Teresa Dickens

ELED 3221-090
Date 10/30/2017

INDIRECT INSTRUCTION (STRUCTURED DISCOVERY) LESSON PLAN FORMAT

Solids and Liquids and Gases, Oh My!

Elementary Science
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Big Idea: States of Matter

Grade Level: 3rd grade

Rationale: Everything students touches has a state of matter, even what they eat or drink.
Students will learn of the states of matter to encourage understanding of the world around them.
Learning the concept of matter will provide the skills for future subject mastery.

NC Essential Standard(s):

3.P.2 Understand the structure and properties of matter before and after they undergo a change.

3.P.2.2 Compare solids, liquids, and gases based on their basic properties.

Next Generation Science Standard(s):

2-PS1-4. Construct an argument with evidence that some changes caused by heating or cooling
can be reversed and some cannot. [Clarification Statement: Examples of reversible changes
could include materials such as water and butter at different temperatures. Examples of
irreversible changes could include cooking an egg, freezing a plant leaf, and heating paper.] The
performance expectations above were developed using the following elements from the NR

Instructional Objective:
Students are required to complete a three-column foldable individually. Each column should
address one state of matter and should include a definition, example, and picture. Students are
expected to earn 10/15 points based on the point structure below.

Prerequisite knowledge and skills:

To complete the lesson students should know the basis of what the scientific process looks like.
Students must also be aware that everything is made of particles and has other properties that
make up their chemical makeup. The teach will assess this prior knowledge through questions at
the beginning of the lesson.
Materials/Resources:

3 balloons (one with frozen water in it and one with just water), 3 pans, paper, handouts,
crayons, markers, and cheerios. (optional: 10 different objects)

Source of your lesson:

It is sourced from personal prior experiences with States of Matter.

Estimated Time:
This lesson will be broke up into two 25 minute mini lessons.

Accommodation for Special Needs/different learning styles:

For ESL students there will be various visual demonstrations and cues that will aid in
connecting terms with the material. Simplistic terms will be used that will aid all students in
understanding material.
The tasks below address all learning styles. Observations and hands on activities will aid the
tactile learner in understanding concepts. There will also be a listening portion and a writing
portion for other learning styles.

Safety considerations:
Students are required to take every safety precaution as if we were dealing with chemicals or
heat during our experiment. When handling balloons students are required to wear safety
goggles and gloves. This will encourage students to always be safe in science.
Your name
ELED XXXX--XXX
Date
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Content and Strategies (Procedure)

In your procedure, be sure to include all of the following 5 Es. Your procedure should be
detailed enough for a colleague to follow. Additionally, I expect you to include possible
questions and anticipated student responses to your questions for each section.

Engage: Three balloons will be passed around the room, one balloon with water, one with frozen
water(ice), and one with air. The teacher will ask students to observe the balloons and record on
a piece of paper what their observations are. (Encourage this note taking to help them later in the
lesson.)
Questions:

What do you think is in the balloons? (Answer: Maybe ice? Water, Air)

What do you think the size of the balloon has to do with their differences? (Answer: How much
can fit inside of the balloon)

Do you think the size has to do with the properties that make up what is inside of the balloon?
(yes, some particles are closer together)

You are allowed to touch the balloons; how do they feel different? (some are hard others are
mushy)

How can we relate that to the size of the balloon? (the smaller the balloon the particles are
closer together

Explore: The class will be divided into three groups and each group will be assigned a balloon.
The teacher will come around and pop each balloon for the students. The water/ice balloons will
be in pans. Each group will be asked to discuss what is in the balloon. In the groups there will be
two note takers and two representatives. The notetakers will take notes during the discussion.
Questions:

How much did there seem to be in your balloon of the object inside? (Answer: Water balloon:
There was a lot of liquid, Ice balloon: There seemed to be about the same amount of ice, but
more dense, Gas balloon: There seemed to be nothing in it.)

What does what you observed or what other groups have observed tell you about the different
properties of each balloon? (Answer: Water balloon: Whatever makes up the water spreads
easily. Ice balloon: There is no free movement in the element. Gas balloon: Nothing is holding
the element together.)
How do you think we can define these properties? (Answer: Gas, liquid, solid)

Explanation: When the discussion is over each of the groups will send their representatives to
the front of the class. Each of the representative tell the class what balloons their group had and
what they observed when the balloon popped. Students are too take notes based on the
presentations from each group (including visual representations.)
Questions:

Remember that some of the elements above flowed freely, how does that connect to the way the
atoms are inside the object? (Answer: Water: they are sort of spread out. Ice: They are very
close together. Air: They are very spread out.)

Now, what do you think makes each element different? (How close or how spread out the atoms
are).

Is there anyway that we can change the placement of the atoms? (Yes, by creating chemical
reactions through freezing, evaporating and melting).

Elaborate:
10 objects should be presented to students one by one on a power-point presentation. On a white
board student will white what state of matter the object is: solid, liquid or gas. Students will be
called on to defend their answers.

Questions:

What made you choose your answer? (it looks like a solid, its not free flowing,)

What observations made you decide on your answer? (if the object didnt have a defined shape,
if you could see the object, how hard the object was.)

Evaluate:
Formal assessment: Each student will be provided a white sheet of paper. The paper should be
divided into three sections and each section will represent a different state of matter. Under each
heading there should be a description, an illustration, and an example. The assignment will be
graded out of 15 points: 9 points will be given for information, 1 point for students name, and 5
points for neatness and organization.

Informal assessment is the question asked throughout the lesson.

Closure:
So today we have learned the basics of the three different states of matter. Can anyone tell me what
those three states of matter are and one specific thing about them? Can anyone tell me how this will
translate to your everyday life?

States of matter are really cool because they are all around you and in everything you do. You deal with
them when you pour a drink or make a snowball. Tomorrow we are going to further this knowledge but
for now keep thinking about these states and try to identify them as they are throughout the day.