Matter Lesson
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Khealzaree Ahmedzay
Lesson: Characteristics of Solid, Liquid, and Gases
Matter Lesson Plan
EDIS 5470
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Lesson Components
What teacher and student behaviors are planned and expected |
Comments/Notes/
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Context: The opening and instructional phases will be at the carpet. The experimental phase will be at tables. As for the closing it will be at the carpet again.
Course name: Science
Grade level: 2nd grade
Length of lesson: 45-60 min
Description of setting: Classroom
Students: 10 girls 9 boys 9 ELLS 
Mar 31
You might want to consider adding the WIDA levels for your students so we have a more complete picture of them?
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Virginia SOL(s) OR Common Core State Standard(s):
Virginia SOL Standard 2.3- Matter
Students will investigate and understand basic properties of solids, liquids, and gases. Key concepts include:
a. identification of distinguishing characteristics of solids, liquids, and gases.
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WIDA Can-do descriptor(s):
Mar 29
You have included a great variety of language objectives for reading, writing, listening and speaking.
Reading: Students will be able to sort pictures into content categories of solid, liquid, or gas (level 3).
Writing: Students will sort objects and images into categories (solid, liquid, gas) using a T chart (Level 2).
Students will produce content related sentences about solid, liquid, and gases in their science journals (Level 5).
Listening: Students will follow multi-step oral directions given by teacher to classifying objects according to characteristics (shape, volume, or permeability) (Level 3).
Speaking: Students will be able to orally describe characteristics of solid, liquid, and gases to a partner (Level 5).
Mar 31
Great use of partner work! Simultaneously working on language and content skills as per CALLA lesson planning (Chamot, 2009, p. 83).
Student will be able to express and support why an object is a solid, liquid, or gas in class discussion (Level 5).
Student will be able to participate in class discussions on familiar academic topics (Level 4)
Sort and explain grouping of objects (Level 3)
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Objectives (KUD format):
Students will understand
Students will know
Students will be able to
Mar 31
This might be difficult for your ELL students at more preliminary WIDA levels . . . I suggest pairing them up 1s/4s, 2s/5s, etc., or having an aide or second teacher (if available) work with them separately on this task?
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Assessments: Methods for evaluating each of the specific objectives listed above.
Diagnostic: Students will demonstrate what they already know by demonstrating their knowledge of the different characteristics of Solid, liquid, and gases through a concept development activity. This will be in the beginning of the class. It will also be used as the hook for the lesson and will also help develop students understanding of the concept of characteristics. It will be used to determine who can already identify the three states of matter, and to determine how to group students for the experimental or practice phase, as well as, who may need reviewing.
No paragraph-level conversations.
Start one.
Formative: Students will show their progress toward today's objectives by examining objects with the teacher and observing their characteristics. They will then constructing a graph with the teacher that they can use to identify whether something is a solid, liquid, or gas. Students can also show their understanding by thinking, pairing with a partner/discussing,, and then sharing their answer with the class about whether an object belongs into solid, liquid, or gas category. They can further show their understanding by sorting items at their table in a (form of a graph) into solid, liquid, or gas.
Summative: Students will ultimately be assessed (today or in a future lesson) on these standards by the graph they complete today in their groups, the sentences they write about solid, liquid, and gases, and their understanding of solid, liquid, and gases through discussion, in a discussion circle.
Mar 31
For your summative assessment taken in group discussion format, perhaps a teacher checklist to quickly fill out as each student speaks? You might need the assessment in writing.
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Instructional Steps (Procedures): Detail student and teacher behavior. Identify possible student misconceptions. Include:
I. Welcome/greeting/announcements
The teacher will welcome students and let them know we are going to learn about something that is very important, and something we will have a lot of fun with! She will read the objective.
II. Hook/ bridge/ opening to lesson
Teacher will post words on construction paper and stick it onto the white board. She will have students examine this data set. Words in the data set include: spoon, air, water, pencil, juice, wind.
No paragraph-level conversations.
Start one.
Mar 31
Or maybe just write the words directly on the white board with dry erase markers?
2. The teacher will ask students what they notice about the list of words. Do any of the words seem to go together. The teacher will try to get students to observe the characteristics of the words and try not to label the groups. If students have a hard time she can ask them to use their sense, how do these things feel, or look . She will give students time to think, and then have someone come up and move the words around into groups.
3. Next the teacher will ask, "What name, or label, would you give to the groups that you formed?" and have students explain. The teacher will then explain to students that they grouped the words by the characteristics, or properties they observed or noticed. She will write properties on the board and its definition. Characteristic/property: You use it to group something by; a trait something has. The teacher will then continue to say that scientist use special properties of characteristics to group all matter into. Matter is in three forms. To find out which form something is in, we have to look at its characteristics.
Mar 29
Margaret Wilson
Margaret Wilson
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Provide a little more practice on the concept of characteristics.
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Maybe you could call groups of students to the front of the room by the color of their shoes or shirts. Then have the students turn and talk about what the characteristics are that formed the groups.
