Molloy College

Education Department
Lesson Plan

Teacher Candidate Brianne Catalano Professor: Maria Esposito

Course EDU 5230 03 Date: 11/3/18

Grade 3 Topic: States of Matter (Solid, Liquid, Gas) Content Area: Science

INSTRUCTIONAL OBJECTIVE (S)

After a lesson about the States of matter, the students will be able to identify Solids, Liquids and
Gases. The students will observe an experiment on how the three major times of matter interact
and record one sentence about something they observed.

STANDARDS AND INDICATORS

Next Generation Science Standards: Structure and Properties of Matter

NGSS Disciplinary Core Idea: 2-PS1-1: Plan and conduct an investigation to describe and
classify different kinds of materials by their observable properties.

Indicator: This will be evident when students complete a sentence in their notebooks after

Observing the experiment.

NGSS Disciplinary Core Idea: 2.PS1.2: Analyze date obtained from testing different
materials have the properties that are best suited for an intended purpose

Indicator: This will be evident when the students have a discussion circle about the three

states of matter, and the different objects that belong under each phase.

ISTE Standards for Students: 3: Knowledge constructor: Students critically curate a

variety of resources using digital tools to construct knowledge, produce creative artifacts
and make meaningful learning experiences for themselves and others.

Indicator: This will be evident when students make their own representation of the

atoms in each state of matter.

 ELA & Literacy Standards (CCLS): Writing
W.2.7: (Research to Build and Present Knowledge) Participate in shared research and

writing projects (e.g. record science observations)

Indicator: This will be evident when students record observations during the

“State of Matter” experiment demonstration.

MOTIVATION (Engaging the learner(s)

Students will hear about the different states of matter. They will each receive a sticky note with a

solid, liquid or gas and have to work together as a class to identify which property the sticky note

belongs under.

MATERIALS

 Poster of States of Matter

 Sticky notes
 Markers
 Cheerios
 Solid Liquid Gas Worksheet
 Elmer’s Glue
 Baking soda
 Vinegar
 Funnel
 Balloon
 Notebook
 Pencils


STRATEGIES

Accountable Talk & Socratic Seminar

Indicator: This will be evident when students engage in a discussion circle about the
different types of matter and identify each one on the board.
 Modeling

Indicator: This will be evident when the teacher conducts “States of

Matter” experiment for the students to observe.

Identifying Similarities and Differences

Indicator: This will be evident when students make their own

representations of the atoms in each state of matter.

ADAPTATIONS

 Students will visual impairments will be positioned at the front of the room so that they
can view the experiment in its entirety.
 Students who are ELL’s will receive a transcript of the experiment in their native
language.
 Students with behavioral issues or disorders will be monitored according to their BIP

DIFFERENTIATION OF INSTRUCTION

Tier 1: After a lesson about the states of matter, the students will identify different
objects and what phase of matter they belong to. Students will have the help of a
review sheet including examples of each.

Tier 2: After a lesson about the states of matter, student’s will chose a phase of matter
find a photo of it, and write a description of the phase of matter for their
classmates to guess what they are.

Tier 3: After a lesson about the states of matter, the students will write an example of
something that changes into the three different phases. For example, a block of ice
(solid) on a hot plate, melting into water (liquid) and then turning into steam (gas)
and explain each stage.

DEVELOPMENTAL PROCEDURES

 With the teacher, students will conduct an experiment called “States of Matter”. Students
will observe while the teacher fills a bottle with vinegar, filling a balloon with baking
 soda pouring it into the vinegar and watching the results. (What are some phases of
matter we deal with every day? Can all liquids become gases? Will the balloon pop?)
 The students will have a discussion circle about the different types of matter and in which
phase does each object belong too. (What types of objects are around us each day, and
what phase to they belong too? What are the properties of a liquid? What are the
properties of a solid? What are the properties of a gas?)

ASSESSMENT

The students will write a sentence about the observation they made during the “State of Matter”
experiment. Along with making their own representations correctly of the atoms in each state of
matter using Cheerios.

INDEPENDENT PRACTICE

Students will conduct a matter scavenger hunt at home over the weekend. They will be asked to
locate at least 5 solids, 5 liquids, and 5 gases (can include different types of water vapor, steam
from the shower, steam from the tea kettle, etc.) The objects should be sorted into three different
columns labeled Solid, Liquid, and Gas.

FOLLOW-UP: DIRECT TEACHER INTERVENTION AND ACADEMIC

ENRICHMENT

Direct Teacher Intervention: While the other students are participating in the Solid, Liquid and
Gas worksheet where they will make a representation of the atoms in each state of matter. The
teacher will come around and re-teach to these students who did not obtain the objective and
show the a video of a “Fried Ice” experiment to allow the students to visualize an every day
object that they can relate the information to.

Academic Enrichment: The students will explore the concept of sublimation by observing the
“States of Matter” experiment. Students will discover the concept of sublimation independently
when they describe the liquid mixing with a solid and directly changing into a gas. Students will
have a pair and share with their classmates.
 TEACHER REFERENCES

Angeli, E., Wagner, J., Lawrick, E., Moore, K., Anderson, M., Soderlund, L., & Brizee, A.

(2018, November 10). General format. Retrieved from:

http://owl.english.purdue.edu/owl/resource/560/01/

National Governors Association Center for Best Practices & Council of Chief State School

Officers. (2018). Common Core State Standards for English Language Arts. Washington

D.C.: Authors. Retrieved from:

https://www.engageny.org/ccls-ela/w27

NGSS Lead States, (2018). Next Generation Science Standards: For States, By States. Retrieved

from http://www.nextgensience.org/

Science. (2016, September 27). Retrieved November 10, 2018, from

https://www.pinterest.co.uk/pin/396387204687082646/

Resources for students

https://www.youtube.com/watch?v=n048J8cMvNA

https://www.youtube.com/watch?v=mVzWB7nNx7w
Name: _______________________

Homework

Matter Scavenger Hunt!

Directions: Find five examples of each phase of matter. Then sort them into the
columns they belong and label them!

Solid Liquid Gas