Developmental Lesson Plan

Teacher Candidate: Chloe Katinas Date: 4/15/2021

Group Size: 15-20 students Allotted Time: 50 minute period Grade Level: 3rd Grade

Subject or Topic: Lesson #2: Three states of matter inquiry

Common Core/PA Standard(s):

a. Standard - 3.2.3.A4
Use basic reactions to demonstrate observable changes in properties of
matter (e.g., burning, cooking).
b. Standard - 3.2.3.A3
Demonstrate how heating and cooling may cause changes in the properties of
materials including phase changes.
c. Standard - 3.2.3.A1
Differentiate between properties of objects such as size, shape, and weight
and properties of materials that make up the objects such as color, texture,
and hardness.

Differentiate between the three states of matter, classifying a substance as a

solid, liquid, or gas.

Learning Targets/Objectives:
● The third grade student will be able to observe how states of matter change by
completing the inquiry

Assessment Approaches: Evidence:

1) Lab report 1. Completed lab report
2) Jamboard post 2. Completing jamboard post
Assessment Scale:
● 4/6 questions correct is proficient on the exit ticket because this topic has been
introduced prior

Subject Matter/Content:
Prerequisites: Understanding of the three states of matter
Key Vocabulary:
Heat: is the form of energy that is transferred between systems or objects with different
temperatures
Cooling:having the effect of making something less warm or hot
Melting: is the process of changing something from a solid into a liquid
Freezing: is the process when a liquid turns into a solid
Evaporation: Is when the sun heats up water in rivers or lakes or the ocean and turns it into
vapor or steam.
Physical change: is a change where no new substance is formed. Physical changes affect the
form of a substance, but not what it's made up of. although some extensive properties (like
shape,phase, etc.) of the material may change, the material itself is the same
before and after the change. The change can be “undone”

Chemical change: is a change of materials into other, new materials with different properties,
and one or new substances are formed

Content/Facts:
● When different temperatures are applied to objects in various states of matter, their
state of matter changes
● When heat is applied to an object that is a solid, it melts, changing the object's state
of matter to a liquid
● When heat is applied to an object that is in the liquid state of matter, it evaporates
and becomes a gas
● When you freeze a liquid it becomes a solid

Introduction/Activating/Launch Strategies:
● Teacher will play Matter Changing States on Brainpop-
https://www.brainpop.com/science/matterandchemistry/matterchangingstates/
● Teacher will also play Physical VS Chemical Changes on youtube-
https://www.youtube.com/watch?v=x49BtB5dOwg
● Teacher will use this link that shows what happens to molecules when the
temperature changes https://phet.colorado.edu/sims/html/states-of-matter-
basics/latest/states-of-matter-basics_en.html

Development/Teaching Approaches
1. Teacher will play the Brainpop video as a review of the previous day as well as
introducing that day’s content.
2. Teacher will review definitions of each of the 3 states of matter
3. Then teacher will play the youtube video explaining the difference between physical
and chemical changes
4. Teacher will then go onto the 3rd link given, this site allows the teacher to manipulate
the temperature and other factors on a group of molecules
5. Teacher will create an anchor chart to review the key vocabulary of the lesson-
heat,cooling,melting,freezing,evaporation,physical change, and chemical change
6. Then the teacher will explain the inquiry they will be doing that day
7. Teacher will explain that the students will be completing an inquiry using root beer
floats to show how states of matter change.
8. Teacher will explain that this inquiry will show physical changes because only the
 shape/space it takes up is changing, not what the object is made of.
9. Teacher will ask if students have ever had a root beer float. Ask them what they
noticed about it, did the ice cream melt? etc.
10. Teacher will then assign students into groups of 4
11. Teacher will pass out the materials: 1 scoop of vanilla ice cream, clear plastic cup and
rootbeer.
12. Then the students will work on the inquiry lab report.
13. When students are done with the lab report, ask students to share what they
observed and why those observations happen?
14. Teacher will have students answer the question “What did you learn from this
inquiry?” on a jamboard post

Closure/Summarizing Strategies:
1. Teacher will wrap up the day summarizing that objects in the three states of matter
can go through physical changes when different temperatures are applied to it.
2. Then teacher will say that the next day they will be learning about the makeup of the
three states of matter, and how the particles are packed in an object depending on
the state it’s in.

Accommodations/Differentiation:
Follow all IEPs
*** Student with a hearing disability
● Providing subtitles on all the videos so that the student can read along

Materials/Resources:
● Computer
● Jamboard-
https://jamboard.google.com/d/16EABA1SBo0P8XU8FRu5_WvKTSULWSEAFBpbBVx4
7tpI/edit?usp=sharing
● Brainpop video-
https://www.brainpop.com/science/matterandchemistry/matterchangingstates/
● Youtube video- https://www.youtube.com/watch?v=x49BtB5dOwg
● Interactive site- https://phet.colorado.edu/sims/html/states-of-matter-
basics/latest/states-of-matter-basics_en.html
● Vanilla ice cream
● Rootbeer
● Plastic cup
● Inquiry worksheet(attached below)

Reflective Response:
Report of Student Learning Target/Objectives Proficiency Levels
 Remediation Plan (if applicable)

Personal Reflection Questions

Additional reflection/thoughts
 Root Beer Float Inquiry!
Directions: Today you will be using a rootbeer float to see how
temperature can cause the states of matter to undergo a physical
change. In front of you there is a clear plastic cup, a scoop of vanilla ice
cream and a bottle of root beer.

Step 1: Pour the rootbeer into the clear cup.

What observations can you make about the rootbeer?

What state of matter would you classify the rootbeer as?

Step 2: Add the ice cream into the cup of rootbeer.

What observations can you make about the ice cream?

What state of matter would you classify the ice cream as?
Did you observe a physical or chemical change?