Developmental Lesson Plan

Teacher Candidate: Alyssia Velazquez

Date: 09-28-2021 Group Size: 24 Allotted Time: 80 Minutes Grade Level: Third

Subject or Topic: The Reason for Seasons- What’s the Matter?

Common Core/PA Standard(s):

3.3.2.A4- Explore and describe that water exists in solid (ice) and liquid (water) form.
Explain and illustrate evaporation and condensation.
S3.C.1.1.3- Differentiate between the three states of matter, classifying a substance
as a solid, liquid, or gas.
S3.C.1.1.4- Recognize and identify how water goes through phase changes (i.e.,
evaporation, condensation, freezing, and melting).

Learning Targets/Objectives:
The third grade students will be able to identify and classify the different states of
matter (solid, liquid, and gas) by engaging in various hands-on physical science
experiments.
The third grade students will be able to predict, observe, and record changes in the
state of matter caused by changes in temperatures.
Assessment Approaches: Evidence:
1) Root Beer Float Science Lab Sheet 1) Collecting handout
2) Jeopardy 2) Observational
3) States of Matter Assessment 3) Collecting assessment
Assessment Scale:
3) States of Matter Assessment
- See Rubric Below*

Subject Matter/Content: Science/The Four Seasons

Prerequisites:
- An understanding of the earth's rotation.
- An understanding there are four seasons.
- An understanding of the season, Autumn.
- An understanding of winter being a cold season.
- An understanding of snow being a type of weather in the winter.
- An understanding of how to use Ziplet.
Key Vocabulary:
- Matter: Anything that has mass and takes up space.
- Solid: A form of matter that keeps its shape.
- Liquid: Matter that is wet and can be poured, such as water.
- Gas: A substance (such as oxygen) that is like air and has no fixed shape.
- Condensation: The process by which a gas becomes a liquid.
 - Evaporation: The change from a liquid to a gas.
- Vapor: A substance that is in the form of a gas or that consists of very small
drops or particles mixed with the air.
- Molecule: The atoms making up the smallest unit of a substance.
- Particle: A tiny piece of something.
Content/Facts:
- Winter is one of two solstices.
- Matter is everything around us, anything that has mass and takes up space.
- There are three states of matter.
- All three types of matter have volume and shape.
- They are all made of atoms and molecules.
- Solids keep their shape, like ice.
- Liquids are free flowing, like water.
- Gas is oxygen. Helium is the gas put in balloons.
- The phase change from a solid to a liquid is called melting.
- The phase change from a gas turning into a liquid is called condensation.
- When heat is added to a liquid it becomes a gas called evaporation or vapor.
- Solids have a definite shape and do not take the shape of its container.
- Liquids and gases do not have a definite shape, they both take the shape of its
container.
- Liquid molecules slide past one another.
- Gas molecules that are in constant movement and bounce off one another.
Introduction/Activating/Launch Strategies:
Before the Lesson Begins (5 Minutes)
1. Activate the students' prior knowledge of the lessons previously taught and ask
comprehension questions.
a. Why do we have four seasons? What does the earth do?
b. Why do leaves change color? What is that process called?
2. Next review the answers students gave on Ziplet and expand on anything
students feel they are struggling with. (https://ziplet.com/app/#/)
a. Discuss in depth the answers students have about Winter and their
knowledge on the three states of matter.
b. Try to make connections with their responses.
→ Transition students to the next activity which is to engage in an interactive read
aloud by saying: “Okay, now we are going to take what we have said on Ziplet and
use those answers throughout our activities. Some of us know what the states of
matter are and some of us don’t but that is okay we are all going to be experts after
today. So put on your lab coats and let’s jump right into the magical world of matter!”

