Developmental Lesson Plan

Teacher Candidate: Mr. Murphy Date: October 23rd

Group Size: Allotted Time: 50mins Grade Level: 3rd

Subject or Topic: States of matter

Common Core/PA Standard(s):

Standard - 3.2.2.A4
Experiment and explain what happens when two or more substances are combined (e.g.
mixing, dissolving, and separated (e.g. filtering, evaporation)

Standard - 3.3.4.A2
Identify basic properties and uses of Earth’s materials including rocks, soils, water, and gases
of the atmosphere.

Learning Targets/Objectives:

The third grade student will be able to explain what molecules look like in water, gas, and
solids by making a small representation with puff balls and a poster board.

The third grade student will be able to produce a physical representation of the states of matter
by using performing arts.
Assessment Approaches: Evidence:
1. Students will move their bodies like a 1. Observational
molecule in each of the states of 2. Collected assessment- Students will be
matter. (gas- travel away from graded on 3 point scale and receive
everyone else slightly faster than one point for each correct state of
classmates, solid- stay in one place but matter represented through the
move very quickly, liquid- move more materials provided.
closely to their classmates, but still
quickly)
2. I will grade the student’s ability to
demonstrate the movement of
molecules in the three states of matter.
Assessment Scale:
3/ 3- Student correctly represented all three states of matter with molecules in correct
placement and movement.
2/ 3- Student correctly represented two of three states of matter with molecules in correct
placement and movement.
1/ 3- Student correctly represented one state of matter with molecules in correct placement and
movement.
0/3- Student did not correctly represent any states of matter with molecules in correct
placement and movement.
Subject Matter/Content: (Don’t write anything)
Prerequisites:
● Possible knowledge of what a solid, liquid or gas are
● Observation Skills
Key Vocabulary:
● Matter- ​What everything in the world is made of (Pg. 5)
● Energy-​ What has the ability to change the states of matter (10)
● Heat- ​A form of energy (10)
● Atom- ​The smallest component of a unit of matter
● Molecule-​ Two or more atoms bonded together
● Solid- ​relating to the characteristics and structure of solid material
● Liquid-​neither solid nor gaseous
● Gas- ​a fluid (as hydrogen or air) that has no fixed shape and tends to expand without
limit
● Heating- ​to​ ​make or become warm or hot
● Cooling-​to make or become cool
Content/Facts:
A. What is matter and its three states?
a. Talk about what matter is as a basic building block of all objects in the
universe.
b. Inform the children that everything around them is matter, and try to
make them understand that everything they come in contact with on a
daily basis is composed of water.
c. Children will do a hands on inquiry with three water bottles, one with
water in it, one with a marble in it, and one with nothing in it, to predict
and observe what is inside the bottle. They will place the bottles on
different pieces of tape labeled with solid, liquid, and gas.
B. The impact of molecules inside matter:
a. Explain how molecules move inside different forms of matter
b. Have students look further into the different impacts that the speed and
number of molecules play in different forms of matter
C. How heat changes molecules and the states of matter.
a. The children will watch a candle and observe the changes that it is going
through, in order to describe the states of matter that can be observed
from the wax turning from a solid into a liquid as the wax melts, and
then the wax turning back into a solid as it cools down.

Introduction/Activating/Launch Strategies:
A. To introduce the lesson on matter, the children will begin class by working on a hands
on inquiry that includes all three states of matter. This activity can be done even if the
children don’t know the three states, but it will give the teacher an insight of what the
children know.
 a. The teacher will instruct the children to go to their table groups where there will
be a basket that has three water bottles in the basket. The teacher will then tell
the children that each water bottle has something inside it, even though the
empty bottle looks like there isn’t anything there.
b. Once the children have seen the bottles, the teacher will ask them to work
through the inquiry sheet, in order to determine whether the bottles contain a
liquid (water), a solid (the marble), or a gas (empty with air)
c. The children will then place the bottles with a corresponding piece of tape that
the teacher has on their table, and fill out on their sheet which state bottles A, B,
and C were in.
B. After this activity has concluded, the teacher will tell the children that if they had any
questions or were curious about the inquiry that they just participated in, that they
would be experts by the end of the day.
Development/Teaching Approaches
A. After the children worked on the inquiry activity and had very little knowledge on what
the three states of matter really were. When they have turned in the inquiry sheets, the
teacher will introduce a story titled, ​“Matter and how it changes”​. This story will
introduce the children to the major topics of matter and how the states change.
a. While reading this story, the children will be shown an insight into what
different aspects of matter are, and be talked about directly in the story, such as
different definitions to topics that the children aren’t yet aware of.
b. The teacher will bring an emphasis to different definitions that are important in
the students understanding what matter is. Different definitions that should be
handed out to the children after the story on a notes sheet are, “​Matter- ​What
everything in the world is made of (Pg. 5), ​Atom- ​The smallest component of a
unit of matter (7), ​Molecule-​ Two or more atoms bonded together (7), ​Energy-
What has the ability to change the states of matter (10), and ​Heat- ​A form of
energy (10).
i. Several other definitions will be handed out on the definitions sheet
after the reading.
c. Stop the reading on page 14 of the story, in order to keep the lesson focused on
the main topic of today’s lesson and prevent cutting into tomorrow’s lesson.

