KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

LESSON PLAN FORMAT

Teacher Candidate: Zeena Goodwin and Amber Portzline

Cooperating Teacher:
Group Size:

20

Subject or Topic:

Date: 3/2/15

Coop. Initials
Allotted Time 45 minutes

Grade Level

States of Matter

Section

1st

STANDARD:
3.2.1.A1
Observe and describe the properties of liquids and solids. Investigate what happens when
solids are mixed with water and other liquids are mixed with water.
3.2.K.A3
Describe how matter can change.
3.2.1.A3
Identify how heating, melting, cooling, etc., may cause changes in properties of materials.
I. Performance Objectives (Learning Outcomes):
The first grade students will be able to classify objects as solids, liquids, and gases.
II. Instructional Materials
3 balloons filled with a solid, liquid, and gas
What is the World Made Of?: All About Solids, Liquids, and Gasses book
III. Subject Matter/Content (prerequisite skills, key vocabulary, big idea, outline of
additional content)
A. Prerequisite skills
1. Can sort and classify objects by similar characteristics
2. Can describe properties of objects
B. Key Vocabulary
1. States of matter
a. Solid- definite shape and volume
b. Liquid- same volume when shape changes
c. Gas- takes up shape of its container
2. Mass- weight
3. Volume- amount of space
4. Molecule- atoms bonded together
5. Physical changes- matter changes appearance
C. Big Idea

1. How can we identify if an object is a solid, liquid, or gas?

2. Can objects change from one state of matter to another?
D. Additional content
1. How do we classify what state of matter each object is?
IV. Implementation
A. Introduction
1. The teacher will read What is the World Made Of?: All About Solids,
Liquids, and Gases.
2. The class will have a discussion on what they learned reading the
book.
3. The teacher will put out the three balloons in the front of the
classroom.
a. One should be a liquid (filled with water)
b. One should be a solid (frozen ice inside)
c. One should be a gas (blown up)
4. Explain that each balloon represents one of the three states of matter.
5. Have three students come up to pop the balloons.
6. Each student should record the findings on their note sheet. (See
attached)
B. Development
1. The teacher will bring up the smart notebook lesson. (See attached)
2. After the class goes through the lesson, they will fill out a note sheet
based on the information from the presentation:
https://www.superteacherworksheets.com/matter/matter1_WMTBR.
pdf
3. The teacher will go over the worksheet and make sure the students
got the correct answers.
4. The students will be given a trifold to make a flipbook about the
three states. (See attached)
a. Using the trifold, students are to paste or color a picture of an
object for each state of matter and right the characteristics of
each.
5. The students will get 20 minutes to start working on the flipbook.
They will finish on day 2. (This activity is a performance
assessment)
C. Closure
1. The students will watch this Brain Pop Jr. video about the three
states of matter:
https://jr.brainpop.com/science/matter/solidsliquidsandgases/
2. The teacher will preview how matter can change states, which the
students will learn the following day.

D. Accommodations/Differentiation
1. The teacher could have the students do the balloon activity in small
groups instead of as a whole class.
2. The teacher could have the description and characteristics of the
states of matter in the flipbook already filled out instead of having
them fill that part in.
3. Billy, one of the first grade students, has autism. The teacher will
allow him to get up and walk around during creating the flipbook so
he does not have to sit still for too long. He can also work with a
partner to create his flipbook for additional support.
E. Assessment/Evaluation Plan
1. Formative
a. The teacher will collect the balloon pop note sheet. (See attached)
b. The teacher will collect the worksheet. (See attached)
2. Summative
a. None for this lesson

V. Reflective Response
A. Report of Student Performance in Terms of Stated Objectives (Reflection on
student performance written after lesson is taught, includes remediation for
students who fail to meet acceptable level of achievement)

Remediation Plan

B. Personal Reflection (Questions written before lesson is taught. Reflective

answers to question recorded after lesson is taught)
a. Was the content in depth enough?
b. Were the materials useful?
c. Were the students able to complete the quiz correctly?
d. How could this lesson have gone more smoothly?

VI. Resources (in APA format)

Smart notebook lesson:
http://express.smarttech.com/?
url=http://exchangedownloads.smarttech.com/public/content/e4/e436acf6-9b5c-443fac6d-0059a340fcf0/States%20of%20Matter.notebook#
Worksheet:
https://www.superteacherworksheets.com/matter/matter1_WMTBR.pdf
Brain Pop Jr. Video:
https://jr.brainpop.com/science/matter/solidsliquidsandgases/
Activity:
http://shenanigansinsecond.blogspot.com/search?updated-max=2013-04-01T08:39:0007:00&max-results=5
Book:
Zoehfeld, K., & Meisel, P. (1998). What is the World Made Of?: All about solids,
liquids, and gases. New York: HarperCollins.

BALLOON POP!
Name_________________________
As each balloon is popped, describe what happens and identify the state of matter. You
may draw each what was inside of each balloon as well.
Example: Balloon 2 did nothing when it was popped. The balloon broke and whatever
was in it was invisible. It must be a gas.

Balloon 1

Balloon 2

Balloon 3