Faye Waanders

ED 449-007
Lesson Plan

Grade: 3rd Grade

November 24, 2014

Subject: Science

Day 2 of 2
Time: 90

minutes (block period)

Objective:
Students will be able to
Learning: identify and describe solids, liquids, and gases
Condition: by making experiments with each state of matter
Behavior: after reviewing and reading What Is the World Made Of? All About Solids, Liquids,
and Gases by Kathleen Weidner Zoehfeld, participating in an interactive game, and watching
a BrainPop Jr. video.
Blooms Taxonomy: Evaluation
NJCCS addressed:
5.2.2.A.1 Sort and describe objects based on the materials of which they are made and their
physical properties.
5.2.2.A.2 Identify common objects as solids, liquids, or gases.
CCSS addressed:
CCSS.ELA-Literacy.SL.2.3 Ask and answer questions about what a speaker says in order to
clarify comprehension, gather additional information, or deepen understanding of a topic or
issue.
Opening:
1. The teacher will ask students to remember one important thing that they learned about their
science lesson the previous day. (Assessment of Background Knowledge) (Anticipated
Responses: We learned what solids, liquids, and gases are. We learned that water is a liquid
and that ice is a solid, etc.)

2. Teacher will then hold up the book What Is the World Made Of? All About Solids, Liquids,
and Gases by Kathleen Weidner and ask the students what they think they will learn about in
the book they didnt know and what they want to learn. (Anticipatory Set)
3. The teacher will move on to tell the students that today they will be able to make solids,
liquids, and gases but that they will be learning and reviewing some more before they begin
their work. (Purpose Setting)
Presentation
5. While the book is being read the teacher will stop at various points of the book to make
sure students are understanding and are paying attention by asking questions like: What
object are they discussing here? How can this object be a solid then a liquid? Etc. (Checking
for Understanding)
6. After the book is finished the teacher will ask the students to tell their favorite part of the
book or what they liked most from the book. (Input)
7. The teacher will then play a Brain Pop Junior video on the Smart Board to prep the
students for what they will be doing. The teacher will explain that this video will help us
understand what solids, liquids, and gases are.
8. When the video is done the teacher will ask the students certain review questions like
What is matter, what are solids like, what are solids like, etc. The teacher will pause the
video when it asks, What is matter? (Checking for Understanding)
9. Once the video is over the teacher will pull up an interactive game on
http://www.sciencekids.co.nz/gamesactivities/gases.html where the students are required to sort
the different objects into the correct categories of solids, liquids, and gases. The teacher will
explain to students how the game works and will split the class into two teams. The teacher
will do a demonstration so students know what they have to do. (Modeling)
10. Once the game is over the teacher will tell students that now they are ready for their
experiments. The teacher will split the class into two groups. Each group will be doing their
own experiment for a state of matter and will write down their predictions and findings.
11. Teacher will demonstrate what each group will be doing and how they will be explaining
their findings in the worksheet provided. (Modeling)
Guided Practice:
12. Students will be split into two groups; one for the first experiment, and one for the
second.
13. Students in group one will complete an experiment involving melting ice cubes to show
the transition of a solid to a liquid.

14. Students in group two will complete an experiment involving the creation of gas by
mixing elements.
15. As students complete the experiments, they are asked by the teachers to explain what they
are witnessing.
16. When both groups have completed their experiments, the groups will switch, so each
student can experience both experiments.
17. After both experiments are completed, students will return to their desks and record their
observations on their worksheets

Closure:
18. Teacher asks students if anyone can tell her what happened in the first experiment.
(Anticipated responses: We melted ice, we changed ice into water, we changed a solid to a
liquid).
19. Teacher explains that, in the first experiment, students melted ice, the solid form of water,
into its liquid state by applying heat (Summary of Main Points)
20. Teacher asks students if anyone can tell her what happened in the second experiment
(Anticipated responses: we created gas, vinegar heated up, etc
21. Teacher tells students that, in the second experiment, baking soda and vinegar reacted,
making water. The heat from the reaction caused the water to change into a gas (Summary of
Main points).
22. If no responses are given or if students seem to not be grasping the material, an additional
video on matter will be played, Bill Nye the Science Guy: Matter
23. Teacher tells students that today they reviewed the states of matter by creating two
reactions: one physical and one chemical. Tomorrow, the students will learn more about
different kinds of reactions (Tying Points into Coherent Whole; Preview of Future Lesson)
Assessment
Formative: The worksheet and class discussion will be ongoing assessments. The
participation in the interactive game will be a form of assessment.
Individual Measurability: The teacher assess each students individual measurability of the
lessons content by the worksheet the students will complete after the lesson.
Summative: There will be a unit test at the end of the unit that will summarize what has been
learned.

Differentiation:
Varying Process: The use of the Smartboard will help visual learners. (Learning Styles)
Varying Content: The students that are having a difficult time will go to the back table for
review/help. The teacher will observe students who are struggling during the checking for
understanding portion after the videos. While the interactive game is being played the
struggling students will review with he teacher. (Input)
The teacher will place students into groups for the experiment. (Instructional Grouping)
Varying Product: The students that are struggling will go over the states of matter with the
teacher and walk through the experiment together.
Technology:
The SMART board will be used to show the Brain Pop Jr. video clip in the presentation. It
will also be used for the interactive game where students will sort out the different properties
of matter. The computer can also be used in order to review material with students who are
struggling by playing the games listed in our resource page.

Resource page

Books
Change It!: Solids, Liquids, Gases and You (Primary Physical Science Series) by
Adrienne Mason, Claudia Davila (Illustrator)
What Is the World Made Of?: All About Solids, Liquids, and Gases by Kathleen Weidner
Zoehfeld, Paul Meisel (Illustrator)
Solid, Liquid, or Gas? (It's Science!) by Sally Hewitt
What's the Matter in Mr. Whiskers' Room? by Michael Elsohn Ross

Games
https://www.brainpop.com/games/mattersorter/
http://science.k12flash.com/statesofmatter.html
http://www.sciencekids.co.nz/gamesactivities/detectivescience/statesofmatter.html

http://www.sciencekids.co.nz/gamesactivities/gases.html

Websites
http://www.sciencekids.co.nz/gamesactivities/gases.html

http://teach.fcps.net/trt8/Weaver/states_of_matter_webquest.ht
http://www.uvm.edu/~inquiryb/webquest/sp03/Barksdale/
http://www.chem4kids.com/files/matter_intro.html
https://www.youtube.com/watch?v=jWCmWJqWpn8

Teacher resources
http://www.brainpop.com/educators/community/bp-jr-topic/changing-states-of-matter
http://www.pinterest.com/svtchrsndys/states-of-matter/
http://www.teach-nology.com/teachers/lesson_plans/science/chemistry/matter/
http://www.thesciencepenguin.com/2014/07/time-to-teach-properties-of-matter.html
https://www.youtube.com/watch?v=jWCmWJqWpn8