Molloy College

Division of Education

Brittany Gervase Professor Rickey Moroney

EDU 527 02 August 2, 2017
Grade: Second Grade Topic: States of Matter Content Area: Science

INSTRUCTIONAL OBJECTIVES

The students will be able to differentiate between a solid, liquid, and gas. Students will
analyze and be able to give examples of changes in states of matter from heating and cooling.
Students will also complete different worksheets where they will answer the questions with 90%
accuracy.

NYS-CCLS / +NYS STANDARDS AND INDICATORS

NYS-CCLS-Science
E.P3.2
Domain: The Physical Setting
Standard: Describe chemical and physical changes, including changes in states of matter.

Indicator: This will be evident when students are able to give example of changes in states of
matter (solid, liquid, gas).

NYS-CCLS-Literacy
L.2.4
Domain: Language
Cluster: Vocabulary Acquisition and Use.
Standard: Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grade 2 reading and content, choosing flexibly from an array of strategies

Indicator: This will be evident when students can verbally answer questions about the three
states of matter using the vocabulary words that go with it.

Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
ISTE NET Standards for Students: 3C- Students curate information from digital resources
using a variety of tools and methods to create collections of artifacts that demonstrate meaningful
connections or conclusions.

INSTRUCTIONAL RESOURCES

Microwave
Ice cubes
Bowl of warm water
Glass of water
Timer
Solid, Liquid, Gas worksheet
States of Matter worksheet
Paper
Smart Board

MOTIVATION

The students will sit on the carpet in front of the teacher. The teacher will begin by telling
the students that they will be learning about the three states of matter. The teacher will ask the
students, can anyone tell me what the three states of matter are? Students will get to pair and
share their answers to see what they can come up with. The teacher will then list the three states
of matter on the board and give examples to go with each.

DEVELOPMENTAL PROCEDURES

1. The teacher will begin by listing the three states of matter on the board with examples
and asking the students, does anyone have any other examples to add to the board for
our three states of matter? For example: rain drops, rocks, or clouds.
2. After the three states of matter are introduced (solid, liquid, gas) the teacher will
introduce some new vocabulary words to the students relating to matter and play a
YouTube video to get the students engaged.
3. The teacher will then ask questions as a whole class discussion. For example: can a
solid turn into a liquid? The teacher will explain that a cube of ice can turn into a liquid
with heat.

Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
 4. The students will then gather around the teachers desk as the teacher performs a small
experiment
5. The teacher will place a cube of ice in warm water and have the students observe what
happens for about five minutes. The teacher will ask the students, what do you notice?
The teacher will explain to the students how the ice is starting the melt.
6. Next, the teacher will ask the students, can a liquid turn into a gas? The students will
get a chance to pair and share their answers and the teacher will hold a short whole class
discussion.
7. The teacher will then have the students gather around a small microwave as the teacher
places a glass of water in the microwave. The microwave will be set to three minutes and
the students will observe.
8. The teacher will take the cup out of the microwave and ask the students, what do you
notice? The teacher will explain that the bubbles formed on top of the glass of water
consist of gas.
9. Students will then head back to their desks and work on the Solid, Liquid, Gas worksheet
with a partner. Once all the students are finished, the teacher will go over it as a class.
10. The students will then complete another worksheet, States of Matter worksheet,
independently and hand it in to the teacher.
11. Finally, as an assessment, the students will be asked to give an example of a time when a
solid can change into a liquid. The students will have to explain their answer on a sheet of
paper and also hand in to the teacher for review.

INSTRUCTIONAL STRATEGIES

Group Discussion: This will be evident when the students are able to come up with examples of
solids, liquids, and gases and answer questions given by the teacher.
Cooperative Learning: This will be evident when students are able to work with their partner
on completing their worksheets, as well as, work independently on another worksheet and their
assessment.

Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
Teacher Demonstration: This will be evident when the teacher performs both science
experiments for the students to observe. This will also be evident when the teacher is going over
the directions of what is to be expected when completing each worksheet.

ADAPTATIONS
The students who are English Language Learners will be provided with the vocabulary
words in Spanish before hand in order to better understand the lesson.
The student with a visual impairment will be given preferential seating.
The students who are learning disabled will be given extra support when completing the
worksheet that is to be done independently, as well as, the assessment.
The student with a significant grapho-motor disability will use a voice-to-text application
for writing assignments and worksheets.

