A Detailed Lesson Plan in Science (Grade1)

Prepared by: Bib, Robin F

Ocampo, Tracy Ann Nicole B.

I. Objectives
Upon completion of this lesson, students will be able to:

1. identify the different states of matter.

2. differentiate between a solid, liquid, and gas.
3. give examples of changes in states of matter from heating and cooling.

II. Subject Matter

Comparison Relationship
Materials: Power Point Presentation, Laptop, LCD Projector, and Instructional
materials.
Values: Appreciate and give importance to the differences of things.
III. Procedure
A. Learning Acitivities
Teacher’s Activity Student’s Acivity

“Good Morning Class” “Good Morning Teacher”

“Let us pray first…” (The Teacher will lead the Prayer)

(Checking of ttendance) (students raise their hands and say

…say present… present as the teacher calls their
name)

Please pick uo the pieces of trashes (students pick up the trashes under
under your chairs their chairs)

“So, how was your recess?” “It was great Teacher”

“That’s good, have you enjoyed “Yes Teacher!”
your food?”

“Did you prayed for your food?” “Definitely Teacher”

“Have shared your food with your (One student raised her hand)
classmates?” Ana: “It was nice sharing my food
Teacher”

“Very Good, Ana. Everyone, give (Everyone claps)

yourselves a big clap for praying
and sharing your food.”

“So, for today’s lesson, we will be

talking about matter. Are you
 familiar with the three states of
matter?”

Key Vocabulary

 Solid
 Liquid
 Gas

Instructions

 Have students read the Introduction and What Are the States of Matter? sections of
the Study.com text lesson States of Matter Lesson for Kids.
 As the students are reading the lesson, write the following terms on the board:
o SOLID
o LIQUID
o GAS
 Now have students give you examples of each of the terms listed on the board. Write
those examples next to the associated term on the board.
 Ask students to read the remainder of the text lesson.
 When all students have finished reading the lesson, display the balloons, ice, water,
and soda for the class.
 Ask students to select the item that is a solid. They should select the ice.
 Next ask students to select the item that represents a liquid. They should select the
water.
 Have students blow up the balloons to demonstrate gas.
 Ask students if any of the items are both a liquid and a gas. They should select the
soda.
 Now ask students to brainstorm and share ways to change the state of matter for each
item.

Discussion Questions

 If we froze the soda, what would happen to the carbonation (gas)?

Extensions

 Ask students to look around the classroom to identify matter in different states.
 Have students classify the different states of matter in their lunches.