States of Matter

Teachers Names: Brad Miller, Audrey Lastner, Kristy Pratt

Date: October 15, 2015
Grade Level:
3rd grade
Subject Area: Science
Learning Objective(s):

After completing this lesson, students will be able to compare and contrast the different
states of matter.

Standards: Include Common Core and ISTE.NETS for Students

Common Core

3.0 Technology for Learning and Collaboration: 3.A1. a) use technology tools, including
software and hardware, from a range of teacher-selected options to learn new content or
reinforce skills.

ISTE.NETS for Students:

6. Technology operations and concepts: Students demonstrate a sound understanding of

technology concepts, systems, and operations.

a. Understand and use technology systems.

Maryland Science Standard 4.0.A.1

Identify ways to classify objects using supporting evidence from investigations of

observable properties.

a. Classify objects based on their observable properties.

Assessments:

What assessments will you use to evaluate and document whether or not the students met
the stated objective(s)?

Exit ticket asking about the states of matter. We will be using ActiVote and
pictures in order to see if students can identify the difference between a solid,
liquid, and, gas. (summative).

At least one formative (during lesson) assessment should be included in this lesson, and
at least one summative (end-of-lesson/end-of-unit) should be included.

thumbs up and down to show understanding (formative)

Teaching Materials:

What materials do you need in order to teach this lesson?

worksheet about states of matter, what is in the bag? materials

Identify the specific technologies you/your students will use to enhance this lesson.

Voki, ActiveInspire, ActiVote

Anticipatory Set: (Engage)

How can you capture their attention?

Voki- he will introduce the three states of matter and sing a song about how his
life experiences the three states of matter. This will engage students and capture
their attention.

BrainPop video to show the characteristics of the states of matter:

https://www.brainpop.com/science/matterandchemistry/matterchangingstates/

Motivate instruction by focusing the learning task, its importance, or the prior
knowledge/experience of the learners.

What do students know about the three states of matter?

Use ActiveInspire and have students grab and drop items into one of three
containers

Solid

Liquid

Gas

State lesson objective to the students: Provide a developmentally appropriate statement of

what students will be learning and why.

After this lesson, students will be able to demonstrate their understanding of the
physical properties of the three states of matter.

Procedures:

Divide students into 4 groups and explain to them that they will work together to classify
items according to their states of matter.

Place a bag of objects in the center of each groups table and hand every student a matter
chart.

Instruct students to take turns taking an object from the bag. They will not be looking,
just using their sense of touch and prior knowledge to figure out the objects. After
making a guess as to what the object is, they may look at the object as a group. Based on
their observations, have them discuss as a group whether they think it is a liquid, a solid,
or a gas and why they chose that state.

Have them record their observations and results on the chart.

Walk around the room, assessing and assisting each group and individual students as
needed. Use open-ended questioning to guide students to answer their own questions
about matter.

Once each group has taken out and recorded all of the objects in their bag, direct their
attention to the Promethean board.

Draw a chart on the board and document each groups results as they present their
findings. Discuss a physical property that helped them determine which category to place
each object.

EXIT TICKET: Once the grand chart is complete, tell the students that we are going to play a
game using the states of matter.

Pass out an ActiVote to each student and explain that we will be presenting a picture or
video and they are to vote whether they think it is a solid, liquid, or a gas. Using the
chart on the board as a reference, tell students that they are to select A for Solids, B
for Gases, or C for liquids.

Using the preloaded Active Inspire activity, have the students play Whats the Matter?.
Assess students comprehension of the content and make anecdotal notes for students
who have not grasped the concept. Use these observations to adjust follow up lessons.

TRANSITIONS

To transition, students will be asked to clap, do rhyming to direct their attention

(One, two, three...Eyes on me!), and the lights to know when it is time to become
quiet.

The rubric details excellent procedures as those that are meaningfully supported
with technology and reflect an understanding of legal, social and ethical issues
related to technology use. In other words, all images, videos, sounds, passages of
text, etc. should reflect the copyright and fair use laws, and as such proper
citations should be provided throughout your procedures.

Participants/Grouping:

As we start teaching, students will do a whole group as they start will the
engage.

When students go into the, What is in the bag? game, they will go into
groups. The tables students are already in will work.

UDL Implementation (be sure to reference the UDL Educators Checklist for this section)
Provide specific examples of the components in this lesson plan that exemplify the following:

Multiple Means of Representation:Students will have technology to engage in activities

as well as worksheets. Some students can use tactile learning from feeling things in a bag,
while others can hear how water can be all forms of matter with a song.

Multiple Means of Engagement: Students will be engaged through a Voki who is singing
a song, through ActiveInspire, and Activote. They will be able to feel objects in a bag and
then make guesses about that objects. ActiveInspire will allow them to learn further into
the characteristics of the states of matter. The ActiVote will allow teachers to see students
progress.

Multiple Means of Action and Expression: The students will be allowed to dance and sing
along with the voki in the beginning of the lesson. They will be able to think of weird
objects that they think could be in the bag.

Closure: This is the act of reviewing and clarifying the key points of the lesson.
1

Students will use ActiveVote to complete a short assessment.

There will be five questions that have pictures. Students will be asked to figure out which state of
matter each picture is in.

Students will cast their vote for each answer, therefore the teacher can see how many students
understand the information that was taught during the lesson that day.

There will be four questions that students will be asked.

Teacher will summarize two attributes of each physical state of matter.

Solids

Retains its shape

Does not flow easily

Liquids

Takes the shape of its container

Flows easily

Gases

Takes the shape of its container

Flows easily