions.

Differentiation, Individualized Instruction, and Assessment:

In order to meet the diverse needs of all learners, we made sure to incorporate universal design
for learning in our lesson. By doing so, we are able to teach the lesson using multiple
modalities and means of engagement/expression. This was done on purpose to ensure that the
different learning types/styles of each child were addressed.

For the previously identified ELL students, we will make sure to keep an eye on them, to ensure
that they are not showing any difficulties. If we do see them struggling, one of us will go assist
the student and help get them back on track.

The two children on 504 plans will also be accommodated for during the lesson, to assist with
their learning. These children often times need the directions repeated and clarified so that they
are able to do the work, so we will make sure that all instructions are repeated to them and
clarified, so that they fully understand what they are suppose to be doing. During the various
activities, we will make sure that they are given enough time to complete them, and if more time
is needed, then we will extend their time. Throughout the lesson, we will make sure to give them
adequate breaks to re-energize and make sure that they are not getting too overwhelmed with
the material. We will also let them know that whenever they feel they might need to take a
break, to let one of us know and we will help them. In addition, they will have access to fidget
gadgets at all times during the lesson, so they will be free to go grab one when needed.
Adequate wait time will also be given to these children.

Since the majority of the children in the classroom are the highest achieving in the third grade,
we have created the lesson to try to challenge them a bit, and make it hard enough so that they
don't get bored with the material easily. We also have made the lesson so that it is more hands
on for the students. We will use various examples of actual solids, liquids, and gases that will
be displayed to the students and handed out to them to observe. This way, students will be
able to see the states of matter close up in order to gain a full understanding of their properties
and appearances.

Instructional Materials and Support

- Exit slips - One solid item - Liquid item (water-
(summative (baking soda)(for for comparison)
assessment) experiment) - Cup
- SMARTboard (to - One liquid item - Pictures of different
play video) (distilled states of matter
- Oobleck ( divided vinegar)(for - Link to video:
into bags for each experiment) https://www.brainp
student) - Balloon(gas) op.com/science/ma
- Three containers - Solid item (for tterandchemistry/st
comparison) atesofmatter/
- Picture of atom
arrangement

Research and Theory Commentary:

1. This lesson will incorporate ideas from Vygotsky's scaffolding techniques. The lesson
will begin with the teachers introducing a new topic to students, presenting information
regarding the three states of matter. Next, students will begin to participate more, as
they work in groups to observe and discuss properties of the three main states of matter.
Finally, students will complete an exit slip independently, demonstrating their new
knowledge on comparing and contrasting the states of matter.
2. This lesson also incorporates the ideas of Blooms Taxonomy of Learning. His theory
emphasizes the various levels of learning that increase in difficulty as a child goes higher
up the hierarchy, which also deepens their knowledge and understanding of the material.
After we review with the students the different states of matter, we go over the various
physical properties of each. We then have the children apply their knowledge on this
material by comparing and contrasting the three states, which requires higher level
Bloom skills.
3. Banduras social learning theory has also been incorporated into this lesson. His theory
focuses on learning through observation and the environment. During the lesson, we do
an experiment in the introduction to have the students make observations on what is
happening and what they might be learning about. We also ask them to look at the three
states of matter and observe what they see ( what do they look like, feel like,
similarities/differences), and by doing so, they are able to learn about solids, liquids, and
gases. They are also given three items that represent a solid, liquid, and gas, and are
 asked to play around with them to make observations about what is similar and different
between the three states of matter.
4. The lesson also uses the concept of wait time as described by Mary Budd-Rowe. When
asked to consider a question, whether independently or with a group, students will be
given a moment to gather their thoughts before the teacher expects a response. This
will give students a chance to fully consider whatever question is being asked, and will
allow for more students to come up with in-depth responses.

Note: We will be using the team teaching technique for this lesson, and will be alternating
responsibilities throughout the lesson (ex. Taking turns presenting sections while the
other teacher watches students and assists when needed).
 Exit Slip

Name_____________________ Date______________

Directions: Label each circle with a state of matter, and write down one
property that only this state of matter has. Next, find at least one similarity
between any two states of matter, and at least one similarity between all
three states of matter.