Lesson Plan Title:
Day 1-What is Matter?
Primary Subject
Integrated Subjects
Grade Level
Length of Lesson
Research Sources
Lesson Summary
Key Vocabulary
Essential Standards/NCSCOS
Essential Questions
Materials/Resources Needed
Exploration/Engagement
Activities
Accommodations for
Differentiated Instruction
Cross Curricular
Integration
Science
Reading (ELA)
3
1 day
scholastic.com, youtube.com, Changing States
Students will learn about the 3 states of matter and begin learning their
properties.
matter, solid, liquid, gas, property, molecule, atom, element, mass,
volume, states
3.P.2.2 - Compare solids, liquids, and gases based on basic properties
1.03 - Integrate prior experiences and all sources of information in the
text when reading orally and silently
1.04 - Increase sight, reading, and writing vocabularies
2.01 - Use metacognitive strategies to comprehend text
2.02 - Interact with the text before, during, and after reading, listening,
or viewing
2.08 - Listen actively
3.03 - Use text and own experiences to verify facts, concepts, and ideas
4.02 - Use oral and written language to present information in a logical
manner, share information, or ideas, answer open-ended questions, and
explain their own learning
4.10 - Explore technology as a tool to create a written project
What is matter? What are everyday examples of matter?
Pre-test, Flipchart “What is Matter”, Video (“Introduction to Solids,
Liquids, and Gases”), Changing States by Will Hurd, chart paper,
KWHL chart, index cards, pictures with states of matter
1. Complete pre-test
2. Do KWHL about students’ prior knowledge of matter, its properties
and how they change or show pictures of different states and discuss
3. Show students cover of Changing States. Have students predict
what the book is about. Record predictions on chart paper.
4. Read p. 4-5.
5. Check over predictions and have students complete exit cards on
what they learned on matter.
For KWHL, lower students can be assisted by the teacher or teacher
assistant and dictate information to be placed on the chart. Book will be
teacher read-aloud. Vision problems can be differentiated by larger
print.
Reading is being integrated (see above standards).
Assessments:
•Performance-based
•Formative
•Summative
Extension Activities
Created by
Email
Lesson Plan Title:
Primary Subject
Integrated Subjects
Grade Level
Length of Lesson
Research Sources
Unit/Lesson Summary
Key Vocabulary
Essential Standards/
NCSCOS
Essential Questions
Materials/Resources
Needed
Performance-based: KWHL chart, predictions
Formative: Exit Card
Summative: Pre-test
Examine properties of matter and how matter changes states.
Laura Zimmerman-Clark, Paula Lambert, Teresa May, Mary Anne
Parrish
zimmerlb@rss.k12.nc.us, maytf@rss.k12.nc.us,
lamberpt@rss.k12.nc.us, parrishma@rss.k12.nc.us
Day 2-What are the Properties of Matter?
Science
Math, ELA
3
1 Day
Changing States by Will Hurd, What is Matter? ActivInspire flip chart,
Students will learn the properties of the three states of matter.
matter, solid, liquid, gas, property molecule, atom, mass, volume, physical change,
characteristics
Science:
3.P.2.2 Compare solids, liquids, and gases based on basic properties.
Math:
4.01 Collect, organize, analyze and display data to solve problems.
ELA:
1.03 Integrate prior experiences and all sources of information in the text when
reading orally and silently.
1.04 Increase sight vocabulary, reading vocabulary, and writing vocabulary
2.02 Interact with the text before, during, and after reading
2.03 Read with a variety of texts
2.05 Draw conclusions, make generalizations, and gather support by referencing
the text
2.08 Listen actively
3.03 Use text and own experiences to verify facts, concepts, and ideas
4.02 Use oral and written language to present information in a logical manner,
share information or ideas, answer open-ended questions, explain their own
learning
What are the properties of the states of matter?
flip chart, index cards, markers, Changing States, internet access, Matter sort
worksheet, classification worksheet
Exploration/
Engagement
Activities
Accommodations for
Differentiated
Instruction
Cross Curricular
Integration
Assessments:
•Performancebased
•Formative
•Summative
Extension Activities
Created by
Email
1. Introduce with the song They Might Be Giants (Youtube.com)
2. ActivInspire flip chart “What is Matter?” This flip chart will allow students record
information in their notebooks and experiment with the different states of matter.
