This 3rd grade science lesson plan aims to teach students about the three states of matter - solids, liquids, and gases. Students will classify everyday objects as different states of matter through an engagement activity. They will then explore the molecular structure of each state by acting them out with their bodies. To reinforce the concepts, students will complete an activity with root beer, ice cream, and a worksheet. They will also have opportunities for reteaching and extending their knowledge through additional experiments and research. The goal is for students to classify objects into the three states of matter with 80% accuracy.
This 3rd grade science lesson plan aims to teach students about the three states of matter - solids, liquids, and gases. Students will classify everyday objects as different states of matter through an engagement activity. They will then explore the molecular structure of each state by acting them out with their bodies. To reinforce the concepts, students will complete an activity with root beer, ice cream, and a worksheet. They will also have opportunities for reteaching and extending their knowledge through additional experiments and research. The goal is for students to classify objects into the three states of matter with 80% accuracy.
This 3rd grade science lesson plan aims to teach students about the three states of matter - solids, liquids, and gases. Students will classify everyday objects as different states of matter through an engagement activity. They will then explore the molecular structure of each state by acting them out with their bodies. To reinforce the concepts, students will complete an activity with root beer, ice cream, and a worksheet. They will also have opportunities for reteaching and extending their knowledge through additional experiments and research. The goal is for students to classify objects into the three states of matter with 80% accuracy.
This 3rd grade science lesson plan aims to teach students about the three states of matter - solids, liquids, and gases. Students will classify everyday objects as different states of matter through an engagement activity. They will then explore the molecular structure of each state by acting them out with their bodies. To reinforce the concepts, students will complete an activity with root beer, ice cream, and a worksheet. They will also have opportunities for reteaching and extending their knowledge through additional experiments and research. The goal is for students to classify objects into the three states of matter with 80% accuracy.
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5E Lesson Plan
Teacher: Allison Price
Date: October 26, 2017 Subject / grade level: 3rd Grade Science Materials: Masking tape, clear plastic cups, cans of root beer, individual cups of vanilla ice-cream, spoons, straws, paper (worksheets), objects representing the three states of matter, TEKS / Pre-K Guidelines: Matter and energy.
The student knows that matter has measurable physical properties and those properties determine how matter is classified, changed, and used. The student is expected to:
(A) measure, test, and record physical properties of matter, including temperature, mass, magnetism, and the ability to sink or float;
(B) describe and classify samples of matter as solids, liquids, and gases and demonstrate that solids have a definite shape and that liquids and gases take the shape of their container;
(C) predict, observe, and record changes in the state of matter caused by heating or cooling; and
(D) explore and recognize that a mixture is created when two materials are combined such as gravel and sand and metal and plastic paper clips.
Lesson objective(s): TSW be able to classify objects as solid, liquid, or gas with 80% accuracy.
Differentiation strategies to meet diverse learner needs:
SIOP- Use repetition of what objects in the classroom could be solids, liquids, or gases. Repeat the terms solid, liquid, and gas having the students using TPR for each term. Lead students in repeating the characteristics of each state of matter (liquids take the shape of their container, gas expand to fill the whole container, solids have a fixed shape, etc.). TPR- Have students clench fists when you say solid, move hands in a wave motion when you say liquid, and have students shake whole body when you say gas. Refer to IEP.
ENGAGEMENT Before class: Place every-day objects, in different states of matter, around the room. Give students 1 minute to search the room for three objects with their table group. One that is a solid, one a liquid, and one a gas. Have each table group announce which items they found and what state of matter they are in. Put vocabulary list (solid, liquid, gas) with definitions on the projector. Determine if students were correct using this list. Students should be wondering what makes each item a solid, liquid or gas.
EXPLANATION & ELABORATION
Before class: Tape a square (solid) big enough for all students to fit in on the ground in one corner of the room. Tape the shape a cup (liquid) in another corner (big enough for them to spread out), and an oval (gas) in another (big enough for them to move around). Have students gather into one taped area at a time together. Explain how the students represent the molecules by having them stand close together, taking the shape of the “cup”, and by having them move around the oval. Explain how the difference in molecules in each shape represents the state of matter each shape is in. Have them return to their seats. Uncover the rest of vocabulary list (matter, states of matter, molecules) with definitions to help students understand the activity they just participated in. Higher-order thinking questions:
1 5E Lesson Plan
- How might a solid become a liquid?
- How might a liquid become a solid? - Give me an example of how a gas could possibly change to a solid or liquid. Give examples of how objects they use change state (ex: water to ice, water to evaporation, metal to liquid metal).
EXPLORATION Provide each student with a plastic cup, a can of root beer, and a cup of ice-cream. Hand out root-beer activity worksheets. Open Nearpod on desktop and start live session to generate student code. Have students open Nearpod app under “Flipped Classroom” folder on iPad. Students will put in code where it is asked, and create a nickname to represent themselves. Instruct students to follow the directions and fill in the worksheet. Let them know you will be available to help with any questions they may have. When student completes worksheet, they will have a short quiz on their iPad pop up. When they complete quiz, they can enjoy their root beer floats. When students are finished with activity, ask: - After completing this activity, what other foods or beverages might represent each state of matter? - How could an apple change it’s state?
EVALUATION Hand out “States of Matter” worksheet, Explain to students that in each section of the worksheet, they will color the correct item that is asked for (ex: section 1: color all items that are a gas). Give students 5 minutes to work on this during class, the rest will be for homework.
CLOSURE Have students tell their face-partner 3 examples of a solid, their shoulder-partner 3 examples of a liquid, and their letter-partner (diagonal) 3 examples of a gas.
EXTENSION Have students go home and research other states of matter (plasma or Bose-Einstein condensates) and have them explain the characteristics of each as well as similarities and differences from the states they learned about during class. RETEACH To reteach molecule movement in each state of matter, have marbles in a small box, have the box full for solid, filled ¾ of the way for liquid, and ¼ for the way for gas. Have the students shake the box and feel the difference in how the molecules (marbles) move. To reteach states changing to another state, use an Alka-Seltzer tab, water, and a clear cup to show how the solid (Alka-Seltzer) becomes a gas (bubbles) and then a liquid.
