Instructional Software

Lesson Idea Name: Discovering the Phases of Matter

Content Area: Earth Science
Grade Level(s): Fourth Grade

Content Standard Addressed: S4E3. Students will differentiate between the states of water and how they
relate to the water cycle and weather.

Element a. Demonstrate how water changes states from solid (ice) to liquid (water) to gas (water
vapor/steam) and changes from gas to liquid to solid.

Technology Standard Addressed:

3 Knowledge Constructor
Selected Technology Tool: BrainPop.com

URL(s) to support the lesson (if applicable):

https://www.brainpop.com/science/matterandchemistry/statesofmatter/

Type of Instructional Software:

☐ Drill and Practice ☒ Tutorial ☐ Simulation ☐ Instructional Game ☐ e-books/e-references

Features of this software (check all that apply):

☐ Assessment Monitoring/Reporting
☐ Allows teacher to create customized lessons for students
☐ Multi-user or collaborative functions with others in the class
☐ Multi-user or collaborative with others outside the class
☒ Accessible to students beyond the school day
☒ Accessible via mobile devices
☒ Multiple languages
☒ Safety, security and/or privacy features

Bloom’s Taxonomy Level(s):

☒ Remembering ☒ Understanding ☒ Applying ☒ Analyzing ☐ Evaluating ☒ Creating

Levels of Technology Integration (LoTi Level): (Select the one best level)
☐ Level 1: Awareness ☐ Level 2: Exploration ☐ Level 3: Infusion ☒ Level 4: Integration
☐ Level 5: Expansion ☐ Level 6: Refinement

Universal Design for Learning (UDL):

BrainPop provides the instructional videos specifically for ELL students. This resource allows ELL students to
access the support they need to understand the content of this lesson. Providing the students with a tutorial,
that can be accessed at home, is another way to assure that every student including ELL’s can continue to
review the content at their own pace. In class, the students will have access to large print text, manipulatives,
and many other resources that will allow the students to become more familiar with the terms associated
with the States of Matter. The video also explains how the addition and subtraction of heat changes the
states of matter. The students can observe the changes by watching a piece of ice melt at home. This activity
can be done with a parent/guardian. The students can take a quiz as a form of a self-assessment. The quiz can

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 Instructional Software
show whether the students have a good understanding. The quiz can be taken several times. The repetition of
the videos and quizzes will enhance the student’s recollections of the material.

Lesson idea implementation: As an introduction to the content the students will begin to observe different
pieces of matter in their different states. The students will be guided to note what they observe about each
item. The items would include a small tub of water, ice cubes, and a video of a boiling pot of water. The
teacher will then ask the class what they noticed about each object. The teacher will write the observations
on the board and repeat them aloud with the class. The students will then confirm their observations by
watching the “State of Matter” video provided by BrainPop. This tool would be used as an introductory tool. It
will explain the states of matter as well as provide the students with the proper terms. The students will be
divided into small groups. Each group will be asked to determine the states of matter they can identify in the
water cycle. The student will be given two days to research in class how each state of matter associates with
each state of the water cycle.
The students will have the opportunity to create a music video or news report explaining their findings. This
project will take one week to complete. The students will be assessed on their ability to correctly identify
each state of matter. They will also be assessed on their understanding of the vocabulary and their reasoning
skills. Students must demonstrate and explain why clouds are considered solids, why water vapor s consider a
gas, and so forth. The final product will be presented to the class. I would differentiate the lesson some
students may be scaffolded by allowing the students to touch the ice and the water. They will be given
multiple examples of how liquids feel versus solids and gases. I would model the use of the correct phrases
needed to compare the stages of matter to the water cycle as well. The students will be given a rubric
explaining the key points their songs or videos must address. The students feedback will be given before and
after the submission of the final product. An extension of the lesson would look beyond the three common
states of matter. The students would research and provides examples of colloids from home. To conclude the
lesson the students will present their projects to the class, and the students will share allowed things they
discovered and what they would like to learn more about.

Reflective Practice: The students would get to participate in their own learning during this lesson. They get the
hands-on experience of research and observations. The students also have a chance to analyze and apply their
knowledge to real world situations.

An extension for this lesson could be allowing the students to publish their videos on the class blog. The could
be shared with the parents during curriculum night.

I believe including a virtual reality simulation of the journey of water molecules in the water cycle would be a
great way to enhance the lesson.

Spring 2018_SJB