Kutztown University

Elementary Education Department

Professional Semester Program

Teacher Candidate: Ashley Livering____________

Date: November 11, 2014

Cooperating Teacher: Dr. Varano

Coop. Initials: ________

Group Size:

20__

______

Allotted Time: __45 minutes__

Subject or Topic: __Lesson 2: States of Matter________

Grade Level: __Second__

Section: _EEU 205__

Standard(s):
1) 3.2.3.A2: Recognize that all objects and materials in the world are made of matter.
2) S3.C.1.1.3: Classify a substance as a solid, liquid, or gas.
I.

II.

III.

Performance Objectives (Learning Outcomes)

A. The students will be able to identify solids, liquids, and gas by categorizing the
B. The students will be able to identify the different properties of the three states of
matter by completing an inquiry exploration.
Instructional Materials
A. What is the World Made Of? By Kathleen Weidner Zoefield
B. Chart paper
C. Vocabulary cards
D. Pocket chart
E. Molecules worksheet (20)
F. Box of fruit loops
G. Glue (20)
H. 5 balloons filled with water
I. 5 balloons filled with air
J. 5 balloons filled with ice
K. Inquiry worksheet (20)
Subject Matter/ Contend
A. Prerequisite skills
1. Recognizing properties of matter
2. Using a scale and/or balance
B. Key Vocabulary
1. Solid matter that has a shape of its own
2. Liquid matter that takes the shape of the container it is in
3. Gas matter that spreads to fill the space it is in
C. Big Ideas
1. Identify the three states of matter.
2. Identify differences between solid, liquid, and gas.

IV.

Implementation
A. Introduction
1. The teacher will read the book What is the World Made Of?
2. Ask students to name different objects they see around them.
3. Record on a piece of chart paper.
B. Development
1. Teacher will introduce the three states of matter: solid, liquid, gas using the
vocabulary cards and pocket chart.
2. The teacher will explain to students that different states of matter have different
arrangements of molecules.
3. The teacher will pass out molecule worksheets.
4. The teacher will show students how molecules of a solid are close together,
molecules of a liquid have some space, and molecules of a gas are far apart.
a. The teacher will do this by using a prezi created by the teacher.
5. The students will complete the worksheet by gluing fruit loops under each state
of matter with the correct amount of space between each.
6. The teacher will then divide students into 5 groups (4 students in each group).
7. The teacher will pass out inquiry worksheets
8. The teacher will explain to students that they will be completing an inquiry
project. Each group will be given three balloons filled with the three states of
matter.
9. The students will describe each balloon using properties of a solid, liquid, and gas
to complete the inquiry worksheet.
10.
The students will weigh, compare, discuss shape, etc. to come to
conclusions about the different states of matter. They will answer the questions:
which one weighs more, how they differed, and what was similar.
11.
The students will complete the inquiry by breaking open the balloons to
observe what happens.
a. Liquid spills out
b. Gas pops
c. Solid- keeps shape balloon
12.
The students will then come up with two questions they may still have
about the inquiry.
C. Closure
1. Teacher will ask students to share one observation they made while completing
the inquiry.
2. The teacher will pull out the words that were recorded on chart paper during the
introduction and the students will categorize the objects according to whether
they are a solid, liquid, or gas.
D. Accommodations/Differentiation
1. Students who struggle with reading and writing will be paired with another
student who would be able to record their observations as a pair
E. Assessment/Evaluation Plan

V.

VI.

1. Formative: The students will be completing a molecule worksheet. The teacher

will use a checklist as to whether the students have correctly completed the
worksheet with a yes or no.
2. Formative: The students will turn in their inquiry worksheets at the end of the
lesson. The teacher will grade them using a rubric to see if all the parts of the
inquiry were answered or not.
Reflective Response
A. Report of Students Performance in Terms of States Objectives
B. Personal Reflection
1. How could I have improved my lesson?
2. Were my students engaged?
3. How did I adapt the lesson from the textbook and why?
4. What are some changes I could have made?
Resources
A. Fit Kids Clubhouse: Clubhouse Truth: Preschool Science Matters. (n.d.). Fit Kids
Clubhouse: Clubhouse Truth: Preschool Science Matters. Retrieved October 2, 2014,
from http://fitkidsclub.blogspot.com/2012/06/clubhouse-truth-preschool-science.html
B. Zoehfeld, K. W., & Meisel, P. (1998). What is the world made of?: all about solids,
liquids, and gases. New York: HarperCollins Publishers.