Developmental Lesson Plan

Teacher Candidate: Ashley Petre Date:

Group Size: 20 Allotted Time 40min Grade Level 3rd

Subject or Topic: Types of water matter

Common Core/PA Standard(s):

3.3.3.A4 Connect the various forms of precipitation to the weather in a particular place and
time.

3.3.3.A5 Explain how air temperature, moisture, wind speed and direction, and precipitation
make up the weather in a particular place and time.

Learning Targets/Objectives:
The third grade students will be able to identify the states of matter and take notes on
their observations in their science journals from the rubber glove experiment.
The third grade students will be able to identify the changes of the stages of water
matter by using pictures and labels to complete a flip diagram in their science
notebooks.

Assessment Approaches: Evidence:

1. Guided notes 1. The students will complete the guided
2. Flip Chart notes
3. Journal entry 2. The students will complete a flip chart
3. The students will complete a journal entry
based on their observations
Assessment Scale:
3. Journal entry
5- sheet is complete and their explanation on the states of matter is accurate
4- sheet is complete and their explanation on the states of matter is mostly accurate
3- sheet is complete and their explanation is not accurate
2- sheet is complete
1- sheet is not complete
0- no sheet handed in
Subject Matter/Content:
Prerequisites:
Students will know the characteristics of water
Students will know water has different forms
 Students will know how to observe and take notes
Students will know what matter is
Key Vocabulary:
Matter- anything that has mass and takes up space
Solid- a state of matter that has a definite shape and volume
Liquid- a state of matter that has a definite volume but takes the shape of its container
Heating- adding heat energy to a substance
Gas- a state of matter that takes both the shape and volume of its container
Temperature- the amount of heat in matter
Melting- changing from a solid to a liquid state by adding heat energy
Freezing- changing from a liquid to a solid state by taking heat energy away
Content/Facts:
Scientific understanding about the states of water matter
Introduction/Activating/Launch Strategies:
1. Read What Is the World Made Of?: All About Solids, Liquids, and Gases
2. Hand out guided notes sheet
3. Go over all of the vocab and make sure the students are aware that there are many
forms of matter just like you and me!
4. Ask the students What makes liquid matter different than solid matter? pass out
sticky notes and on the board, make a chart titled liquids, solids, and gases. Have the
students write an example of one of the three and then come up and place it under the
correct type of matter
5. After making the chart, ask the students Do you see any different characteristics of
each type of matter? What do you notice is different? What do you notice is
similar?
6. Then say to the students Based on your understanding from the chart, take a guess and
label the three objects as a solid, liquid, or a gas. Teacher will bring out three
examples of each state such as an ice cube, water, and a balloon with gas. Encourage
the students to participate as a class by placing the correct label under the object that
matches.

Development/Teaching Approaches
1. Now that students have the three states of matter fresh in their mind it is time to start
the inquiry
2. The teacher will bring out there plastic gloves all filled with water to represent the
beginning state of the inquiry
3. Teachers brings out three different plastic gloves, one that was placed in the freezer,
one that was left in room temperature and one that was placed out in the sun or under a
heat source
4. The teacher passes out their inquiry journal entry sheet
5. The students will guess which glove is the solid, liquid, and gas using their new
knowledge on the states of matter. They will also explain their observations on the
different gloves
6. Teacher walks around and talks to students about their observations
 7. After the students are all done, have a class led discussion about how the state of
matter changed in all of the gloves. Did it involve heating or freezing? How does a
solid become a liquid?
8. The students will then be handed the required papers to make a foldable showing the
different states of matter
9. The students will create their own foldable
10. The students will then put their foldable into their science journals

Closure/Summarizing Strategies:
1. Open up PowerPoint and play states of matter review game
The class will be split into three groups
They will come up with and order and one at a time one person from each team will
come up
The slide will be changed and the first person to hit their buzzer gets to answer what
state of matter is being displayed
The team that has the most correct answers at the end of the game wins!
2. Have students clean up their desks and then line up for lunch

Accommodations/Differentiation:
Accommodation: provide student with low vision a larger print inquiry sheet

Materials/Resources:
What Is the World Made Of?: All About Solids, Liquids, and Gases
States of matter review game
Three buzzers
Science journal entries
Vocabulary sheet
States of water images
Ice cube, water, balloon
States of water matter labels
Plastic gloves with water
Frozen, heated, and normal plastic glove
Glue sticks
Flip diagram example
Markers
Scissors
Plastic gloves
Water
Freezer
Reflective Response:
Report of Student Learning Target/Objectives Proficiency Levels

Remediation Plan (if applicable)

Personal Reflection Questions

1. Did my students achieve the expectations of the objective?

2. What could I have changed to enhance the learning of my students?

Additional reflection/thoughts

Resources:

Bell. M. J. (2006). Science. Orlando: Harcourt School.

Hernandez, N. (2017, March 22). A Teachers Idea. Retrieved November 2, 2017, from

http://www.nicadez.com/

https://www.neisd.net/curriculum/SchImprov/sci/program/gr03/vocab/03_science-vocabulary-
2012_2013.pdf

Zoehfeld, Kathleen Weidner., and Paul Meisel. What Is the World Made of?: All about Solids,
Liquids, and Gases. Harper, 2015.