Lesson Launch (15 Minutes)

1. To get students excited to learn about the different states of matter, the teacher
will begin by reading the book titled The Simple Science of Matter by Emily
James.
a. To read the book the teacher will implement the Before-During-After
strategy of a read aloud.
2. Before reading:
 a. The teacher will model previewing the book and implementing a
think-aloud of their thoughts on what the book may be about.
i. When I look at this book I wonder, what is matter? Do they mean
what is the matter? Like when you ask someone “What’s the
matter? You look sad. I’m not too sure so let’s find out.”
b. Afterwards the teacher will open the book to the table of contents.
i. During this time explicitly discuss what the table of contents is
and how it is used.
1. State: “It’s a list of topics or parts of a book and the page
numbers on which they begin. It is found at the beginning
of a book. This is helpful when you want to go back and
find information so you don’t have to flip through every
page to find it.”
c. While reviewing the table of contents point out the glossary.
i. Explicitly teach students why the glossary is useful when reading
non-fiction books.
1. State: “A glossary is a list of important words in a book and
their definitions. It is found at the end of a book. This will
be very helpful when you are reading about a topic for the
first time because you may find words that are unfamiliar to
you.”
d. Modeling how to use the table of contents point to where it says
“glossary” and say the page number.
e. Now go to the page and review some of the vocabulary words that will
be taught throughout the lesson. As each word is discussed, write it on
the board.
i. Liquid
ii. Solid
iii. Molecule
iv. Particle
3. During Reading:
a. After reading page 9 ask: “Can you think of anything that may have
more matter than a car? (Turn and talk)
b. After reading page 13 ask: “Can you find any items in our classroom
right now that are a solid?” (Whole group)
c. After reading page 23 ask: “Do you think snow changes matter in the
Winter? If yes, what changes occur? If no, why not and what state of
matter does it stay in?” (Turn and talk)
4. After reading:
a. Go back to the glossary and point out some key vocabulary words and
ask students to make connections to some of the illustrations or
examples they gave in the book.
i. Solid → Pencil/Paper clip/Clay
Word Wall (10 Minutes)
1. Now that students have a basic understanding of some of the vocabulary
words they will engage in a “Mystery Word” activity to add words to the word
wall.
2. The teacher will write a word on the board all scrambled up.
3. To assist students in unscrambling the word, give clues, either about the word’s
meaning or about how it is spelled.
a. For the spelling, do not spell the entire word out, give the beginning
letter and continue to give more letters until the word is solved.
4. Students will apply their knowledge of spelling patterns, as well as activate
their prior knowledge, depending on the clues given.
5. After the word is unscrambled it will be added to the word wall.
6. Once all the new vocabulary words have been added students will be
redirected to begin the Root Beer Float Activity.

Development/Teaching Approaches
Root Beer Float Activity (20 Minutes)
1. For this activity students will each receive:
a. One cup
b. One spoon
c. One can of root beer
d. A scoop of ice cream (the teacher will do this step)
e. Science Lab hand out which is double sided.
i. One side will be a chart where students can write down what they
are observing using their five senses.
1. Explain not all senses will be observable right away but will
be throughout the activity.
2. “Feels Like” may not be completed at the end of the
activity, that is acceptable.
ii. The other side will be a chart where students can:
1. Write down what state of matter they believe each item is.
a. Explain to students they can use the books glossary
for reference if needed.
b. Or they can use the table of contents to find a page
number to help them figure out what each state of
matter is if they are struggling.
2. Whether or not they believe the state of matter the item is
currently in will change.
a. Will it melt?
b. Will it taste different?
3. The results of each item.
a. Some of the soda changed into fizz when it was
poured.
4. Their conclusion of what occurred.
a. Liquids can change into gases.
b. Solids can melt into liquids
 2. Before beginning, explain to students what is expected of them when
completing the handout.
3. Model the first step with students.
4. Begin by having students open the can of soda and ask:
a. What do you hear? “I hear sizzling or bubbles popping in the can.”
b. What do you smell? “It smells sweet and almost like liquorice.”
5. Now have students pour the soda into the cup and ask:
a. When you poured the soda into the cup what happened?
6. Next scoop a scoop of ice cream into each students cup and ask:
a. Has the ice cream stayed in the same state of matter it started as?
7. Now ask students to write down their conclusions, and assist students if
needed.
8. In order to complete the handout the students must draw what their root beer
float looks like with labels.
9. Now the students can enjoy their root beer floats!
→ Have students clean their tables and collect their worksheets. They will then
transition into the Jeopardy game at this time.

