KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

PROFESSIONAL SEMESTER PROGRAM
LESSON PLAN FORMAT

Teacher Candidate: Hannah Wright Date: 10/14/21

Cooperating Teacher: Mrs. Kelly Coop. Initials: ________________
Group Size: 22 Allotted Time: 45 minutes Grade Level: 3rd
Subject or Topic: Science (matter) Section: _____________________

STANDARD: (PA Common Core):

 3.2.3.A1:
o Differentiate between properties of objects such as size, shape, and weight and properties
of materials that make up the objects such as color, texture, and hardness.
o Differentiate between the three states of matter, classifying a substance as a solid, liquid,
or gas.

I. Performance Objectives (Learning Outcomes)

 The students will be able to differentiate between the three states of matter.

II. Instructional Materials

 https://jr.brainpop.com/science/matter/solidsliquidsandgases/
 States of matter anchor chart
 https://www.getepic.com/app/read/6713
 https://www.abcya.com/games/states_of_matter
 22 copies of the student matter booklets.
 Cup
 Bowl
 Water
 Pencil
 22 pictures of various objects

III. Subject Matter/ Content (prerequisite skills, key vocabulary, big idea, new content)
 Prerequisite skills:
o Ability to copy from the board (definitions).
o Knowledge of how to use scissors.
 Key vocabulary:
o Matter: Anything that takes up space and has weight.
o Solid: Matter that keeps its shape and its volume.
o Liquid: Matter that changes its shape and keeps it volume.
o Gas: Matter that changes shape and volume.
o Volume: The amount of space an object takes up.
 Big idea:
o There are three states of matter: solids, liquids, and gases.
 New content:
o Solid matter keeps its shape and volume, liquid matter changes its shape and keeps its volume, and
gas matter changes its shape and its volume.
IV. Implementation
A. Introduction –
 Ask the class, “what is anything that takes up space and has weight called?”
 Play https://jr.brainpop.com/science/matter/solidsliquidsandgases/
B. Development –
 Introduce the three states of matter using the anchor chart and discuss examples of each.
 Explain that solids keep their shape and their volume (Put a pencil in a cup, then in a bowl- it stays the
same shape and volume).
  Describe volume as the amount of space an object takes up.
 Liquids change their shape but keep their volume (pour water from a cup into a bowl, and back into the
cup).
 Gases change their shape and their volume (blow up a balloon, then let the air out).
 Read Matter: First Science by Kay Manolis
 Play the “States of Matter Sorting Game” as a class on the board.
https://www.abcya.com/games/states_of_matter
 Have the students put together their matter booklet.
 Model and assist students in defining each state of matter in their book.

C. Closure –
 Give each student a picture of an object and have the students tell if they are solids, liquids, or
gases. Prompt to explain thinking.

D. Accommodations / Differentiation -
 For students with difficulty writing or copying from the board, the teacher will write each definition under
the students’ writing.

E. Assessment/Evaluation plan
1. Formative:
 The teacher will evaluate the students’ response to whether their object was a solid, liquid and gas on a 2-
point scale to determine their ability to differentiate between the three states of matter.
o 2= The student correctly identified the state of matter (without prompting).
o 1= The student correctly identified the state of matter (after prompting).
o 0= The student did not correctly identify the state of matter.

V. Reflective Response

A. Report of Students’ Performance in Terms of States Objectives (Reflection on students performance written
after lesson is taught, includes remediation for students who failed to meet acceptable level of achievement)

B. Personal Reflection (Questions written before lesson is taught.)(Reflective answers to

questions recorded after lesson is taught.)

Please note:
 Do not try to fit your lesson plan into the spaces on this format sheet. Scan this form or retype it. Adjust the spacing to
match the needs of your individual lessons.
 After the cooperating teacher has approved and initialed the plan, any recommendations or revisions should remain on
the plan.

VI. Resources
 https://jr.brainpop.com/science/matter/solidsliquidsandgases/
 https://www.getepic.com/app/read/6713
 https://www.abcya.com/games/states_of_matter