Emily Kolbenschlag

ELED-3221-090
23 February 2016
edTPA Indirect Instruction Lesson Plan Template
States of Matter Lesson Plan
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Central Focus/Big Idea: Comparing and contrasting different states of matter. This concept
could be taught in one lesson or broken down into different lessons, each covering a different
state of matter.
Subject of this lesson: Science, States of Matter
Grade Level: 2nd Grade
NC Essential Standard(s): 2.P.2 Understand properties of solids and liquids and the changes
they undergo.
Next Generation Science Standard(s):
W.5.1

Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

21st Century Skills:

Collaboration: The students will have to work collaboratively with others at their table to
interpret and decide what state of matter different objects are.
Initiative and Self- Direction: The students will have to have some self direction in order for self
discovery to take place when they are exploring different states of matter.
Academic Language Demand
Language Function: Categorize
I chose categorize as the most important language function for my lesson because the
students will have to actually categorize the different stages of matter.
Scientific Vocabulary: Solid, Liquid, Gas, Molecules, Matter, and Mass
Instructional Objective: The students are going to be expected to know the properties of solid
and liquids and how they change. They will also be expected to know the differences between
the two. Students final project should show that they understand the different states of matter
and are able to decipher them.
Prior Knowledge (student): The students should have a basic understanding of what a solid is
verses a liquid or a gas.

Content Knowledge (teacher): Teachers should know that solids have closely compacted
molecules, liquids are not as close and gas has far spread out molecules. Teachers should also
know that liquids can change to solids and solids can change to liquids. Sometimes when I solid
and liquid are combined we get a gas. States of matter change due to heat being added or taken
away.
Accommodations for special needs (individual and/or small group): Students with special
needs will be given extended time on the final project if needed.
Materials and Technology requirements:
Projector, Items/pictures of things for students to sort (Pencil, Water bottle filled with
water, Crayon, Bubble bath bubble soap, Bar of soap, Sunglasses), Mentos, Diet Coke,
Paper, Color pencils/crayons.

Total Estimated Time: 1 hour

Source of lesson:
http://studyjams.scholastic.com/studyjams/services/search-results?query=solids
%20and%20liquids
https://www.pinterest.com
Safety considerations: Students will use scissors and other materials safely and
responsibly.

Content and Strategies (Procedure)

Engage: To get students starting to think about different states of matter we will discuss
what they had done the week before during their in house fieldtrip with the scientist. We
will talk about some of the experiments that they got to do with different solids and
liquids to get them excited to learn more.
Explore: Students will get a tub full of different objects of different states of matter
(Pencil, Water bottle filled with water, Crayons, Bubble bath bubble soap, Bar of soap,
Sunglasses) and will sort them according to their state of matter. As students are sorting
the items I will walk from group to group to listen in on their conversations and guide
their discussions.
Explanation: As a class we will review where everyone put their objects. As we are
sorting we will discuss how we know where certain things went. After we go through all
of the objects we will get into properties, like that a solid keeps its shape, while a liquid
takes the shape of the container it is in, and gases have no shape nor volume. Solids can
melt and become a liquid and liquids can become a solid, have you guys ever made jelo?
What happened? Sometimes when we combine a different states of matter they change
states.
Elaborate: Today we are going to get a chance to combine Diet Coke and Mentos. What
state is Diet Coke? And Mentos? On your paper you guys are going to predict what will
happen when we combine them. Then we are going to get in our groups and follow
instructions carefully. Do not drink or eat any of the experiment items. Have one student
from each group drop the Mento in the Diet Coke on the count of three. Students will
watch the observe what happens and write if their prediction was right and using color
pencils or crayons draw what they saw, students will also label the solid, liquid and gas.
While students are wrapping up their drawings I will go into detail about how we
combined a solid with a liquid and got a gas.
Evaluate: I will collect their papers to make sure that they correctly labeled the solid the
liquid and the gas.
To be completed after the lesson is taught as appropriate
Assessment Results of all objectives/skills:
Reflection on lesson:
CT signature/confirmation: _________________________________ Date:
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