Solids, Liquids and Gases Jeopardy (20 Minutes)

1. The teacher will introduce the jeopardy game.
a. Jeopardy Game!
2. The rules of the game will be explicitly given.
a. Each table of 4 will be a team.
b. Teams will take turns choosing a topic category and a question in that
category associated with a point value.
i. Example: “We want Vocabulary for 20.”
c. Each team will have one minute to answer the selected question
correctly. Teammates must collaborate before giving the answer.
i. If the answer is correct, the team earns the amount of points the
question was worth.
a. The teacher will tally the points.
ii. If the answer is incorrect, the question stays up on the board.
d. After the answer is given, whether correct or incorrect, it is the next
team's turn.
i. Taking turns allows each team more opportunities to participate
throughout the game.
e. The game continues until all amounts under each category have been
chosen and questions have been correctly answered.
f. The team with the most points wins!
3. Once the rules have been given the game can begin.
4. If there is not enough time to complete the jeopardy game, allow students to
complete it the following day before starting the next lesson OR at the end of
the unit as a recap of this lesson.
Closure/Summarizing Strategies:
1. After completing jeopardy/end of the time allotted, reiterate the
objective/purpose.
a. “Now that we have learned all about matter, you all should be able to
identify different aspects of matter wherever you are! Now I want you to
do one last activity independently which you will hand in to me when you
are finished.”
States of Matter Assessment (10 Minutes)
2. Students will each receive a States of Matter Assessment they must complete
independently.
a. For the IEP student the teacher will work with the student one-on-one.
b. During this time the teacher will not give the student any answers but
strategies to help the student with comprehending the questions.
c. Strategies such as:
i. Connecting what was read in the read aloud.
1. The teacher may use the book but cannot show the
student answers, only use it as a way to give clues.
ii. Thinking aloud - modeling the strategy then having the student do
it themself.
iii. Visualizing the question.
1. Allow the student to draw their answer if necessary.
2. Or show a visual from the book.
3. Once all students have completed their assessments, collect them.
4. Close the lesson by saying:
a. “Okay scientists, now that we have completed many different fun
activities and learned so many new things! I want you to go home today
and see if you can find at least one thing to represent each of the states
of matter. Remember, that means one liquid, one solid and one gas!
When we come back tomorrow I’m going to call on a few of my friends to
tell me what they found, so be ready.”
Accommodations/Differentiation:
Follow all IEPs

Due to student X having an IEP which indicates he struggles with reading fluency and
comprehension, I will provide him with a vocabulary sheet printed out with the words
and definitions (an example is available in the material section below). I will also
provide the student with one-on-one instruction during the States of Matter
assessment to give the student strategies they will need to complete the assessment.
Along with guidance and support in the form of clues and other tools.
Materials/Resources:
- Definitions:
- https://www.learnersdictionary.com/definition/
- https://www.merriam-webster.com/dictionary/
- Smibert, A. (2021). Mind-blowing physical science activities. Capstone Press.
- Cronsberry, J. (n.d.). Word Walls: A Support for Literacy in Secondary School
Classrooms . Reading Rockets | Launching Young Readers. Retrieved
November 22, 2021, from https://www.readingrockets.org/

- Computer
- Smart Board/Projector
- iPads/Phones/Tablet (Any electronic to access Ziplet)
- Cups (24)
- Root Beer (24 cans)
- Ice Cream (1 Pint: Non-Dairy / 1 Gallon Regular - Vanilla)
- Spoons (24)
- Timer
- Root Beer Float Science Lab Worksheet (24)
- Science Lab: Root Beer Float
- “States of Matter” Assessment (24)
- Pencils (24)

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

Remediation Plan (if applicable)

Personal Reflection Questions

Additional reflection/thoughts
 Materials/Resources

Science Lab: Root Beer Float

States of Matter Assessment
https://www.learnersdictionary.com/definition/
https://www.merriam-webster.com/dictionary/

Assessment Rubric*
Criteria/Topic Proficient Basic Below Basic

Score 7-10 Correct 5-7 Correct 0-4 Correct

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