Whats the matter???

Big Idea: Dare to be Different

Readiness
I.
Goals/Objectives/Standards(s)
A. Goal(s)- Students will be able to understand the different
properties of the three states of matter, solid, liquid and gas.
B. Objective(s)- Given manipulatives students will begin to
recognize the different properties of the three states of matter (solids, liquids and
gas) by observation and exploration with materials.
C. Standard(s): *students have little to no prior knowledge of this
subject; it was suggested to use a first grade standard*
1.2: Characterize materials as solid or liquid, investigate their properties, record
observations and explain the choices to others based on evidence (i.e., physical
properties).
II.
MaterialsAnticipatory Set: Time (7 minutes), space (at the front board), materials (Bag with
magnetic pictures, dry erase markers, writing utensil and paper)
Lesson Presentation: Time (2 minutes), space (desks), materials (worksheet for stations)
Stations: (5 minutes at each station), space (yellow table in the back, kidney bean table
in the front, desks by the mailboxes), materials (Lots of different containers filled with
water, solid objects for students to explore, balloons, projector for timer, worksheet )
Input: time (5 minutes), space (desks), materials (worksheets, video projector, youtube
video)
Check for understanding: Time (2 minutes), space (desks), materials (questions on a
note card for teacher)
Closure: time (5 minutes), space (desks/board), materials (large post-it note, markers)
Red group: Alex, Jesse, Olivia, Kristen, Nathan, Naomi, Tessa, Michael
Green Group: Zylah, Lucy, Jack, Berkley, Caleb, Kelsey, Aiden, Leo
Blue Group: Maylee, Samuel, Bryan, Addie, Delaney, Gavin, Kalef

Behavior: I will use Mrs. Arnold's class money as a behavior management tool. I will
reward students will class money to the group that behaves the best. I will also take away
money from any student who is disrupting the class or is not paying attention. I will set clear
expectations at the beginning of the lesson so that students know what to expect.
III.

Anticipatory Set
Good afternoon class, today we are going to start off science with a fun game.
As you can see I have drawn three column up on the board. You might also notice that I have a
bag full of pictures. I am going to start sorting these pictures into the three columns. I want you
to quietly think to yourself the pattern in which I am sorting the pictures. Once you think you

know the answer I want you to raise your hand. I will call on the quietest student to come up to
the board and choose a picture from the bag and sort the picture on the correct column based
off of my pattern.
We will continue this process until majority of the class can see and really think about
why we are sorting these pictures in this way. This activity gets students to really think about
their prior knowledge of the differences between the three states of matter without me
explaining this to students. Without discussing the answer I will ask for students to write down
the answer to my game. I will prompt students by asking What is similar about the pictures in
column A (B and C)? What do all objects have in common?.
Use the sheet of paper that I have provided you with to write down my pattern. When
you are done put down your pencil and look up at me so that I know that you are ready to move
on.
IV. Purpose: Today we are going to discover the different properties of the three states
of matter.

PLAN FOR INSTRUCTION

III. Adaptation to Diverse Students- The way I have grouped students together is based on
their level of performance. I have chosen students that are high achieving in the classroom with
students who are struggling. I took their scores and developed groups so that they contain a
variety of different levels. This way those who succeed can help guide students who are
struggling. I also grouped students based off of their relationships, knowing which students work
with each other the best and which students do not.
I have also adapted my lesson so that all students can be interactive and hands on with their
learning. Mrs. Arnold has three students with ADHD, they struggle focusing when the activity is
not engaging enough. By getting students up and active my hope is that these students will
have an easier time staying engaged throughout the entire lesson.
IV. Lesson Presentation (Input/Output)
Once everyone has their educated guess down, who can tell me what my
pattern was? (call on a few students) Yes exactly, the first column I grouped all the
objects that are solid the second group are all liquids and the third column are all
gases. Today in groups you are going to explore the three states of matter (solids,
liquids, gases) and discover what makes them different from one another.
As I pass around your worksheet I am going to explain my expectations for
today. Since this lesson is different than what you are used to I want you to be on your
very best behavior and keep side conversations and playing to a minimum. I am going to
spit you up into three groups, I will reward the group who does the best job following
directions and staying on task with 20 dollars (class dollars).
By this time all worksheets for the activity will be passed out so that I can explain
each station to the whole class before they are put into groups.
On the top of your worksheet you should see a colored sticker. This determines
your group (blue, green, red). The red group will start at the solid station located in the

