Alexis Fox

ELED 3221
November 12, 2014
edTPA Indirect Instruction Lesson Plan Template
4 States of Matter
_____________________________________________________________________________
Central Focus/Big Idea: 4 States of Matter
Grade Level: 5th
NC Essential Standard(s): 3.P.2.2 Compare solids, liquids, and gases based on their basic
properties.
3.P.2.3 Summarize changes that occur to the observable properties
of materials when different degrees of heat are applied to them, such as
melting ice or ice cream, boiling water or an egg, or freezing water.
My lesson is these standards but with 4 states of matter, rather than
just 3.
Next Generation Science Standard(s): 5-PS1-1. Develop a model to describe that matter is
made of particles too small to be seen.
21st Century Skills: Communication (Students will need to be able to participate in class
discussions and complete the models of each state of matter.) Collaboration (Students will need
to be able to effectively work with and talk to me as well as the rest of the class during whole
group discussion.)
Academic Language Demand
Language Function: In the table below highlight the one most important language
function for your lesson. Explain why you chose these.
o I chose categorize because students will need to be able to put things into the
appropriate category: solid, liquid, gas, or plasma.
o I chose describe because students will need to be able to describe the different
states of matter and things they want to categorize so that they can put them into
the correct category
Analyze
Interpret

Argue
Predict

Categorize
Question

Compare/contrast Describe
Retell
Summarize

Explain

Scientific Vocabulary: solid, liquid, gas, plasma, particles, volume, atoms, molecules,
ionized (from the worksheet)

Instructional Objective: Students will be able to correctly identify 4 States of Matter and at
least 3 examples of each and how the particles of each state behave. Students will successfully
create a 4 States of Matter worksheet with examples, properties and models.
Prior Knowledge (student): Students should know what matter is, the 3 main states of matter,
some properties and examples of each (solid, liquid and gas)
Content Knowledge (teacher): The 4 different states of matter, examples of each state,
properties of each state, how to molecules in each state look and move.
Accommodations for special needs (individual and/or small group): I will have a Spanish
worksheet for the ESL student and I will have an example to show to students who need to see
the worksheet to help them when filling out their own.
Materials and Technology requirements: States of Matter worksheet (English and Spanish; I
made both!), 4 Post It Notes per student, 60 Avery Removable Color Coding Labels per student
(for particles), Pencil (to write examples and fill in blanks), 4 States of Matter gif
(http://ifunny.co/fun/qv5SyyQG2), Doc Cam and SMART Board.
Total Estimated Time: 45 minutes
Source of lesson: Worksheet idea from Teachers Pay Teachers
Safety considerations: Because the student stayed at their own desks, there were not any safety
considerations to deal.

Content and Strategies (Procedure)

In your procedure, be sure to include all of the following 5 Es. Your procedure should be
detailed enough for a colleague to follow. If you will be relying on technology (e.g., a YouTube
video), describe your back up plan thoroughly. Imagine your most novice colleague needing to
teach from your plan. Dont just answer the questions. Additionally, I expect you to include
possible questions you could ask for each section. This needs to include higher-order questions.
Engage: (Students did a States of Matter pretest prior to the lesson.) I will start by asking
students:

Does anyone know anything about matter? (What is matter?)

Based on the answers, I will lead students into the 3 main different states of matter. We will have
a short discussion about the 3 main states.
Does anyone know what the 4th state of matter is called? After students either answer or say
they do not know, I will explain that there is a 4th state of matter and it is called plasma and that
we will learn more about it later on.

I will begin a chart to record the students responses we ask and answer the questions.
Explore & Explanation: I will hand out the States of Matter worksheet, 4 Post It Notes per
student and 60 Color Coding Labels per student (15 red, 15 blue, 15 yellow, and 15 green.)
Students will stick one Post It note under each state of matter (in the box given). I will explain
that we will make models of each state of matters particles on the front of the Post It note. We
will use the backside of the Post It note to write examples of each state of matter. Students will
use the color coding labels as the particles and make a model of how they behave/look in each
state. We will do this for each state.
To begin the discussion, I will ask students:

Does anyone know anything already about solids? Or does anyone think they know anything
about solids? (shape, volume, etc.)
Can anyone give me examples of solids? After students have named some examples, I will have
them write one of them on their paper.
Based on the responses, I will try to ask questions about what the students might know/think they
know about shape volume, etc. I will record the students responses on the chart we started during
Explore as we discuss, so that we can keep track of their responses and so that the students have a
way to see how their knowledge may have changed over the course of the lesson.
I will point out to the students the properties that are on their worksheet. I will ask students what
they think the particles of a solid look like (moving around, packed tight, definite shape or not,
etc.) After students have described what they think the model should look like, I will use the Doc
Cam to show my example so that they have a visual of what their model should hopefully look
like.
We will perform all of the steps above for each state of matter using relevant questions as they
complete the worksheet.
We will quickly look back at our chart and determine if any information needs to be changed or
taken off.

Elaborate: After we have finished the worksheet I will show them the 4 States of Matter gif that
shows each state and what it looks like. Students will need to come up with 3 more examples of
each states on their own. After we have discussed each of the states, I will make sure to stress
that the reason for the changes in the state of matter is caused by the presence or absence of heat.
(Solid to liquid to gas to plasma is caused by presence of heat; melting, boiling and vice versa) I
will have students draw arrows in red from solid to liquid, liquid to gas, and gas to plasma.
(Make sure to do this on the Doc Cam if needed at least for the first arrow to ensure that
students understand the connection you want them to make between the states and the changes.)
Students will then label the red arrows add heat. Students will then draw arrows going
backwards in blue from plasma to gas, gas to liquid, and liquid to solid and label them lose heat.
Students will need to sketch and construct their model based on the new information they have
learned and discussed. They will also be able to refer to the examples I provided and the chart
that we created during our Explore and Explain.
Evaluate: As a class, we will have a brief review discussion. I will allow students to look over
the States of Matter worksheet and ask any lingering questions they may have. Students will
then complete a States of Matter posttest.
Formative Assessment: I will observe students as they interact with each other during group
work and discussion while completing the States of Matter worksheet and as we work through
questions to complete our chart. I will also monitor student responses during the pre- posttest
discussion and check their States of Matter worksheets.
Summative Assessment: Students will complete a States of Matter posttest at the end of the
lesson. Out of the 10 questions on the test, students will need to answer 8 questions correctly in
order to show mastery.