DIFFERENTIATION OF INSTRUCTION

Struggling Students- These students will get a review of the states of matter. The teacher will
discuss each state of matter on one of the worksheets and ask the students to re-label each state
on their own as a challenge. The teacher will be sure to scaffold the correct labels by describing
each state of matter, that way every kind of learner will be able to retain the information.
Average Students- Everyday students will be given original worksheets and original instruction.
The students desks are grouped where there is a mixture of abilities in each setting, so students
can assist one another when necessary.
Advanced Students- The advanced students will be challenged to use their knowledge about the
three states of matter in order to complete the states of matter worksheet without the words given
to them.

Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
 ASSESSMENT

Students will complete a worksheet independently to show their competency in analyzing

the three states of matter.
Students will also be assessed on how well they work with others during the teachers
experiment demonstration and working with their partner on their worksheets.
Students will also be asked to give an example of a time when a solid can change into a
liquid. This will be written and explained on a piece of paper that will then be handed in
to the teacher.

INDEPENDENT PRACTICE

Following the lesson on the states of matter, students will go home and try to find
examples of solids, liquids, and gases in their homes. The students will write their examples
down on a piece of paper and bring it into class the next day to share with their classmates.

FOLLOW-UP ACTIVITIES: DIRECT TEACHER INTERVENTION AND

ACADEMIC ENRICHMENT

Direct Teacher Intervention- The teacher and student will work on different worksheets
together to reinforce the three states of matter. The worksheet will contain information where the
student will have to classify different pictures into solids, liquids, or gases.

Academic Enrichment- For additional challenge, students will have to come up with their own
small experiments to do involving solids, liquids, or gases.

Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
 REFERENCES

E. (2015, September 12). States Of Matter: Identifying Solids, Liquids, and Gases | Lesson Plan.
Retrieved August 02, 2017, from https://www.education.com/lesson-plan/states-of-matter/

Science vocabulary States of Matter. (n.d.). Retrieved August 02, 2017, from
https://quizlet.com/170626/science-vocabulary-states-of-matter-flash-cards/

States of Matter. (n.d.). Retrieved August 02, 2017, from

https://www.teacherspayteachers.com/Product/States-of-Matter-2129183

Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
 Molloy College, Division of Education, Rockville Centre, NY 11571
Revised 10/25/16
*edTPA academic language
 Name:______________
STATES OF M ATTER
Dir e c tions: Cut a nd pa ste the w or d in the c or r e c t c olum n.

air table door milk smoke

water r iver steam r ock apple
juice br ick tr ee wind r ain

Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
 Collaborative Work Skills: States of Matter
Teacher Name: Ms. Gervase

Student Name: ________________________________________

CATEGORY 4 3 2 1
Contributions Routinely provides useful Usually provides useful Sometimes provides useful Rarely provides useful ideas
ideas when participating in ideas when participating in ideas when participating in when participating in the
the group and in classroom the group and in classroom the group and in classroom group and in classroom
discussion. A definite leader discussion. A strong group discussion. A satisfactory discussion. May refuse to
who contributes a lot of member who tries hard! group member who does participate.
effort. what is required.

Quality of Work Provides work of the Provides high quality work. Provides work that
highest quality. occasionally needs to be
checked/redone by other
group members to ensure
quality.
Provides work that usually
needs to be checked/redone
by others to ensure quality.

Attitude Never is publicly critical of
the project or the work of
others. Always has a
positive attitude about the
task(s).
Rarely is publicly critical of
the project or the work of
others. Often has a positive
attitude about the task(s).
Occasionally is publicly
critical of the project or the
work of other members of
the group. Usually has a
positive attitude about the
task(s).
Often is publicly critical of
the project or the work of
other members of the group.
Often has a negative attitude
about the task(s).

Focus on the task Consistently stays focused
on the task and what needs
to be done. Very self-
directed.
Focuses on the task and
what needs to be done
most of the time. Other
group members can count
on this person.
Focuses on the task and Rarely focuses on the task
what needs to be done and what needs to be done.
some of the time. Other Lets others do the work.
group members must
sometimes nag, prod, and
remind to keep this person
on-task.

Working with Others Almost always listens to,
shares with, and supports
the efforts of others. Tries to
keep people working well
together.
Usually listens to, shares,
with, and supports the
efforts of others. Does not
cause \"waves\" in the
group.
Often listens to, shares with, Rarely listens to, shares
and supports the efforts of with, and supports the
others, but sometimes is not efforts of others. Often is not
a good team member. a good team player.

Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language