Properties of Matter - Lesson Sequence
(Lessons may take more than one day.)
Day 1
SCIENCE (Engage)
TSW locate matter in the classroom
and explain why it is matter using
the definition.
(Refer to activities in the margins in
Science book pp. 238-239)
TSW make observations and answer
questions about an inflated balloon.

Can you see and touch what’s
inside the balloon?

How do you know there’s
something inside the balloon?
TSW state the definition of matter.
Play and sing audio version of
“They’re All Matter”
(Science book, pp. 238)
TSW draw pictures of matter from
the classroom observations.
Homework: Students bring one
example of matter from home.
1
Day 2
SCIENCE (Explore)
TSW compare matter and
observations.
Prepare paper bags that contain
different objects with various colors,
sizes, shapes, and textures (cotton,
coin, leaf, pencil, pipe cleaner).
TSW state the definition of the
properties of matter (Property –
something you can observe with
your senses).
TSW list sensory vocabulary to
explain the physical characteristics
using sample objects (size, shape,
color, texture - construct a word
bank of descriptive words).
TSW list physical characteristics of
the given objects using precise
vocabulary (i.e., size, shape, color,
texture)
Day 3
SCIENCE (Explore)
TSW sort objects (open sort) and
label the groupings.
Math Link, Science book, TE, p. 243
TSW compare size of matter.
TSW define solid.
(Science book pp.242-243)
TSW measure solids and record on
table.
TSW rank their solids with a small
group to determine least to greatest
size.
(Use non-standard or standard
measurement.)
Curriculum and Instruction Department. Integrated Science Unit. Properties of Matter. 12.17.10
Day 4
SCIENCE (Explain)
TSW compare weight of matter.
TSW weigh solids and record on
table.
TSW rank their solids with a small
group to determine least to greatest
weight.
(Use balance scale with tiles or bears
– non-standard units.)
Day 5
SCIENCE (Elaborate)
TSW give examples of solids from
video and justify why they are
solids.
TSW monitor comprehension to
identify additional unknown
vocabulary.
Build background knowledge with
video, Properties of Matter, Part II
Solids, United Streaming (3:03)
T – list additional vocabulary on
word wall
Put students in groups to write
questions about video information.
TSW write the three states of
matter and the definition and
examples of solids.
(Science TE, p. 242)
TSW construct a foldable to state
examples and definitions about
solids.
T – direct students to write three
states of matter, define solid, and
draw pictures of examples of solids
(Use 3 section foldable made with 3
pages)
Day 1
READING
WHOLE GROUP
Teacher models using Read Aloud
Library book: What is the World
Made Of?
Monitoring Comprehension by
identifying unknown vocabulary,
Using Context Clues to determine
meaning, and Generating questions
GUIDED READING: Meet with each
group during regular rotations.
Leveled Science Readers:
Properties of Matter (1 section)
TSW monitor comprehension of
vocabulary.
TSW use context clues to determine
the meaning of unknown
vocabulary.
TSW list unknown vocabulary words.
TSW generate questions with text.
Day 2
READING
WHOLE GROUP
Teacher guides students using Read
Aloud Library book: Matter
Monitoring Comprehension by
identifying unknown vocabulary,
Using Context Clues to determine
meaning, and Generating questions
Day 3
READING
WHOLE GROUP
Teacher guides students using Read
Aloud Library book: Solids
Monitoring Comprehension by
identifying unknown vocabulary,
Using Context Clues to determine
meaning, and Generating questions
GUIDED READING: Leveled Science
Readers: Properties of Matter (1
section)
TSW monitor comprehension of
vocabulary.
TSW use context clues to determine
the meaning of unknown
vocabulary.
TSW list unknown vocabulary words.
TSW generate questions with text.
GUIDED READING: Leveled Science
Readers: Properties of Matter (1
section)
TSW monitor comprehension of
vocabulary.
TSW use context clues to determine
the meaning of unknown
vocabulary.
TSW list unknown vocabulary words.
TSW generate questions with text.
WRITING
TSW write related sentences about
matter.
Example 1:
Matter is all around us. It takes up
space and has mass. A desk is
matter in the classroom.
(Write sentences that go with
pictures.)
Example 2:
Matter is found in every place you
go. It takes up space. People are
matter and so is the slide outside.
LANGUAGE EXTENSION or ELD
TSW state sentences for three
meanings of matter.
Matter takes up space. (science)
What is the matter? (problem)
Talking is a matter we need to
discuss in our classroom. (topic)
WRITING
TSW write related sentences about
matter using sensory language to
describe an object.
TSW rehearse descriptions by stating
oral sentences.
Example:
A pipe cleaner is matter because it
takes up space. It is soft and fuzzy
outside. Pipe cleaners are hard
inside because they have wires.
They are long and straight. Pipe
cleaners can also bend into different
shapes.
(Illustrate object to match
descriptive sentences.)
WRITING
Align with science observations &
process skills
TSW orally state how they
determined their groups of objects.
TSW write sentences to explain their
thinking in sorting.
OR
TSW orally state how to measure
accurately.
TSW write sentences to describe the
process of accurate measurement.
OR
TSW orally state how a table
organizes data.
TSW write sentence to explain how
a table helps them organize
information.
2
Curriculum and Instruction Department. Integrated Science Unit. Properties of Matter. 12.17.10
Day 4
READING
WHOLE GROUP
Teacher guides students using Read
Aloud Library book: Matter: Solids,
Liquids, Gases (solids only)
Monitoring Comprehension by
identifying unknown vocabulary,
Using Context Clues to determine
meaning, and Generating questions
GUIDED READING: Leveled Science
Readers: Properties of Matter (1
section)
TSW monitor comprehension of
vocabulary.