3. Have students stand up by their desks. Tell them they represent water molecules
transitioning through different states of matter. Explain that when you call out a
state of matter, you want them to move like the molecules at that state.
4. Call out a state of matter, such as “SOLID.” Students should walk very slowly
around the room.
5. Call out “FIRE UP……..LIQUID.” Students should begin to walk more quickly
around the room.
6. Call out “FIRE UP…….GAS.” Students should walk even faster around the
room.
7. Call out “COOL DOWN……LIQUID.” Students should walk a bit slower.
8. Call out “COOL DOWN……SOLID.” Students should walk very slowly.
9. After students correctly demonstrate an understanding of the movement of
molecules, have them respond with the correct vocabulary word defining each
transition.
10. Pass out index cards. Students write CONDENSATION on one side of the
index card and EVAPORATION on the other.
11. Students stand up again. When students go from liquid to g as, have them yell
out EVAPORATION and hold up index card with the vocabulary word on it.
12. When students go from gas to liquid, have them yell out CONDENSATION and
hold up side of index card with vocabulary word on it.
13. Students pair into teams to find and record examples of solids, liquids, and
gases. Optional: Have students walk around campus/classroom recording their
observations.
Students share their observations.
14. Scholastic video Solid, Liquid, Gases and song
http://teacher.scholastic.com/activities/studyjams/matter%5Fstates/
15. Matter sort activity
Students with inability to copy notes will be allowed to record their findings on the
IPODs.
Reading is integrated. See standards above
Performance- Based: Experiment outcomes
Formative: results of experiments and notes
Summative: Matter sort
Homework: Matter classification
Mary Anne Parrish, Laura Zimmerman-Clark, Teresa May, Paula Lambert
zimmerlb@rss.k12.nc.us, maytf@rss.k12.nc.us, lamberpt@rss.k12.nc.us ,
parrishma@rss.k12.nc.us
Lesson Plan Title:
Day 3-Air Has Mass
Primary Subject
Integrated Subjects
Grade Level
Length of Lesson
Research Sources
Lesson Summary
Key Vocabulary
Essential Standards/NCSCOS
Essential Questions
Materials/Resources Needed
Exploration/Engagement
Activities
Science
Writing
3
1 day
MSP grant workshop
Students will determine if air has mass.
flask, vaccuum, stopper, scale
3.P.2.1 - Air is a substance that takes up space and has mass.
How can you prove air has mass?
flask, stopper, scale, wine preserver
1. In groups of 3, students obtain a flask, stopper and wine preserver.
2. Students put a stopper in the top of the flask trapping air inside.
3. Students measure the mass of the flask and stopper using an
electronic scale and record it in their journals.
4. One student used the wine preserver to pull the air out of the flask
(as much as possible without injury) and the group remeasures the
mass and record in their journals.
5. Students should see a slight difference in the two masses (calculate
the difference).
Accommodations for
Differentiated Instruction
Cross Curricular
Integration
Assessments:
•Performance-based
•Formative
•Summative
Students are working in groups and will use peer support for assistance.
Extension Activities
Students can use the Vernier gas pressure sensor to determine how
temperature affects the volume of gas in the flask.
Laura Zimmerman-Clark, Paula Lambert, Teresa May, Mary Anne
Parrish
zimmerlb@rss.k12.nc.us, maytf@rss.k12.nc.us,
lamberpt@rss.k12.nc.us, parrishma@rss.k12.nc.us
Created by
Email
Math - measurement
Rubric (included in experiment on Ice Cube Meltdown)
journal