III. Instructional steps
1. Next the teacher will show a brain pop video till 3 min 30 sec.
Mar 31
In my experience students love these! Nice job incorporating this element in your lesson.
https://www.brainpop.com/science/matterand chemistry/statesofmatter/
2. The teacher will ask students if they can recall any of the characteristics or properties of a solid from the video. She will write solid on the board and its characteristics, which is that the shape and volume stay the same.
3. She will have an example of a solid for demonstration. She will take a spoon and put it into a circle container. Then she will take it out and put it into a square container. She will ask if the shape of the spoon changed. She will write the information on the board into the chart. The teacher will then start a sentence and have students complete it, by saying " The spoon is a ____, because the shape and volume _____?
Mar 28
Jenay Leach
Jenay Leach
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Start with a shared experience - this builds common background knowledge for all and is particularly beneficial to ELs
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I love this demonstration! This will really make the point for them. Here’s a radical idea…what if you did the demos first (one for each of solid, liquid, and gas), assigned the words solid, liquid, and gas, and THEN showed the video? It makes it more inquiry-based and requires a much higher level of thinking. By showing them the video first you are giving them the answers before they have the experiences. It’s more powerful to have the experiences first and talk about the concepts and the defining characteristics of each of the states of matter. 
Mar 28
Khealzaree Ahmedzay
Khealzaree Ahmedzay
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I'm sorry, but what do you mean "start with a shared experience"? Like an example of something we use that is solid in life? In the classroom? Or do you mean make students part of the demonstration?
Mar 29
Margaret Wilson
Margaret Wilson
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I've found that students can relate to the 3 states of matter that water can take: ice cube, liquid water and the steam they see when families make macaroni.
Apr 1
Jenay Leach
Jenay Leach
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I mean, start by having the students DO something. Have them experience something. Then you have something that you can refer back to throughout the lesson
Mar 31
Students might need to be introduced to the term “volume?” It’s not an easy one. Maybe the video covered it.
4. Next the teacher will ask students if they recall the characteristic of a liquid (from the video). She will write liquid on same chart and write that the shape changes, but the volume does not. She will demonstrate by pouring water from a circular container into a square container to show that the water takes the shape of the container. The teacher will have students orally complete the sentence she initiates by saying " Water is a ______ because the shape ______ and the volume _____? She will also ask students to observe an addition one can do with liquids, by pouring water from one container to another- that you can pour them.
No paragraph-level conversations.
Start one.
Mar 28
Jenay Leach
Jenay Leach
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Give the experience to the students! You already know what solids, liquids, and gases are - let them experience it!
more
And how about instead of doing demonstrations, have stations and have the students do the demos themselves? This would be much more powerful experiential learning!
Mar 28
Khealzaree Ahmedzay
Khealzaree Ahmedzay
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But if they do stations now, then wont it be similar to their practice (working in groups to identify which object is a solid,liquid,or gas)?
Mar 29
Margaret Wilson
Margaret Wilson
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Multiple opportunities for reinforcement and applying conceptual understanding repeatedly is important for students to understand as well as remember.
5. Finally the teacher will ask students if they recall any characteristics of a gas from the video. She will write gas into the chart and write that the shape changes and volume changes as well. She will do a demonstration by blowing up two different shape balloons and then pop them to show that gas, or air can take different shapes, and volume. She will have students orally complete the sentence by saying " Air is a ______ because the shape ______ and the volume _____? She will also ask students to observe an additional characteristic of gases, by pretending to push air into a bottle- that you cant see it (usually).
6. Now the teacher and students have completed the chart about solid, liquid, and gases on the board. The teacher will have students do an example to make sure they know how to use the chart. She have students think, pair, and share their thoughts about what they think a pencil is, solid, liquid, or gas. She will call on students to share their thoughts and guide them to use the chart to help support their claim.
CHART LOOKS LIKE THIS:
7. Last but not least the teacher will go back to what they opened the lesson with (the set of words) and ask if they can identify which group is Solid, liquid, and gas. She will also ask if they can add an example from the classroom to each group.
Mar 29
Margaret Wilson
Margaret Wilson
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Spiraling back to the opening activity is an effective way to help the students see how much they have learned.
8. Finally, the teacher will explain (and write on the board) what the students need to do for practice. They will do TWO things.
Mar 31
Good job giving the students practice tasks that directly support what they just learned!
ONE: Students will be given labeled objects and images (at their tables) to sort into solid, liquid, or gas. They will be able to examine the objects and place them from one container to another, if they wish. They will be asked to fill a chart (scroll to the end to view example)
The teacher will model how to fill the chart with the example about wind. She will also emphasize that its a picture of wind but its meant to symbolize real wind, same goes for the steam picture.
TWO: They will write one sentences about the vocabulary words: Solid, liquid, and gas, on the worksheet provided.
There will be 5 groups of 4. Each student will have a job.
1. recorder- complies/writes ideas down
2. Timer- encourages group to stay on task
3. Leader- makes sure everyone gets a turn to speak, and is on task
4. Presenter- Presents work to class
I will make sure there is a mix of ELL students with non-ELL students.
