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Teachers: Isaac Rojas Date: 7/17/2018

School: Olander Elementary School Grade Level: 3rd Grade Content Area: Physical Science

Title: Predicting Change in Matter Lesson #: 2 of 5

Lesson Idea/Topic and
Rational/Relevance:
Students are working on recognizing and understanding the basic states that
matter exists in. This lesson is an introduction into the effect temperature has on
matter building on the previous lesson where the students identified the
properties of matter and experimented with adding heat to drops of water to
force it to evaporate.

Student Profile: This class is made up of 18 students. 3 of them are ELLS, and 2 are in an active IEP
related to developmental delays. The 2 students on IEP are limited verbally and
only speak in short 3-5 word sentences.

Content Standard(s) addressed by this lesson:

Science; Standard 1: Physical Science

Apply an understanding of atomic and molecular structure to explain the properties of matter and predict
outcomes of chemical and nuclear reactions.

Matter exists in different states such as solids, liquids, and gases and can change from one state to another by
heating and cooling.

Understandings:

We can predict changes in matter depending on temperature

Time is a factor in natural change in matter

The concept of room temperature

Inquiry Questions:

Overarching

 What is matter? What are examples of matter?

 What are the properties of solids, liquids, and gases?

Topical

 How does temperature affect the density of matter?

 How does density affect matter?
 What happens to water when heat is applied?
 What happens to water when cold is applied?
 What is the state of water at room temperature?
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Evidence Outcomes: (Learning Targets)

Every student will be able to:

Analyze and interpret observations about matter as it freezes, melts, boils and condenses.

List of Assessments:

 Students will be evaluated on their ability to explain how temperature affects the states of matter
(Explain)
 Students will be evaluated on their ability to predict a change in a state of matter based on temperature.
(Perspective)
 Students will be evaluated in their ability to describe the relationship between density and states of
matter (Perspective and Explain)

Planned Lesson Activities

Name and Predicting Change in Matter; To help students prove to themselves that they have
Purpose of Lesson witnessed changes in matter in their everyday life. This lesson allows them to label what
they have already experienced with vocabulary words that will further their understanding
of the behavior of states of matter.
Co-Teaching Which model(s) will be used?
Will co-teaching N/A
models be utilized Why did you choose this model(s) and what are the teachers’ roles?
in this lesson? N/A
Yes ___ No _X_

Approx. Time and 20-minute lesson

Materials Materials needed:
3 Petri dishes, red, green, and blue food coloring, poster paper, water, and a freezer.

Anticipatory Set The strategy I intend to use is:

Question that sparks dialogue

I am using this strategy here because:

Students have seen steam, clouds, ice, water, snow, etc. The question is meant to have
them reflect on the different ways they have seen water and introduce them to the idea of
the same type of matter in different states in nature. This reflection should spark
engagement in the lesson as well as build a foundation for the next three physical science
lessons.

Procedures The strategy I intend to use is:

Presentation-based model of teaching in a whole-class setting

I am using this strategy here because:

After the Inquiry-model lesson, students should be familiar with the properties of matter.
A time-dependent presentation will give them the chance to predict change in matter and
visually test their predictions to solidify their understanding. This allows them some
control in their learning while the teacher still provides additional information.

Teacher Actions Student Actions Data Collected

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*Start at the beginning of the

school day*

Pour water in each of the 3

petri dishes. Mix each one with
a different color dye. Place the
petri dishes with water on a
table.

Have children gather around

the table.

Ask students “what will happen

if we put the blue-water dish
outside under the sun, the red-
water dish in the freezer, and
the green-water dish on the
book shelf?”
Write predictions on poster
paper labeled “blue dish, “red
dish” and green dish”.
Students will make
predictions on what will What predictions do
happen to each of the students make?
colored water dishes.
Do they base their
predictions on the factor of
different temperatures?

Place the blue-water dish

outside the classroom I a
location where the water won’t
be consumed by animals.
Place the red-water dish in the
freezer.
Place the green-water dish on
top of the book shelf.

At the end of the school day or

after lunch (as long as enough
time has passed for the blue
water to evaporate), bring the
dishes back into the original
table and gather the students
to prove their predictions right
or wrong.
Discuss why their predictions
were right or wrong.
Students will discuss
how their predictions Did they adjust their
were proved right or predictions according to the
wrong based on the relevance of temperature?
presentation of the
petri dishes.

Write their answers on a

different poster board.

Ask students about the

differences between the three
locations the dishes were
placed and highlight the
temperature once it is
mentioned.
Students will use what
they learned to either
confirm or inform their
predictions.

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Ask students if they would have

made different predictions
based on what they learned.

If their original predictions

were wrong and they discuss
how they would have made
different predictions based on
what they learned, write what
they learned in the KWL chart
from lesson 1.

Closure The strategy I intend to use is:

Group interview to solidify knowledge gained by finishing the KWL chart.
I am using this strategy here because:
Our goal is to have students recognize and predict change in matter based on
temperature. Continuing to use the KWL chart will make the link between the lessons
evident if it was not already and it will likely answer some of the questions under the “W”.
Differentiation Content Process Product Environment
Modifications/
Accommodations:

Extensions:

Assessment While assessing how well students understand the different states of matter and use their
knowledge to make predictions, the teacher will perform an observation assessment. The
teacher will note the answers to the questions in the “Data Collected” column above and
determine if understanding occurred based on the actions and words of the students.

They are expected to predict changes in matter by the end of the lesson. Accuracy is not
necessary if the idea that temperature affects the state is noted

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