Developmental Lesson Plan

Teacher Candidate: Samantha Norton Date: 3/24/21

Group Size: 28 Allotted Time: 45 mins Grade Level: 3rd grade

Subject or Topic: Lesson plan 2- the states of matter: solids

Common Core/PA Standard(s):

Standard - 3.2.3.A2
Recognize that all objects and materials in the world are made of matter.

Standard - 3.2.3.A4
Use basic reactions to demonstrate observable changes in properties of matter

Learning Targets/Objectives:

After learning about the states of matter, the students will be able to confidently recognize
that everything around them is made up of matter by investigating with different
manipulatives.

Assessment Approaches: Evidence:

1)3 -2- 1 assessment 1) 3/3 correct “things you found
2) Quick nod out”
2) observational
Assessment Scale:

1) 6 total responses- proficient

5 total responses- basic

4 total responses- below basic

<3 total responses- needs improvement

Subject Matter/Content:

Prerequisites:
Content from lesson #1-
Matter makes up everything around use
● There are three states of matter: Solid, liquid, gas
● Each state of matter has very distinct features.
● Solid: has a distinct shape, particles tightly packed together. Changes state
 when melting point is reached.
● Liquid: can be poured and changes shapes easily, particles are loose and not
packed in. Changes state when freezing or evaporation occurs
● Gas: has no distinct shape, takes shape of whatever container its in, particles
move around and collide. Changes state by condensing.
● Matter can change its form.

Key Vocabulary:
Freezing point: When a liquid cools down or reaches a temperature that makes it freeze
Particles: Particles make up everything around us
Melting point: When a solid reaches a temperature in which it melts back into liquid form
Sublimation: When a solid turns directly into a gas without turning into a liquid first.

Content/Facts:
● The particles in solids are tightly packed, they vibrate
● Solids form when liquids cool or freeze
● Water has a freezing point of 32 degrees
● State changes depend on temperature
● Solids change into liquids when a melting point is reached
● Solids turn into gasses by sublimation

Introduction/Activating/Launch Strategies:
● Students will complete the 3-2-1 assessment on a notecard. They will write down 3
things they found out from the day prior, 2 things they found interesting, and 1
question they still have.
○ When they are done I will collect their note cards and read over what
questions they still have. Students will have the opportunity to share one of
the three things they learned from the first day.
● Students will then warm up with the Jack Hartman, move like a state of matter video
which is similar to the closing activity from the day prior.
● When the video is over I will ask students to reenact some of the movements they
made for solids and why they think those represent solids.

Development/Teaching Approaches
1. To answer some of the questions the students may have we will watch the states of
matter video on slide 4 of the PowerPoint.
2. After the video, I will give a mini-lesson by using a PowerPoint. During the
PowerPoint, we will go more in-depth about solids. Since some of the information is
review from the day before, students will complete a fill-in-the-blank worksheet
during the minilesson so they can fill out what they already know and be able to take
notes on new content.
a. The PowerPoint will cover particles, how solids form and how they change
state.
b. When covering particle movement students will get the chance to get up and
 get to demonstrate particle movement. This will give them a chance to be
involved in the learning process.
c. Quick nod assessment
3. After the PowerPoint, we will do an experiment with coca-cola and mentos .
a. All three states of matter are represented in this experiment. The mentos
represent the solids, the coke represents the liquid and the eruption
represents the gas.
b. Students will watch the chemical reaction between the carbonization of the
soda (the gas) and the mentos (the solid) .
c. As a class, we will sit in a circle at the carpet area. To keep the area clean I will
lay out trash bags around the carpet area as well. In the middle of the area,
there will be a two-liter bottle of soda and a pack of mentos. Students will
have their scientific investigation worksheet with them which they will use to
make predictions before the experiment.
d. I will have the students observe and pass around the mentos before we drop
them into the coke.
e. After predictions and observations are made, I will have the class count to 3
and I will drop 3 mentos into the coke.
f. After the reaction takes place I will let students observe the aftermath and
then they will head back to their seats to finish their scientific investigation
worksheet.
g. After the students finish up with their worksheet we will talk about what we
saw, what states of matter were involved, if our predictions were correct, etc.

Closure/Summarizing Strategies:
1. To finish out the lesson, students will do a quick write about what they thought about
today’s experiment. They will also expand their thinking about the experiment and
write down some ideas about what other candies/items they could place in the soda
to get a similar reaction.
a. They will hand them in for me to review
2. After that, I will tell the students to think about what we learned on day 1 of the unit
because tomorrow we will be talking more about liquids.

Accommodations/Differentiation:
Follow all IEPs
1. In order to accommodate for C.N. and his learning disability, C.N. will get a written list
of instructions for the day so that he is better able to follow along with the class.
2. C.N. will also be able to sit at his desk to watch the experiment if he would like to so
that he can better focus on the experiment.

Materials/Resources:
Powerpoint:
https://docs.google.com/presentation/d/1e4r0CehL2ydLWUukjhAFV9X46eB6hfDpq7AgCzRbJ
sU/edit?usp=sharing

Scientific Investigation WS:

https://drive.google.com/file/d/1mVGKwEVLsAK_1MTAU_1fCQAUra8wnoZ4/view?
usp=sharing

Fill in the blank:

https://drive.google.com/file/d/1xP9STU457sfallbPKNQ4kkuqIvyg2fuX/view?usp=sharing

Change of states information: https://www.dkfindout.com/us/science/solids-liquids-and-

gases/changing-states/

Sublimation information: https://study.com/academy/lesson/what-is-sublimation-in-

chemistry-definition-process-examples.html

Reflective Response:
Report of Student Learning Target/Objectives Proficiency Levels

Remediation Plan (if applicable)

Personal Reflection Questions

Additional reflection/thoughts