FAU LESSON PLAN
Teacher _________Sara Gil______________
Subject __Science
I.
Date _____July 7, 2009_________
Grade Level __3rd Grade__
Length of Lesson _40 minutes_
Instructional Objective(s)/Outcomes:
Specific Lesson Plan Objectives
At the end of this lesson, the students will understand the meaning of the
words solid, liquid and gas. The students will gain concrete knowledge of
solids, liquids and gases. The students will understand that solids, liquids
and gases are all forms of matter, and that matter is anything that takes up
space and has mass.
Florida Sunshine State Standards
The students will understand the properties of matter, and that all
objects and substances in the world are made of matter. Matter has two
fundamental properties: matter takes up space and matter has mass.
(SC.2.P.8.2) Identify objects and material as solid, Liquid, or gas.
Goal 3 Standards
Standard 4: The students will develop creative and critical thinkers as the
gain knowledge of the nature of matter.
II.
Subject Matter Content:
Solids, liquids, and gases are all forms of matter.
Matter: is anything that takes up space and has mass.
Solids: are objects with a specific shape and volume.
Liquids: have a specific volume, but they will take up the shape of whatever
container they are in.
Gases: do not have a specific shape and they easily mix with other gases, so they
do not have a specific volume.
III.
Instructional Procedures:
Lesson Initiating Activity (10 minutes)
1. Show PowerPoint developed for this particular lesson.
2. The objective for this lesson will be stated as solids, liquids and gases are all
forms of matter, and that matter is anything that takes up space and has mass.
Core Activities (15 minutes)
1. The students will come to the table were the balloons will be set up for
observation.
2. Paper will be on the table for the students to write their observation.
3. The students will be instructed to investigate the contents of the three balloons
and write their observations and illustrate what they saw on paper.
The students will feel the frozen balloon, cut the rubber off with scissors and
discuss what they see and feel. The students will do the same with the water
balloon, observing the properties of the water both when it is in the balloon
and as they pour it into the dish or bowl. The student will feel the balloon
filled with air, they will let air out and write their observations.
4. I will encourage use of descriptive words such as "hard, invisible, wet,
splashy," etc.
Closure Activities
The student will go back to their seats and we will discuss all of their observation.
The students will view an example of the state of matter through the use of the
internet. On the white board I will have a chart with three heading of solid, liquid,
and gas. The students will call out their ideas when called on and I will chart them
on the board. Finally we will discuss the answers.
Connection to other disciplines:
Language Arts: Students will gain language arts knowledge through the
completion of assignments and reading fluency through the diverse reading
included in the assignments.
Visual Arts: Students will gain visual arts knowledge through the illustration
process involved in this lesson.
Websites/Technology:
The students will be introduced to power-point through teacher instruction and
demonstration.
Accommodations for ESE and ESOL:
Students with special needs and limited English proficiency will be sitting upfront
close to the teacher. The students will be paired with a buddy that can help them.
The students will be given visual examples as oppose to all written materials. The
students will be verbal instructions at all times and extra time to complete
assignments. Further previsions will be made depending on the students IEP.
Language facilitators will be asked to support teacher if needed. Gifted students
will be asked to complete an online activity on the changes of matter if time
allows.
IV.
Materials and Equipment:
 Water
 Balloons
 Scissors
 Paper towels
 Bowls
 White construction paper or copier paper
 Computer/internet access
V.
Assessment/Evaluation:
Students will be assessed by their participation as well as completion of
observation paper and illustration.
VI.
Follow-up Activities:
The students will be asked to take turns on the computer and complete a web
assisted activity.
VII.
Self Assessment:
In order to answer the question the students may have it is my responsibility to
complete the activity prior to introducing it to the students. Being prepared prior
to the class discussion is vital. Researching the necessary knowledge regarding
the subject being discussed is necessary.
VIII. Resources:
Stockman, -. C. (n.d.). What's In My Balloon? Science Lesson Plan, Thematic Unit,
Activity, Worksheet, or Biology or Chemistry Teaching Idea. Retrieved July 25, 2009,
http://www.lessonplanspage.com/ScienceSolidLiquidGasExploreWithBalloons2.htm
States of Matter. (n.d.). Retrieved July 25, 2009, from
http://www.media.pearson.com.au/schools/cw/au_sch_whalley_sf1_1/int/matter.htm
States of Matter. (n.d.). Retrieved July 25, 2009, from
http://www.harcourtschool.com
Rubric:
4 - Words used to describe the experiment are very descriptive, well thought out and used
properly. No spelling errors. Illustrations are drawn to the best of the student’s ability and
colored neatly.
3 - Words used to describe the experiment are descriptive and used properly. Illustrations
are drawn and detailed but not colored.
2 - Words used to describe the experiment are somewhat clear, shows some attempt at
describing the experiment. Illustrations are drawn but are not relevant to the experiment.
1 - Words used to describe the experiment have little to do with the experiment. Shows
little effort at describing the experiment. Illustration is below the Second Grade level.
0 - Words to describe the experiment have nothing to do with the experiment. Shows no
effort whatsoever. No illustrations.