IV. Closing
Teacher will go over the work with students on a projector. Students should be familiar with how one speaks during discussions.. Teacher will close with a discussion with this question: Which state of matter do we deal with most in our lives?
Mar 29
Margaret Wilson
Margaret Wilson
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It might be helpful to provide a sentence frame with blanks: I know the _______is a _______ because______.
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Materials:
White board
Projector
Internet
Computer
Water in cup for demonstration
Circle and square containers for demonstration
2 types of different containers for each group (8 total)
5 cups of water
5 cups of oil
Picture of steam (one for each group)
Picture of wind (one for each group)
5 blocks
5 pennies
Markers
Balloon
Construction paper with words written on them
Tape
Spoon for demonstration
Pencil for demonstration
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Attention to Individual Student Needs: Detail specific actions/materials you will use to meet individual needs in this lesson.
Some students have a hard time comprehending concepts therefore I try to go from the familiar, concrete, to abstract (as in the characteristics definition example). Many students are ELLs. I try to use complete sentence to model academic output. I try to provide structure in class to allow students to successfully practice the task. I provide opportunities to write and speak. I also planned differentiated grouping. I check for understanding throughout the lesson. I also use various manipulative, and different ways to deliver the same message. I also try to model everything expected first.
No paragraph-level conversations.
Start one.
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Technology Use: Detail specific technology being used in the lesson with explanation for why it is being used.
Computer
Website/ internet
I will show a short (3 minutes) educational video about the three states of matter .
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Rationale
How this lesson incorporates Gibbons’ (2009) Intellectual Practices (pp. 21-30). (Note: you are not required to address all of these in your lesson plan and your rationale may include how this one lesson fits in with a larger unit.):
- Students engage with the key ideas and concepts of the discipline in ways that reflect how “experts” in the field think and reason.
In this lesson students experiment with scientific knowledge, as scientist do, to help them explain the world around them. They will learn scientist use certain characteristics or properties to classify the three states a matter into. Students will receive hands on experience on how that knowledge can help them predict what an object might behave like (example liquids change shape). They will record observations using words, pictures, , and charts (just as scientist would).
- Students transform what they have learned into a different form for use in a new context or for a different audience.
It is through the experiment and materials that children can confront and manipulate the states of matter. Students can transfer their knowledge of the states of matter into a discussion about which they think they deal with most in life.
- Students make links between concrete knowledge and abstract theoretical knowledge.
Students can develop their concept of characteristics or properties before they are introduced to the characteristics or properties of each state of matter.
- Students engage in substantive conversation.
Students will participate in a think pair and share activity, in which they discuss what their thoughts are about what state of matter a pencil belongs to. They also will work in groups at their table to experiment with the different objects. In the end they also get to engage in a discussion with the class (in a circle) about which state of matter they deal with most in their lives.
- Students make connections between the spoken and written language of the subject and other discipline-related ways of making meaning.
The words were carefully chosen to help students understand the properties of matter. Since the teacher notified me that they had went over "change" and "stays same", therefore I used that in my vocabulary to help ELLS better understand the lesson content. The activities students will engage in also can help development students listening, and speaking skills, as well as build their cooperative learning skills. They will work collaboratively with others in their groups, shared and discuss ideas in the discussion circle, and listened to new perspectives.
- Students take a critical stance toward knowledge and information.
As a teacher I am aiming to be the facilitator for children’s investigations. In this lesson I provide extended period of engagement where children explore what characteristic mean, and the different matter forms. Students are in the drivers seat, constructing their own knowledge, prediction, observing, and recording data.
SOLID, LIQUID, AND GAS WORKSHEET
This worksheet is nicely done and seems appropriate for the English-speaking grade level students — I agree with Margaret that the ELL students may need pictures next to the words for clarity.
NAME: _____________________________________________
PART 1:
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DOES THE SHAPE CHANGE? |
DOES THE VOLUME CHANGE? |
It is a ? (SOLID LIQUID or GAS) |
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A (Penny)
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B (Cup of water) |
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C (Green Block) |
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D (Wind)
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E (Cup of Oil) |
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F (Steam) |
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PART 2:
Write ONE sentences about the vocabulary words: Solid, liquid, and gas.
I would suggest providing a sentence model example, either on the worksheet or on the board, and perhaps making time to go over this part of the classwork in advance.
SOLID:
SENTENCE 1:
________________________________________________________________________
LIQUID:
SENTENCE 1:
________________________________________________________________________
GAS:
SENTENCE 1:___________________________________________________________
General Document Comments 0
Switching the order of the demonstration and video would increase student engagement.
Hi Zaree! You’ve done a great job of choosing an important content lesson and trying to make it accessible to all the students. I think you will have fun teaching it. I always wonder with the little kids how much they can actually get done in the time allotted. You have more than enough lesson plan material here and may know more after teaching it about whether it is actually a two-day lesson! Nice job introducing different reinforcement tasks (chart and sentences) and varying modes of instruction (lecture, video, group work, partner work, individual work).
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