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Indiana Wesleyan University

Science Lesson Plan – Inquiry
Solids, Liquids, Gases

Student: Ellie Stemple School: Northwestern Elementary

IWU Supervisor: Professor Hanson Co-op teacher: Mrs. Carrell
Teaching Date: 20 November 2018 Grade Level: 1st Grade

LESSON RATIONALE
Because this is first grade, I am simply introducing the concept of states of matter and
explaining the key differences of solids, liquids, and gases. On top of this, I am doing an inquiry
lesson to enhance my students’ curiosity and motivation to learn, integrating discovery-based
instruction. I am also incorporating my big idea – Patterns in our World – by asking students to
observe similarities and patterns in the various items they are seeing. After looking at the
patterns, they will then draw conclusions about the properties of each state of matter.

READINESS
I. Goals/Objectives/Standard(s)
a. Goal: Students will understand the differences between a solid, liquid, and gas.
b. Objectives:
i. By using inquiry-based instruction, students will hypothesize prior to the
experiment and observe and analyze their actual findings after
conducting the investigation.
ii. After observing various examples and representations of solids, liquids,
and gases, students will be able to classify items into these three
categories of matter.
c. Standard:
i. 1.PS.1 Characterize materials as solid, liquid, or gas and investigate their
properties, record observations and explain the choices to others based on
evidence (i.e., physical properties).
II. Management Plan
a. Prep
i. Gather all materials
ii. TEST EXPERIMENT
iii. Label papers (SOLID and LIQUID)
iv. Print out classifying worksheets (25, 13)
b. Materials
i. Vinegar
ii. Baking Soda
iii. Empty bottle (small/regular size)
iv. Balloon
v. Gloves
vi. Large box with solids and liquids in it
1. Milk carton
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2. Water bottle
3. Dish soap
4. (4 other solids)
vii. 2 papers labeled SOLID and LIQUID
viii. Classifying worksheet
c. Time: 30-40 mins
d. Space
i. Students will be in their seats for the anticipatory set and lesson
presentation. They will then transition to the Table by the Nook or the U-
Table for the experiment (Ask Mrs. Carrell about the best place to do this
part of the lesson). Then, they will go back to their seats for their
independent activity time and closure.
e. Behavior: Expectations will be set from the beginning for listening, speaking, and
using materials. They will be given their materials at their seats or have the
materials already at their desks. I will use attention-getters (“If you can hear me
clap once”) to bring their attention back to me when transitioning from one part
of the lesson to another. For the experiment, I will set clear expectations and
have all the materials near me so that students will not be tempted to reach for
anything.
III. Anticipatory Set
I will begin by having a table in the front of the classroom with a box on it.
Today, I have brought in my mystery box to share with all of you! But I have a problem.
The things inside my mystery box got all jumbled up on the car ride here. Now,
everything is all mixed up and I don’t know which are my solids and which are my liquids.
Do you think you guys can help me figure out what is a solid and what is a liquid? Let’s
work together to solve this mystery!
I will then call on students one by one to come up to the front of the room and pick
something from my mystery box. I will tell them to look at the item and classify it as
either a liquid or solid. I will have a paper labeled SOLID or LIQUID taped to the desk on
either side to show where they should place the items as they sort them. I will have 3
liquids and 4 solids in my box, so 7 helpers will help me. If the students get stuck, they
are allowed to ask the class for help, since they have only briefly discussed the
definitions of these words before.
Do you think it is a solid or a liquid? Use your friends if you get stuck! Or you can take
your best guess.
Once all the items are sorted, we will begin discussing what we notice about the items.
IV. Purpose Statement
Today we are going to learn about the differences between solids, liquids, and gases so
that we will be able to recognize these all around us in our everyday lives.

PLAN FOR INSTRUCTION

V. Adaptation to Diverse Students
a. Remediation: There will be multiple means of receiving the information,
according to the various multiple intelligences and learning styles. There will also
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be many different forms of representation to show the different types of solids,

