SETON HILL UNIVERSITY

Lesson Plan Template Abridged

(May be adapted based on instructors needs)

Pre-Planning
TOPIC
Name
Subject
Grade Level
Date/Duration
Standards/
anchors/
competencies
PA/Common
Core/Standards
(Plus any others
as may be
required)
Formative
AND/OR
Summative
Assessment
Evidence

Objective
A-B-C-D
Bloom's Taxonomy
Webb's Depth of
Knowledge (DOK)

DETAILS
Lindsey Lash
Chemistry- States of Matter
GRADE 4
15 minutes
Standard Area 3.2: Physical Sciences: Chemistry and
Physics
Organizing Category 3.2.A: Chemistry
Grade Level 3.2.4.A: GRADE 4
Standard 3.2.4.A1: Identify and classify objects based
on their observable and measurable physical
properties. Compare and contrast solids, liquids, and
gases based on their properties.

CK

Formative assessment evidence will be shown

throughout the lesson by guided questions to the
students as well as continuous informal observation by
the teacher.
Summative assessment evidence will be
documented by students completion of their
enhancement sheets. This sheet will be assessing the
capabilities of students following directions, as well as
their documentation and understanding of the states of
matter and their properties.

Students will be able to:

Identify the three states of matter individually and as a
group.
Participate actively during the pair/small group work.
Analyze and explain to a partner the object or picture
on hand to determine its properties as well as state of
matter.

Step-by-Step Procedures
RATIONALE for the The purpose of this lesson is to have students understand the
Learning Plan
three states of matter and their properties while participating
in a hands-on activity.
Introduction
Activating Prior Knowledge
The teacher will activate prior knowledge throughout the
lesson.
Examples:
o Can anyone think back to what we have been
discussing in science this past week?
o What are solids, liquids, and gases?

CK

Explicit
Instructions
Big Ideas
Essential
Questions

Lesson Procedure
Must include
adaptations &
accommodations
for students with
special needs
Accommodations,
Modifications

Hook/Lead-In/Anticipatory Set
Depending on class size, teacher will distribute note
cards to students with the states of matter/their
properties written on them.
Teacher will ask students to quietly place their thinking
caps on to think about what they have been talking
about during science the past few days.
She will then explain to students that throughout the
room there are three notecards that are missing parts. It
is their job to categorize themselves within the three
areas in the room.
Teacher will allow students time to look at their notecard
and then to find their designated areas.
While students are standing in their areas, teacher will
then have students take turns individually to read their
cards while the class a whole decides if they are in the
correct area for a solid, liquid, or gas.
Teacher will then ask students what their three areas
are? (Solids, Liquids, Gases)
Teacher will then ask students what these are called?
(States of Matter)
Big Idea Statement

Essential Questions
What properties does a Solid have?
What properties does a Liquid have?
What properties does a Gas have?
What are Solids, Liquids, and Gases called?
How do we know which category something belongs in?
Key Vocabulary
Solid
Liquid
Gas
States of Matter
Properties
Pre-Assessment of Students
Teacher will pre-assess students during the anticipatory
set by the answers to the prompted questions.
Transition
Teacher will have students from each of the three areas
move to designated group areas within the classroom.
Modeling of the Concept/Guiding the Practice
Once students are in their small groups the teacher will
briefly give instructions to students about how they are
going to complete their activity for the day.
Teacher will model how the activity should be completed

before explaining to students how they are going to

complete their activity.
Step 1: Open up bag to discover what the object is
inside
Step 2: Write down what properties your object has
Step 3: Decide if your object is a solid, liquid, or gas
Step 4: Explain to your partner what state of matter
your object is and why.
Step 5: Record your partners objects state of
matter and properties.
Step 6: Go to the bulletin board and select 1 beaker
from the witches spells and potion book to place on
the board in the correct state of matter cauldron.
Step 7: Work on State of Matter Crossword Puzzle
until all classmates are done with their jobs.
Providing the Independent Practice
The students will begin working within their small groups
to complete the steps that were explained to them. The
teacher will be available for all questions, and to help
keep students on task throughout the duration of the
lesson.
Adaptations/Accommodations for Students with Special Needs
For students who are unable to complete the crossword
puzzle by memory, a word bank has been provided.
For a student on the Autism Spectrum that requires
sensory adaptations, teacher will make preplan for the
student to receive a gel bag as his/her object.
Materials
(reading,
technology,
equipment,
supplies, etc.)

Closure

Whats the Matter? Bulletin Board

Ingredients for Matter Spells and Potions Book
Solids, Liquids, and Gases Cards for Anticipatory Set
Enhancement Sheet for Students to record their answers
to questions during lesson
States of Matter Cross-word Puzzle Sheet
6 Individual bag with Objects/Picture
Objects May Include:
1. Gel Bag
2. Picture of Wind
3. Bottle of Water (with a label saying inside
liquid)
4. Rock
5. Picture of a Cloud
6. Pen

Summary & Review of the Learning

Once all students have completed all 7 steps and placed
at least one beaker onto the bulletin board, teacher will
have students decide if all of the answers on the board

are correct.
NOTE: If answers are incorrect, allow students to
self correct as a large group to place beakers into
the correct column.
Once all answers are gone over and the class decides, as
a whole, that they are correct teacher will as if anyone
knows the three states of matter, the properties of a
solid, the properties of a liquid, and the properties of a
gas.
Homework/Assignments
The cross-word puzzle can be an optional assignment if
the student chooses.
Other(This area
is to be
determined by
instructor OR
student as
needed)
Supervising
teacher
comments and
signature
Teacher
Self-reflection
What
worked?
What would
you
change?