Student Teaching Lesson Plan Template
Subject: Science Central Focus:
States of matter
Essential Standards/Common Core Objective (2): Date submitted: Date taught:
[Link] the composition and properties of April 9, 2020
matter before and after they undergo a change or
interaction.
Daily Lesson Objective (1):
The students will be able to describe each state of matter in terms of its molecular structure.
21st Century Skills (1): Academic Language Demand (if Handbook applicable)
Communication is shown through ● Language Function: Describe, understand, recognize, observe
students’ group work.
● Content/Academic Vocab: states of matter, molecule, solid, liquid, gas,
Critical thinking will be shown through colloid
their answers and explanations.
● Discourse possibilities: Students will engage in discourse through
working with their groups.
Prerequisite knowledge and skills Global Awareness (1):
needed (1): listening to directions, and
know a little about solids, liquids, and Different states of matter have different characteristics (good and bad).
gases.
Activity Description of Activities and Setting Time
1. Engage “We are going to learn about solids, liquids, and gases, 5 minutes
and the states of the matter today! Who knows what a
molecule is? (get 3-4 answers)”
“A molecule is the smallest amount of something and
molecules are so small that they can't even be seen
with eyes! Everything is made up of molecules. The way
molecules move within an object or substance
determines whether it is a solid, liquid, or gas.”
2. Explore Hand out lined paper to each student for note-taking. 10 minutes
“We are going to take notes together before we create
our own state of matter. So everything I draw and write,
you draw and write.”
(Draw a square on the whiteboard and label it solid. Fill
the square with tiny circles that touch each other.)
“Does anyone know what state of matter this is? (get 2
answers) These circles represent molecules. The
molecules in a solid are packed tightly together and
move slightly in place.”
(Underneath the square, write that solids have a
definite shape and definite volume.)
(Draw another square on the board and label it liquid.
Draw circles that are still somewhat close together but
do not fill the entire square and are not in perfectly
straight rows.)
“Does anyone know what state of matter this is? (get 2
answers) The molecules in a liquid are close together
and can touch each other, but they can also flow and
move around.”
(Underneath this square, write that liquids do not have
a definite shape but have a definite volume.)
(Draw a third square on the board. Draw circles that are
spaced apart, with lines or arrows around them to show
quick movement. Draw a few circles outside of the box.)
“Does anyone know what state of matter this is? (get 2
answers) Molecules in a gas move around freely and
quickly. They can bump into and bounce off of each
other and do not stay in a container unless the
container has a lid on it.”
(Underneath this square, write that gases do not have a
definite shape or volume.)
3. Explain “You will be demonstrating the molecules in each state 5 minutes
of matter. We will start with solids. Everyone get up out
of your seats and stand shoulder to shoulder with each
other.”
“Now move slightly back and forth while staying in
place. (wait a few seconds) You the molecules in a solid.
Next, we are going to show a liquid. Slowly walk around
the room but stay close to your classmates, carefully
brush into one another as you walk around. Do not
bump into one another. You need to brush into each
other like this (show brushing). You are now molecules
in a liquid. (wait a few seconds) Finally, we are going to
show gas. We all need to be careful during this one and
stay at a low volume level. Walk quickly. As you
carefully make contact with other people, you should
walk in another direction. You are now a gas. (wait a
few seconds).”
“Everybody freeze! Go back to your seats please.”
4. Elaborate/Extend “Now that we have al been molecules in each state of 25 minutes
matter, we will be making a state of matter.”
“I am going to show you how to do it first, then with our
group, you will make your own state of matter. I am not
going to tell you which state of matter it is. That’s up to
you to find out.”
(Show students how to put the cornstarch in the mixing
bowl and slowly add the water. You can also add two
drops of food coloring if desired. The materials should
already be premeasured for each table, lay down
newspapers at students' work stations, and begin
setting out materials.)
“After making your state of matter, you will have
several minutes to play with it!”
Designate tasks/roles for each student. (designate
someone to pour the water, someone to stir, someone
to write observations and ask questions, someone to
make sure everyone is acting appropriately and not
fooling around with their substance)
Give 5 minutes to make their substances and play
around with it.
Write the following questions on the board for students
to discuss within their groups: What do you think the
molecules in goop look like, and why? What state of
matter do you think goop is, and why?
“Alright everyone, time to clean up. All substances
should get put on your newspaper or back into the
mixing bowl. All newspapers should get crumbled and
put into the trash can and mixing bowls should get
washed in the sink by the person that stirred the
mixture. We have 2 minutes to clean up. At the end of
the 2 minutes, everyone should be in their seats. Go!”
“So what state of matter was your substance? (get an
answer from each group)”
“The substance is called a colloid, which is like an "in-
between" state of matter because it has properties of a
solid and a liquid. Some other real-life examples of
colloids, such as butter, shaving cream, lotion, and
ketchup. Can you think of any other colloids? (get as
many answers as time permits)
5. Evaluate (Assessment methods) Hand out an index card to each student. Have students 5 minutes
describe the molecules in each state of matter without
using their notes.
Student(s) & Student/Small Group Student/Small Group
Modifications/Accommodations (2):
ELL Special Needs
Differentiation: Differentiation:
1. Struggling students index card
Enrichment: Have students research Support: Have students use their
answers
other states of matter (colloids and notes as they answer the discussion
plasma) and share their findings with questions.
the class.
2. Advanced students index card
answers
3. Support from the teacher when needed
Materials/Technology (1): lesson from [Link]
liquids-and-gasses/[Link], newspaper, cornstarch (1 cup per group), water (½
cups per group), mixing bowls (1 per group), plastic spoons (1 per group), green food coloring, index cards, lined
paper, whiteboard + marker
Reflection on the lesson: I was unable to teach my lesson because of COVID-19.