B. After the reading of the story, go through and review the definitions on the page that
you have just handed out. When you have talked about what molecules are, you will
then emphasize the differences in the molecules in the three different states of matter.
a. Have the children watch this video and just let it play through for the children
to observe all of the different things that are going on in solid, liquid, and
gaseous materials.
b. After the playing of the video, break the children into their table groups and ask
them to stand up. Explain to the children that they will be acting as if they were
the strawberry juice from the video, and that they and their group members will
be working together to demonstrate the juice as changes occur.
c. The children will move their bodies around their area as if they are the particles
seen in the video. Begin by asking the children to take on the role of a liquid
 particle with their group mates, and observe the children as they move about
their group.
d. After the children have displayed what they think those molecules would look
like in that state, tell them that they have just been ​heated​ up, and will become
a gas as the juice is evaporating, and have them display what the gas particles
will look like. Observe.
e. After they have demonstrated the gas, explain to them that they have ​cooled
down and become a liquid again. Once displaying the liquid, tell them that it
has gotten even ​colder​, and they will now become a popsicle as a solid. Ask
them to portray the particles during that state. Observe.
f. Finally, ask the children to fill the classroom as if they were all particles of
liquid as the popsicles have been ​heated​ and melted together back into a liquid.
Once more, ask the class to fill the space of the room as a gas when they have
been ​heated​ even more. Observe interactions as children may be learning from
their classmates.
C. After the full class conclusion of the liquid being displayed as a gas with all of the
different students as particles, bring them back to their seats. Ask the children if they
need any clarification on what the particles do during these changes in matter. Next,
you will introduce the activity to the children.
a. Hand out a piece of paper and a number of small puff balls as well as a bottle of
glue to each student. They will need a pen as well. Explain to the children how
to fold the paper into three sections and label them as solid, liquid, and gas.
After they have labeled and folded the paper, explain that they will create an
example of the particles moving in each state of matter, by placing the balls on
the area and adding lines behind the dots to show their amount of movement.
b. Give the children time to complete this activity and then ask them to place their
name on the paper, and place it on to a drying rack. This will be the formal
assessment for the lesson.

Closure/Summarizing Strategies:
A. Ask the children, ​“Are there any more questions that you have about the states of
matter and how the molecules in them create a change?”
B. When it is time for the children to switch subjects, tell the children, ​“Tomorrow we
will be talking about the how the states of matter play a role in the weather
changing, and how without the changes in the states of matter that we wouldn’t be
able to get water to drink, ice to keep our drinks cold, and even rain to make the
plants grow.”

Accommodations/Differentiation:
A. For a student that might have a visual or auditory impairment, there are a few changes
that I can make to the lesson in order to make it more fitting for them. With the
activity at the beginning of class with the water bottles, it would be an easy change to
pour the water into a bowl, have the marble in a bowl, and just have an empty bowl, so
that the student would be able to feel the different states of matter, instead of having to
use the ability of sight or hearing to be able to differentiate between the states. This is
 a very easy change that I think would be very beneficial for my students that suffer
from one of these two impairments.
Materials/Resources: For each group
● Pencil/ Pen
● Cardboard Paper
● Small Puff Balls
● Glue Bottles
● 1 Half full water bottle
● 1 Empty water bottle
● 1 Bottle with a marble in it
● Midthun, J. (2012). Matter: And How It Changes.World Book, Inc.
● Inquiry Sheet:
https://docs.google.com/document/d/1NBtA_h8fXR9t8ctxVKuPHTLxckQXqj9TtpQG
54Dx6Uw/edit?usp=sharing
● Video: ​https://youtu.be/JQ4WduVp9k4
● Smart Board/ Video Projector
● Dictionary: ​https://kids.britannica.com/kids/browse/dictionary
Name:
Group #:
What State Is In The Bottle?

Bottle #1:
Q. What is in the bottle?
A.

Q. What state is the contents of the bottle in? (Circle Response)

A. Solid Liquid Gas

Bottle #2:
Q. What is in the bottle?
A.

Q. What state is the contents of the bottle in? (Circle Response)

A. Solid Liquid Gas

Bottle #3:
Q. What is in the bottle?
A.

Q. What state is the contents of the bottle in? (Circle Response)

A. Solid Liquid Gas
 Excellent (4) Good (3) Fair (2) Poor (1) Total
Score

Labeling and The student The student The student did The student did
Illustrations correctly labeled correctly labeled not correctly not accurately
each state of each state of label every state display what the
matter and matter, but did of matter, but molecules would
added lines with not have all did show an be doing and
arrows to show molecules accurate display had the labels
the movement of movement of the molecules incorrect for the
the molecules shown by moving for the states.
adding lines with other states.
arrows.

Organization The molecules The molecules The student The student did
of molecules were clearly were arranged organized the not correctly
arranged and in the correct molecules in organize the
distinguishable format for the different molecules for
in the correct state being formats, but did each state of
way for the state displayed. not match all matter.
that they were Teacher was three labels Molecules had
displaying. able to tell the correctly, or no pattern and
Students added state without they had not were difficult to
an outline for the labels. added lines to decipher from
molecules to fill. show the one another.
organization.

Organization The molecules The molecules The molecules The molecules

and Effort were clearly were clearly were organized were not
organized and organized and in a way that the organized in a
neat. The neat. Teacher teacher could way that was
teacher was was easily able understand the easily identifiable
easily able to to understand demonstration. by the teacher.
understand the the The project was Little effort was
demonstration. demonstration, not done neatly put into creating
Project was neat but was not neat and there was the
and organized. and organized. poor demonstration in
organization. the time
provided.
Reflective Response:
Report of Student Learning Target/Objectives Proficiency Levels

Remediation Plan (if applicable)

Personal Reflection Questions

Additional reflection/thoughts