Teacher Candidate: Kaylee Dillon Date: March 21, 2013

School: Rock Branch Elementary Grade: Third

Subject: Natural/ Content Science Lesson Title: The 3 States of Matter

INSTRUCTIONAL OBJECTIVES/ STUDENT OUTCOMES
The students will be able to identify the three states of matter through guided
discovery activities. They will be able to sore matter by looking at properties and
characteristics.
WV CSOs
SC.O.3.1.4 Demonstrate curiosity, initiative and creativity by planning and conducting
simple investigations
SC.O.3.2.6 Identify physical and chemical properties.
SC.O.3.2.7 Relate changes in states of matter to changes in temperature.
SC.O.3.2.8 Investigate the dissolving of solids in liquids
21C.O.3-4.2.LS.3 Student engages in a problem solving process that promotes
questioning, planning investigations and finding answers and solutions.
ACEI Standards
1.0 Development, Learning, and Motivation
2.2 Science
3.1 Integrating and applying knowledge for instruction
3.3 Development of critical thinking and problem solving
3.4 Active engagement in learning
4.0 Assessment for instruction
5.1 Professional growth, reflection, and evaluation
ISTE Standards
1. Facilitate and Inspire Student Learning and Creativity
3. Model Digital Age Work and Learning
MANAGEMENT FRAMEWORK
Overall Time - 50 minute lesson
Time Frame - 5 min. Pre-Test
10 min. Teacher Instruction
5 min. Guided Practice
20 min. Group Discovery Learning
10 min. regroup for assessment and closure
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STRATEGIES
-Teacher/student led discussion -Visual -Discovery learning
-Independent/group practice -Guided instruction -Sorting/Classifying

DIFFERENTIATED INSTRUCTION/ ADAPTATIONS/ INTERVENTIONS

Learning Differences: For students who are
struggling to complete the lesson, I will aid
them by having them by helping them read, or
spell words they are trying to say.
Sensory Differences: I will allow extra time and
individualized instruction for students with
sensory differences.
Attention Differences: I will construct the
lesson with steps that will be taken one at a
time. The lesson will move quickly from one
activity to another to keep interest.
Behavioral Differences: I will give
reinforcement during the lesson regarding
correct behavior and structure.
Motivational Differences: I will create the
lesson using various motivational strategies,
reaching students with motivational
differences.
Ability Differences: I will design the lesson so
that students with ability differences are able
to participate in the activity. Limiting sentences
to be written.
Physical Differences: I will adapt the lesson
format for students with physical differences
by adjusting the lesson, so they may
participate.
Cultural Differences: I will use examples from
real-world cultural situations when creating the
lesson.
Communication Differences: Through use of
the visuals, I will aid students will
communication differences. I will assist
students with questions or unknown words
throughout the lesson.
Enrichment: I will allow students who have
completed their work to help clean up the
closure activity, and to complete challenging
worksheets for practice of states of matter
Multiple Intelligence:
x Verbal/Linguistic x Naturalistic
x Spatial x Interpersonal
x Logical Mathematical x Intrapersonal
x Bodily/Kinesthetic ___Existential
x Musical

