States of Matter Lesson

Karissa Gordon
States of Matter
3rd Grade
Standard
MT. 1. Students, through the inquiry process, demonstrate knowledge
of properties, forms, changes and interactions of physical and chemical
systems
2.4 model and explain that matter exists as solids, liquids, and
gases and can change from one form to another.
Objectives:
Students can describe, observe, model, and draw the different
states of matter: solid, liquid, and gas.
Student Statements
I can define the 3 states of matter using examples.
I can explain the differences in the 3 states of matter using
different methods.
Materials
-Magazines (for cutting)
-scissors and glue sticks
-tape
-Science notebooks
Procedure
Show YouTube video on the states of matter.
http://www.youtube.com/watch?
v=oAqompxk7fY&feature=endscreen
(1 minute)
Review definitions of the following terms, discuss how the
molecules in each state of matter move (write on board and
show corresponding images from States of Matter sheet)
-Matter: anything that takes up space. (Ask students what
matter is made of to review the idea that matter is made up of
atoms and molecules that are constantly moving)
-Solid: matter that has its own shape, does not assume the
shape of its container. Definite shape, definite
volume. (Do atoms in a solid move fast or slow?....
slow because theyre all packed together)
-Liquid: matter that takes the shape of its container.
Indefinite shape, definite volume. (molecules move
faster in a liquid because they are less packed
together)
-Gas: Can be difficult to observe. It has an indefinite shape

and an indefinite volume. (molecules move the fastest
in gas because they are spread far apart.)
Show pictures (arctic scene, and kettle scene)
Ask students to identify the states of matter in each image and
explain their reasoning to peers (students may use actions,
written or spoken words).
Students cut their own examples out of the magazines.
(15-20 minutes)
Students record images they are unsure about in science
notebooks throughout this magazine portion of the lesson
(writing them down, drawing a picture, or pasting the image
directly to notebook)
As a class, discuss the images that groups were unsure of.
Revisit the definitions to reach an agreement on what state of
matter each image is.
Clear space and tape a large circle onto the floor. Tell students
this represents a container for matter, and they will represent
the molecules that make up that matter.
First, encourage students to work together to figure out how to
show molecules in a solid, like a wooden block. (students should
be very close together, but still moving slightly)
(5 minutes, may vary with length of explanation)
Then, ask students to demonstrate liquid in the container.
(students should be more spread out and moving more, but not
occupying the whole container)
Finally, ask student to represent matter in a balloon. (students
should moving constantly and bumping off the sides of the
container) Simulate a puncture in the balloon. What would the
gas molecules do?
Students describe in their science notebooks how molecules
move in different types of matter. Students show mastery by
verbally explaining their thinking, drawing a picture, or writing
their explanation.
Extension: Student predict what will happen when all of the types of
matter are combined together. After sharing their prediction with a
partner, students draw or write what they observe when a balloon of
baking soda is added to a container of vinegar. Students label the
different types of matter they see interacting in this experiment (this
would lead nicely into a lesson on chemical changes).
Assessment: For formative assessment, the teacher should be
listening closely to class discussion for signs of comprehension,
common misconceptions, cooperative collaboration amongst students.

Summative assessment can come from looking at their journal entries
from the lesson. Did students articulate their thinking clearly (in
whichever manner they chose)? Do their observations prove effort and
critical thinking were present? Do they understand the concepts
worked on?
Reflection:
My lesson was mainly guided discovery. When using guided
discovery, students have many opportunities to share their thinking,
and there is a high level of student involvement. Generally, guided
discovery occurs in five phases. The first phase is Introduction and
review. In my lesson plan, this was showing the youtube video and
reviewing the definitions of matter, solid, liquid, and gas with
students. Even cutting the images from magazines could be considered
part of my review because it gave activated students prior knowledge,
and it gave them a chance to practice this knowledge. The second
phase is The Open-Ended Phase. In my lesson, this was giving
minimal parameters to students before cutting the magazines. This
allowed for real-life examples of the different types of matter, and also
some questions to be answered as a class. When students
demonstrated the different types of matter using the tape container,
this was the convergent phase. It promoted social interaction and
discussion by having students think critically and justify their
reasoning. The Closure Phase came when they recorded their
observations in their science notebooks. And the last phase,
Application was my extension, where students would transfer their
knowledge of matter into explaining a live experiment.
My lesson utilizes both formative and summative assessment.
Throughout the lesson, especially during times of exploration and class
discussion, the teacher should be monitoring the room and listening in
to student conversations. If there are common misconceptions heard
throughout the class, this could signify a miscommunication and a
need to re-explain or give further explanation. This serves as formative
assessment because it is ongoing during the lesson. My summative
assessment piece would be based off of the students science
notebooks. Looking through the observations students recorded
throughout the lesson, the teacher can assess any lingering
inaccuracies in a students thinking. Examining the science notebooks
is also a great way to assess not only for comprehension of the
concepts, but precision and clarity when explaining their thinking.
During my lesson, I verbalized, wrote, and modeled dramatically

information and instructions. Reading the definitions I have written on
the board/powerpoint addresses representing information in two ways.
I also modeled how a molecule would move in each type of matter
during my definitions, so that is another way of representing. I
engaged students in various way by allowing them to read and listen to
the definitions, and watch the youtube video. Finally, I allowed
students to express their knowledge by allowing their science notebook
observations to be written sentences, drawings, verbal descriptions
(hopefully coupled with another way), or even kinesthetically through
physical actions.

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Karissa Gordon

-Gas: Can be difficult to observe. It has an indefinite shape

common misconceptions, cooperative collaboration amongst students.

During my lesson, I verbalized, wrote, and modeled dramatically

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