liquids, and gases.
b. Enrichment: For students that finish early, I will have them color other examples
of solids, liquids and gases in their chart.
c. Exceptional Needs:
i. Student with Autism: I will work closely with this student, guiding him
through the process and encouraging him to stay on task. I will make sure
he is following along and keeping up with the rest of the class, as he
struggles emotionally when he falls behind. I will also remember to call
on him to share his findings during our closure, as he seems to get great
joy from sharing his successes with his friends.
ii. Student with behavior issues: I will use his behavior chart to reward him
with a star in one of his boxes when he stays on task. I will also have him
stand near me in the front so I can keep an eye on him, making sure he
stays on track with his peers. To keep him engaged, I will call on him to
make guesses and share observations as we go.
VI. Lesson Presentation
 Input:
We will then observe our two piles from our anticipatory set as a group.
What do you notice about our two piles?
What is the same about the things in this (liquids) pile?
What about the things in this (solids) pile?
Do you notice any differences between these two piles? If so, what?
We will have a group discussion about our piles of solids and liquids. I will then explain
the definitions of solids and liquids from their textbook.
It says in your science book that… (pgs. 218-221)
“A solid takes up space. A solid has its own shape. A solid does not change shape when it
is moved from place to place.” (218)
“A liquid can change shape. A liquid takes the shape of its container. A liquid takes up
space. A liquid is matter.” (220)
So, we now understand the difference between a science and liquid. Both of these are
called states of matter. Can you say it with me?
BUT, there is one more state of matter that we have not discussed yet. We have solids,
liquids, and…? Does anyone know?
Allow time for response. If students do not know, tell them the last state of matter is
GASES.
According to your book,
“A gas can change size and shape. Gas takes up space. Gas takes the shape of the
container it fills. Air is a gas. Air is all around us. Air is matter.” (221)
So, because gas is kind of hard to see and touch, we are going to do an experiment to
explore an example of a gas. I want you all to follow me over to the table and circle
around it so everyone can see.
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 Experiment/Investigation:
I will then show the students an experiment. I will perform the experiment and the
students will observe quietly, adding input when asked.
Today, I am going to create a gas to show you what gas can look like. We know that the
air around you is a gas, right? So, we know that gas is usually hard to see. But I am going
to show you a gas that you will be able to see really quickly. So pay close attention and
stay quiet so you don’t miss it.
First, who can tell me some safety precautions we need to take? These are very
important when we are experimenting in science!
I will then explain that I am going to wear gloves and safety goggles to perform the
experiment. I will also remind students to stay far enough back and not to get too close
to the experiment.
Alright, so here in my bottle, I have some vinegar. Here in this balloon, I have a little bit
of baking soda. Now, is the vinegar a liquid or solid? What about the baking soda?
Good! Now, I am going to mix this solid with this liquid. I want each of you to make a
hypothesis or a guess:
What do you think will happen to the balloon when I release the baking soda into the
vinegar?
Have students think for 30 seconds what they think will happen. Then, call on a few
students to share their hypotheses.
Lots of great ideas! Okay, let’s investigate and watch and see what happens when we try
to make a gas in our bottle.
I will then attach the balloon with baking soda to the top of the bottle, have the
students count down, and lift the balloon so the baking soda falls into the vinegar.
Students will sit back and observe what they see. Once the balloon deflates, we will
discuss.
Were your guesses correct? Did the balloon do what you thought it would do when we
added the baking soda to the vinegar?
Allow students to evaluate their previous hypotheses.
Guess what? We just created a gas!
Who can tell me where the gas was in our bottle?
How was this gas different from solids and liquids? What was different about it? Was
anything similar?
Allow time for students to discuss the results of their investigation on gases.
 Output:
Students will then return to their seats for the independent practice. As they go back to
their seats, I will instruct them to take one of each of the papers on my desk. Once they
are in their seats, I will explain the activity.
Now that we have explored all kinds of solids, liquids, and even created a gas as a class,
you are now going to show me what you’ve learned about each of these states of
matter. Each of you have a chart with a column for solids, liquids, and gases. You also
have some different pictures. I want you to cut out each of your pictures and glue them
in the right category. Look at the pictures, decide if it is a solid, liquid or gas, and then
glue it in that category. Does anyone have any questions?
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Students will then work independently to classify each of the pictures into categories. If
they finish early, I will tell them to add a few pictures of their own examples of each
category.
VII. Check for Understanding
 I will collect their classifying worksheets as a concrete assessment to show me if they
understand the differences between each of the states of matter.
 If students do not understand the instruction the first time, I will wait or pause the
activity and go back to the core ideas about solids, liquids and gases, repeating the
important concepts.
 I will ask questions and ask for hand signals throughout my lesson presentation to
ensure that the students are following along.
 My closure will also serve as a check for understanding.
VIII. Closure
For closure, I will review the properties of solids, liquids, and gases with the students. I
will then have the students point to things around the room that are classified as a solid,
liquid, and gas, using the game Simon Says as a means of review and assessing the
students’ knowledge.
Simon says stand up. Simon stays do not talk. Simon says touch your nose with one
finger. Simon says point to a SOLID in the room. Simon says touch your toes. Simon says
pat your head. Simon says point to a LIQUID in the room. Simon says sit down. Simon
says stand back up. Simon says hop once. Simon says point to a gas in the room (tricky
one!). Simon says sit down.
Well done everyone! You all were able to find things around you that you could classify
as a solid, liquid, or gas. Now you can tell all your friends and siblings what you learned
and show them things around your house that are solids, liquids, and gases. Pretty cool,
right?

PLAN FOR ASSESSMENT

Formative: To assess my students, I will be collecting their sorting cut-and-paste worksheets
that they will complete on their own which will show me if they achieved the objectives. I will
also be observing my students as they hypothesize, observe, analyze, and answer questions. I
will also use my closure to assess whether or not my students can apply their knowledge to the
real world around them.

REFLECTION AND POST-LESSON ANALYSIS

1. How many students achieved the lesson objective(s)? For those who did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
7. Were my safety procedures sufficient for this particular lesson? How or how not?
8. How could I alter my students’ discovery? Should I provide more or less guidance?
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