PROCEDURES
Introduction/ Lesson Set
1. Give students pre-assessment.
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2. Before playing the video, tell students to pay very close attention because they will be
asked questions at the end. After the video, ask students to think back to the objects
that they saw in the video that were solids, liquids, and gases and then call on
students to give one or more examples of each form.
3. Explain to students that they will learn how to identify the three states of matter and
will show that they can by sorting items into the three categories.
4. Hand out the packets to students. Use the Elmo to follow along in the packet with the
students. When you are asking them questions, write on the white board, as you
would be writing in the packet.
5. Ask students define what solids, liquids, and gases are. After students have given
their responses, introduce the States of Matter Posters (under Elmo). Read over the
posters. In a class discussion, complete the first table on page 1: Discuss properties
and characteristics of solids, liquids, and gases.
Body & Transitions
6. Sorting Game: labels for solid, liquid, and gas, should be placed at different sides of
the room. Give each student a picture card. Direct students walk to the state of
matter that they believe their example is. Remind students to think about their
examples properties. After the students have sorted themselves, call on students to
explain why they believe that their example goes under the corresponding state of
matter. Play 2-3 rounds.
7. Have students return to their seats. Begin the focus on water. Ask students which
state of matter water would be considered. Ask students what they use to cool a
warm pop. Is ice a solid or liquid? Tell students that water can be a solid, liquid, and a
gas. Direct students to fill in their note taking diagram on page 3.
8. Labs: Break students up into 4 groups. Although the labs will be done at the pace of
the whole class, students will conduct the experiments in their groups. Monitor that
they are on tasks and being responsible with the substances. Direct them to fill in any
information that is necessary. Ask questions that relate to the lab.
a. Discovery Time: Tell students that they are going to discover how water can be
a gas by adding other substances.
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b. Ice Experiment: Begin forming a hypothesis for the next lab. Give each student
their lab bags, which include everything they need for the Ice Experiment.
Conduct labs together as a whole class. At the end of the experiment, tell lab
members to discuss what they saw and decide if the hypothesis was correct.
Closure
9. Play the sorting game extra round or play the music video.
10. Post-test
ASSESSMENT
Diagnostic
Determine the students prior knowledge of the three states of matter by having
each student match items to the correct state of matter. The pre-assessment results
will be used to determine: who can already identify the three states of matter;
determine if the students are ready for the enrichment phase of the lesson;
determine how groups will be distinguished; the amount of previewing of the
concept prior to beginning the lesson.
Formative
I will observe students during their exercises. I will ask questions during the sorting
game, seat work, and experiments to students as a whole in order to create a
discussion among the students.
Summative
I will take up students My Solids, Liquids, and Gases Book to assess that they were
engaged and on tasks and fully understood concepts. I will also give students the
same worksheet they did at the beginning of the lesson to see the amount of
knowledge gained (post-test). Scoring will be based on the number of correct
answers on the tests. The pre- test and post-test will be measured to evaluate
student learning.
MATERIALS
Access to internet/Elmo:
http://www.youtube.com/watch?v=btGu9FWSPtc&feature=related
Pre-test/ Post-Test
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States of Matter/ Properties Posters
My Solids, Liquids, and Gases Book
Sorting Activity
Material needed for labs:
Cups
Water
Alka Seltzer tablets
Salt
Bowls
EXTENTED ACTIVITIES
If Student Finishes Early
I have additional State of Matter related worksheets that students can work on if
they finish early.
If Lesson Finishes Early
If my lesson finishes early, I will replay the video for students to sing along with. I
can also hand out the additional worksheets to the students.
If Technology Fails/Not Accessible
If technology fails and I am not able to use the video, I will introduce the states of
matter with the posters. I will emphasize more examples of the 3 states with
classroom objects.
POST-TEACHING
Reflections
This introduction went well and was a good choice for the opening of this topic.
Students enjoyed the music video on solids, liquids, and gases. They also expressed that
they paid close attention to the video by answering my questions correctly. They also
responded well to using the Elmo to project their packets onto the board. This appeared to
keep them on track and engaged. I had students to place their hands on their head when
they were finished with a chart or diagram. This eliminated side conversations and allowed
me to know when to move on.
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The transition into the sorting game went smoothly. It was positioned at a good
timing in the lesson. It provided students with an opportunity to practice what they have
just learned. They were helping on another categorize their objects. The students presented
that they understood the states of matter by explaining why they went to that category to
the class. The students were using descriptive words to describe the objects properties.
They were also engaged in this guided discovery lesson. They were very enthusiastic
about the discoveries that they made. They worked collaboratively with their team/partners
to understand how water can transform into a gas and from a solid back to a liquid.

Data Based Decision Making

Prior to my lesson, students were given the pre-test as their morning work. Students
were supposed to categorize objects as solid, liquid, or gas. The average score of the
classes pre-test was 7/12 or 58%. After my lesson, students were given the exact same test,
but objects were listed in a different order. The test average went up to an 11/12, 91.6%. I feel
that this lesson was successful and I feel accomplished that I was able to bring the scores up
in all categories. Below is a graph representing the material covered on the pre-test and
post-test, along with the classes percentage score of correct sorting of each object.



0%
20%
40%
60%
80%
100%
120%
Pre-Test
Post Test
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According to the data collected, my lesson was effective in teaching the states of
matter. Students demonstrated that they can use physical and chemical properties to
identify the state of matter for daily objects. Next time, I may break the lesson up into two
sessions. This would allow a thorough study of first states of matter and their properties,
then how object change physical and chemical properties. Overall, I am pleased with the
outcome of student achievement.