TSW use context clues to determine
the meaning of unknown
vocabulary.
TSW list unknown vocabulary words.
TSW generate questions with text.
WRITING
Align with science observations &
process skills
TSW orally state how they
determined their groups of objects.
TSW write sentences to explain their
thinking in sorting.
OR
TSW orally state how to measure
accurately.
TSW write sentences to describe the
process of accurate measurement.
OR
TSW orally state how a table
organizes data.
TSW write sentence to explain how
a table helps them organize
information.
Day 5
READING
WHOLE GROUP
Teacher guides students using Read
Aloud Library book: Change It:
Solids, Liquids, Gases & You (solids
only)
Monitoring Comprehension by
identifying unknown vocabulary,
Using Context Clues to determine
meaning, and Generating questions
GUIDED READING: Leveled Science
Readers: Properties of Matter (1
section)
TSW monitor comprehension of
vocabulary.
TSW use context clues to determine
the meaning of unknown
vocabulary.
TSW list unknown vocabulary words.
TSW generate questions with text.
WRITING
Connect with video or integrate
with sentence construction on
foldable.
Day 6
SCIENCE (Explore & Explain)
TSW compare solids and liquids.
TSW make observations when solids
and liquids are placed in different
containers.
TSW state the differences between
solids and liquids.
TSW define a liquid.
(Science book pp. 244-245)
TSW observe and record how the
shape of a liquid changes when
placed in various containers.
(water bottle, measuring cup,
Tupperware container, flower vase,
glasses – various sizes)
Day 6
READING
Days 6 through 17 will be
posted on January 3rd
WRITING
Days 6 through 17 will be
posted on January 3rd
3
Day 7
SCIENCE (Explain)
TSW write the definition and
examples of liquids.
(Science TE, p. 242)
TSW construct a foldable to state
examples and definitions about
liquids.
T –define liquids, and draw pictures
of examples of liquids
(Use 3 section foldable made with 3
pages)
Day 8
SCIENCE (Explore)
TSW observe and record how the
shape of a gas changes when placed
in different containers.
TSW define a gas.
(Science book pp.246-247)
(American Chemical Society “Air-It’s
Really There” Activity)
TSW observe attributes of a gas
using weight, bubbles, balloons and
water.
Day 7
Day 9
SCIENCE (Explain)
TSW write the definition and
examples of gases.
(Science TE, p. 246)
TSW construct a foldable to state
examples and definitions about
gasses.
T –define gasses, and draw pictures
of examples of gases
(Use 3 section foldable made with 3
pages)
Day 10
SCIENCE (Explore & Explain)
TSW describe the effects of
increased or decreased temperature
on a gas.
(American Chemical Society “Frosty
the Snowcan” Activity)
TSW record the effects of decreased
temperature on gas pictorially.
TSW Explain the effects of decreased
temperature on a gas in a cause and
effect map.
Day 9
Day 10
Day 8
READING
READING
READING
WRITING
WRITING
WRITING
Curriculum and Instruction Department. Integrated Science Unit. Properties of Matter. 12.17.10
WRITING
Day 11
SCIENCE (Explore)
TSW test a question about ice
balloons.
TSW make observations and collect
data from the chart.
Homework: TSW bring in another
baggie of matter.
Day 11
READING
Days 6 through 17 will be
posted on January 3rd
Day 12
SCIENCE
(Explore, Explain & Elaborate)
TSW predict the shape of a solid,
liquid or a gas when placed in
different containers.
TSW prove that liquid takes the
shape of the container and solids
do not.
Day 12
Day 13
SCIENCE (Explain)
TSW describe the effects of increased
or decreased temperature on water.
(Science book pp.252-255)
TSW read a thermometer.
(Smart board tools, states of matter)
TSW answer the question, How does
water change?
What makes water change its state?
Show video, Matter Can Change Forms,
United Streaming (2:30)
Connect the terminology cause and
effect.
Day 14
SCIENCE (Explore)
TSW distinguish between testable
and non testable questions.
TSW observe ice balloons and
generate questions.
(Sample questions; what will make
the ice melt faster; what are the
bubbles or holes in the ice; how cold
does water need to be to become
ice)
Show video, How Islands Form From
Volcanoes, United Streaming (4:34)
Day 15
SCIENCE (Explore)
TSW design a test relating to the
testable question.
TSW list criteria for testable
questions.
TSW turn a non testable question
into a testable question.
Day 13
Day 14
Day 15
WRITING
Days 6 through 17 will be
posted on January 3rd
4
Curriculum and Instruction Department. Integrated Science Unit. Properties of Matter. 12.17.10
Day 16
SCIENCE (Explain)
TSW classify objects (homework) as
solids, liquid or gas and justify the
classification.
Day 17
Using some or all materials given
including at least one liquid, TSW
attempt to construct a mixture that
exhibits the properties of a solid
and justify.
(Materials: water, cornstarch, flour,
sugar, salt and vinegar)
Day 18
Using their observational notes and
content knowledge about
properties of mater, TSW write a
conclusion about their experiment
to create a solid and justify.
Day 19
Day 20
Day 16
READING
Days 6 through 17 will be
posted on January 3rd
Day 17
Day 18
Day 19
Day 20
WRITING
Days 6 through 17 will be
posted on January 3rd
5
Curriculum and Instruction Department. Integrated Science Unit. Properties of Matter. 12.17.10