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:
 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.
 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 classify objects as a solid, liquid, or gas.

II. Instructional Materials

 States of matter anchor chart
 States of matter sorting cards (11 copies)

III. Subject Matter/ Content (prerequisite skills, key vocabulary, big idea, new content)
 Prerequisite skills:
o Ability to work in partners and stay on track.
o Understanding of how to play sorting games.
 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.
 Big idea:
o Matter can be classified into three states of matter: solids, liquids, or gases.

IV. Implementation
A. Introduction –
 Ask the students “what is anything that takes up space and has weight?”
 Have students make a list of 3 solids and 3 liquids. Think-pair-share.

B. Development –
 Review the states of matter anchor chart.
 Ask volunteers to give examples of each state of matter.
 Explain to the students that they will be playing a sorting game in which they place objects into the correct
state of matter.
 Model sorting two objects using the sorting cards.
 Have the students complete the states of matter sorting cards in pairs.
 Assist students as needed.
 Prompt students to explain their thinking as you walk around.

C. Closure –
 Go over the matter sorting cards together. Calling on students to share their thinking.

D. Accommodations / Differentiation -
 Place students in pairs that work well together.
 E. Assessment/Evaluation plan
1. Formative:
 The teacher will evaluate the students’ sorting cards as they complete them on a 10-point scale to determine
their ability to differentiate between the three states of matter.
o 10=The student accurately sorted 10 objects.
o 9= The student accurately sorted 9 objects.
o 8= The student accurately sorted 8 objects.
o 7= The student accurately sorted 7 objects.
o 6= The student accurately sorted 6 objects.
o 5= The student accurately sorted 5 objects.
o 4= The student accurately sorted 4 objects.
o 3= The student accurately sorted 3 objects.
o 2= The student accurately sorted 2 objects.
o 1= The student accurately sorted 1 object.

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