back of the classroom (yellow table), here you will fill out page number 1 that reads at
the top Solid Station. At this station there will be a variety of different objects on the
table, as a group discuss and describe the objects different properties. This includes
describing the color, shape, size, weight, and how it feels for each object (follow the
chart). After you have observed and analysed all of your objects describe what they all
have in common as a group. If you are finish early, group objects into different
categories just as I did at the beginning of this lesson. The Green group will start at the
liquid station, located by your mailboxs, here you will fill out page number 2 that reads
Liquid Station. This station is almost identical to the first station. You will be given
objects that you will explore to discover the different properties. Write your findingings
on the chart. If you finish the chart before the time is done at the bottom of the sheet
write down other places where you see liquid and what you use it for. For example I use
liquids or water when I am washing my hands. Now lets looks at the last stations, the
Blue group will be going to the Gas station first. This station will be located at the kidney
bean table, I will be at this station to lead discussion. You will be using page number 3 of
your worksheet.
During the station that I am leading, I will lead groups in discussion about gas. I
will bring in balloons for a demonstration. I will blow up the balloon showing students that
there is gas inside of the balloon. This demonstration will give students the
understanding that gas takes up the space inside. The more air the bigger the balloon.
We will then discuss where we can see gas in our daily lives and the properties. The
worksheet will be completed collaboratively.
Transitions: Solid Station Gas Station Liquid Station
On the board there will be a stopwatch showing 5 minutes. This way students will always
be aware of how much time they have left to complete the task. When it is time to rotate I will let
students know which station they are rotating to next. Once I see that all students are at the
right location I will start the timer over again. Students will have the opportunity to go to all three
stations before heading back to their desks.
Once you are sitting quietly at your desks I will explain what we are going to do
next. We are going to listen to a song about matter. As you listen fill out anything from
your station worksheets of any new information that you learned from the video that you
did not get from the stations.
https://www.youtube.com/watch?v=C33WdI64FiY
V. Check for understanding.
Now I want you to close your eyes and put your head down. I am going to tell you three
statements, if you think that the statement is true raise your hand. If you think that the question I
ask is false do not raise your hand. Once I see all students are ready I will ask the first
questions.
This formative assessment will give me the knowledge of how well students understand the
information and if they need to be retaught.

A solid has its own shape and size (yes)

Liquid has its own shape and size (no)

Gas takes up all the space inside its container (yes)

VII. Review learning outcomes/ Closure
On a large post-it note create a chart like the one created for the anticipatory set. Label Solid,
Liquid, Gas above each column.
We are now going to create a class chart of the properties that we discovered today of the
three states of matter.
I will ask and guide students to create a chart with the properties of each state of matter. This
can be utilized as a poster in the classroom. Include pictures when necessary to make it visually
appealing.

PLAN FOR ASSESSMENT

Formative: I will observe students understanding during group work.I will ask questions that
stimulate deeper levels of thinking and assess how students answer.
Summative: I will look over students worksheets from group work. I will also check for
understanding by the asking three questions.
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?
a. Blooms Taxonomy
b. Gardners Multiple Intelligences
7. Did students have enough time or enough to do at each station?
8. Was this lesson not challenging enough? Do they have more prior knowledge about this
subject then anticipated?
9. Was I implementing behavior management throughout my lesson? Making sure students
were on task and learning?
10. From my station, could I see all students around the room to observe their behavior?

Solid Station

Solid Object

Properties (color, shape, size,

texture (smooth/soft),

Mug

Sock

Hairbrush

Notebook
Pillow

Banana

Ipad

Pencil
Ball

What do all solid objects have in common? Discuss with your group, write in complete
sentences.
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Liquid Station

Liquid Object

Properties of Liquid Objects

Orange Juice in a glass.

Water in honey container
Water in Large container
Liquid in bowl

As a group discuss what you notice about liquids and their shape? Write down your thoughts
below.
____________________________________________________________________________
____________________________________________________________________________
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Where else can you find liquid other than what you drink? Example: Swimming pools
____________________________________________________________________________
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Gas Station

Pictures for Anticipatory Set