KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

LESSON PLAN FORMAT

Teacher Candidate:

Zeena Goodwin and Amber Portzline

Cooperating Teacher:
Group Size:

20

Subject or Topic:

Date: 2/12/15

Coop. Initials
Allotted Time 45 minutes
States of matter

Grade Level 1st

Section

STANDARD:
3.2.K.A3
Describe the way matter can change.
3.2.1.A3
Identify how heating, melting, cooling, etc., may cause changes in properties of materials.
I. Performance Objectives (Learning Outcomes):
The first grade students will be able to describe how a liquid can turn to a gas by doing an
experiment.
II. Instructional Materials
15 Already blown-up balloons
3 Clear, empty trash bags
20 Balloons
20 Empty water bottles
Vinegar
Baking soda
6 Funnels
6 Measuring spoons (tsp.)
III. Subject Matter/Content (prerequisite skills, key vocabulary, big idea, outline of
additional content)
A. Prerequisite skills
1. Can identify the three states of matter
2. Can picture what the molecules of a gas look like
3. Can describe how one state of matter can change into another state
4. Can define evaporation
B. Key Vocabulary
1. States of matter
a. Solid- definite shape and volume

b. Liquid- same volume when shape changes

c. Gas- takes shape of its container
Mass- weight
Molecule- atoms bonded together
Volume- amount of space
Evaporation- occurs when a liquid turns to a gas
Physical changes- matter changes appearance

2.
3.
4.
5.
6.
C. Big Idea
1. How can we show the change from a liquid to a gas?
D. Additional content
1. How do physical changes occur?
2. What do the observations show us about this change?
IV. Implementation
A. Introduction
1. The teacher will remind the students of how they discussed the
molecules of each state of matter.
2. The teacher will bring up online stopwatch and give the students
three minutes to create the molecules of a gas by using a trash bag
and balloons.
a. Each group will work together to put the trash bag over
someones body and secure the balloons in place to look like a
gas molecule.
3. The teacher will have each gas molecule come to the front of the
classroom and make sure everyone got it right.
B. Development
1. The teacher will bring up the PowerPoint questionnaire. (See
attached)
2. The students will go through the questions with the teacher.
a. After each question is asked, the students will put up 1 finger
for the first answer, 2 for the second, and 3 for the third.
3. After the class has gone through the presentation, the teacher will get
out the materials for the inquiry.
4. The teacher will have the students identify each material.
5. The teacher will explain the inquiry with safety and procedure.
6. The teacher will hand out each material to the students.
a. Each student is to get his or her own balloon and a water bottle.
7. The teacher will put the ingredients and a funnel at each table group
and explain how to measure the baking soda and vinegar.
a. Each student should measure 4 teaspoons of baking soda and
put it into the balloon, using the funnel.
b. Each student should fill their water bottle about 1/3 of the way
with vinegar.
8. The students attach the open end of the balloon to the top of the
water bottle and turn the balloon upside down.

9. The balloon should start to fill with gas right away, but if not, have
the students lightly shake the water bottle.
10. As the students work through the inquiry, they should be filling out
their inquiry sheet. (See attached)
C. Closure
1. The teacher will bring the students back together to discuss the
experiment.
2. The teacher will explain why and how the change occurred.
a. The baking soda and vinegar mixed together to create a gas,
carbon dioxide. The gas then filled up the balloon.
3. The teacher will then pull up the online stopwatch and give the
students 2 minutes to partner up and discuss the inquiry and what
they learned.
4. The teacher will then call on a few students to share their thoughts.
5. The students will finish the unit by listening to a song about the three
states of matter:
https://www.youtube.com/watch?v=fhhFwdJqvfw
6. The teacher will then collect the inquiry sheets.
D. Accommodations/Differentiation
1. The teacher could have each student do the experiment by in larger
groups as opposed to individually.
2. The teacher could have the experiment all set up and ready to just
watch instead of having them do it all by themselves.
3. Billy, one of the first grade students, has autism. The teacher will
partner the student up with a classmate for the experiment to
minimize distractions.
E. Assessment/Evaluation Plan
1. Formative
a. The teacher will facilitate around the room with a checklist and
take notes on the students work. (See attached)
b. The teacher will collect the students inquiry sheets to check
for their understanding. (See attached)
2. Summative
a. The students are to complete the printed out quiz from Brain
Pop Jr. about changing states of matter. (See attached)
V. Reflective Response
A. Report of Student Performance in Terms of Stated Objectives (Reflection on
student performance written after lesson is taught, includes remediation for
students who fail to meet acceptable level of achievement)

Remediation Plan

B. Personal Reflection (Questions written before lesson is taught. Reflective

answers to question recorded after lesson is taught)
a. Was the experiment too easy/hard for the students?
b. Did the students understand how and why the balloon filled
with gas?
c. Did the students correctly note the inquiry in their notebooks?
d. How could this lesson have gone more smoothly?

VI. Resources (in APA format)

Inquiry:
http://www.nathaliaps.vic.edu.au/uploaded_files/media/baloon.pdf
Activity:
http://shenanigansinsecond.blogspot.com/2013/03/chicks-eggs-matter-more.html
Online stopwatch:
http://www.online-stopwatch.com/eggtimer-countdown/full-screen/
Song:
https://www.youtube.com/watch?v=fhhFwdJqvfw
Brain Pop Jr. Quiz:
https://jr.brainpop.com/science/matter/changingstatesofmatter/easyquiz/

INQUIRY NOTESHEET
Name: _____________________________________
1. What do you predict will happen to the balloon when the baking soda and vinegar
are mixed in the water bottle?

2. Draw the experiment.

Materials and Set-Up

After Turning the Balloon Upside

Down

3. What happened to the balloon?

4. What happened to the liquid? What caused this change?

Teacher Checklist and Notes:

Students
names

On
task

Active
participatio
n

Filling
out
sheet

Working
with
others

Using
their
resource
s

Probin
g for
why

Asking/
answerin
g
questions

Additional notes