Day 1 Unit Lesson Plan

Teacher Candidate: Kelsey Thayer Date: 2/27/23

Group Size: 20 Students Allotted Time: 40 Mins Grade Level: First

Subject or Topic: Matter; Particles that make up matter; Classifying objects based on its state of
matter

Common Core/PA Standard(s)

3.2.1.A5 - CONSTANCY AND CHANGE Recognize that everything is made of matter.

Learning Targets/Objectives
The first grade students will be able to recognize how particles are packed in each state of
matter by modeling the spacing with cheerios.
Formative Assessment Approaches Evidence observation or method of collection
1. Anchor Chart 1. The teacher will observe which
2. States of Matter Worksheet students are able to accurately
categorize the item they received.
2. Will be collected and checked for
comprehension.
Assessment Scale for any of the assessments above if needed
3 points: All three states are demonstrated accurately in the spacing of the cheerios.
2 points: Two of the three states are demonstrated accurately in the spacing of the cheerios.
1 point: One of the three states are demonstrated accurately in the spacing of the cheerios.
0 points: None of the three states are demonstrated accurately in the spacing of the cheerios.

Summative if applicable
Subject Matter/Content to be taught in the lesson

Prerequisites
- Knowledge of items given for anchor chart
New Key Vocabulary
- Particles: the small pieces that make up matter, cannot be seen with eyes
- Matter: anything that has weight and takes up space
Content/Facts
- Everything is made of matter
- Solid, Liquid, and Gas are the three states of matter
- A solid has tightly packed particles and keeps its own shape.
- A liquid has particles that are close together and takes the shape of the container it is
in.
- A gas has particles that are separated and fills the space in the container it is in.

Introduction/Activating/Launch Strategies
1. The teacher will begin this unit by having students take a pretest. The teacher will read
 the questions aloud, but will offer absolutely no help as to what the correct answer is.
The students will follow the guided read-aloud of the pretest and answer what they
know. Once students are finished with their test, they will drop their papers on the
teacher’s desk.
2. Once the students return to their seats after the pre-test, the teacher will introduce
students to the states of matter by saying, “Class, for the next week we are going to
focus on learning about the States of Matter. But what is matter?” Then, the teacher
will show students a short video that explains what matter is.
Development/Teaching Approaches
1. After the video that introduces the states of matter, the teacher will hand out pictures of
different materials and ask students to come up to the board and place their item under
the category of the state of matter that it fits under. The students will place the items
one at a time.
2. Once all of the pieces are placed, the teacher will review the chart with the students.
The teacher will reinforce the spacing of all of the particles for each state of matter.
3. Then, the teacher will draw circles under each column of the anchor chart. In the
circles, the teacher will illustrate the accurate spacing of the particles with a marker.
The solid particle will be tightly packed. The liquid particles will be more spaced out.
The gas particles will be separated. This will model for the students how to complete
the chart.
4. The teacher we begin introducing the assessment of the lesson by modeling with the
worksheet what the students are expected to do. The teacher will show the students
how to glue on their cheerios and how to fill the space without providing the students
with the answers to the assessment.
5. Then, the teacher will have students walk around and grab a worksheet and a napkin.
Once the students return to their seats, the teacher will direct the students to open their
napkins and the teacher will place a handful of cheerios on the napkin. The teacher will
tell the students that the cheerios are not for eating, they are representing the particles
that make up matter.
6. The students will then use their glue to attach the cheerios to the circles to demonstrate
the accuracy of the particles. As the students work, the teacher will walk around and
observe.
7. As the students finish their worksheet, the teacher will have the students drop their
worksheets in the bin and return to their seats.
Closure/Summarizing Strategies
1. The teacher will pass out the students “Mini Matter Book” as they return to their seats
and the teacher will tell the students to color the first page of the book anyway that the
students would like.
2. When the students are finished coloring, the teacher will have students put the
minibook into their work folders and continue working on papers from earlier in the
day.
Accommodations/Differentiation
- The teacher will allow students to make mistakes when placing their items on the
anchor chart.
- The teacher will provide support to students who need it when placing items.
- The anchor chart of particle spacing will be visible to students throughout the entire
 lesson. Teacher will remind students to refer back to the chart.

Materials and Resources:

- Link to Video
- https://www.youtube.com/watch?v=ELchwUIlWa8
- 22 items to place on the anchor chart
- 22 copies of the Particles of Matter Worksheet

-
- Box of Cheerios
- Anchor Chart on States of Matter
- 22 Mini Matter Books

Reflective Response:
Report of Student Learning Target/Objectives Proficiency Levels

Remediation Plan (if applicable)

Personal Reflection Questions

Additional reflection/thoughts