Nicholas Ciambrone

UNIT: Matter

DATE: October 13, 2015

LESSON: Phases of Matter

TIME LENGTH: 40 min.

PA CORE STANDARDS:
1. 3.2.6.A1: Distinguish the differences in properties of solids, liquids, and gases.
Differentiate between volume and mass. Investigate that equals volumes of different
substances usually have different masses.
2. 3.2.6.A4: Differentiate between physical changes and chemical changes.
ASSESSMENT ANCHOR DESCRIPTORS:
1. S6.C.1.1: Explain that matter has observable physical properties.
2. S6.C.1.2: Describe that matter can undergo chemical and physical changes.
3. S6.C.1.2.1: Describe how water changes from one state to another.
INSTRUCTIONAL OBJECTIVES:
1. Students will identify the 3 types of matter with no error and provide examples from the
lecture.
2. Given the demonstrations, students will correctly draw the molecular make up of each
state of matter.
3. Students will compare and contrast the differences of physical and chemical changes,
given the pop rocks experiment.
ESSENTIAL QUESTIONS (Include three high level questions):
1. What are the 3 types of matter?
2. How are molecules aligned in each type of matter?
3. How do physical and chemical changes affect matter?
FORMATIVE ASSESSMENTS (Include at least two):
1. Prompt students during the pop rocks lab.
2. Collect the A-mazing matter worksheet.
LESSON TYPE (Pedagogy): (Guided Inquiry)
LESSON ELEMENTS:
I. Lesson Introduction (5 min)
A. Show Bill Nye States of Matter video from 56 sec to 4:00 min.
B. Ask: What would our world look like without matter?
II. Lesson Outline

~1~

Commented [N1]: My Formative assessments hit INTASC

Standard 8. Using these forms of formative assessment, allow me the
teacher to check in on my students to see if they understand the
concept I am trying to teach. This will help me see where to take the
lesson next, and what to review at the end of class or at the
beginning of tomorrows lesson.

Nicholas Ciambrone

A. What is matter? (10 min)

1. Explain that matter has three main types.

Commented [N2]: The lesson begins using Direct Instruction.

This changes in section B exemplifying INTASC Standard 3 and 4.
(See comment N2)

2. Demonstrate how each state looks at the molecular level throughout the lecture.
3. Tell students solid has a definite shape and definite volume. Explain.
4. Ask: What does this mean?
5. Liquid does not have a definite shape but has a definite volume. Explain.
6. Ask: What is an example of a liquid?
7. Gas does not have definite shape or definite volume.
8. Ask: Where is gas?
9. Explain Chemical and Physical Changes.
10. Check for understanding.
B. Pop Rocks Experiment (20 minutes)
1. Pass out materials and experiment sheet.
2. Give students lab sheet.
3. Instruct the students to work in pairs and complete lab experiment.
4. Help students as necessary, prompting them with questions to check their
understanding of the states of matter.
5. Review the questions on the lab.
6. Ask: What did we learn in this lab?
III.

Summary/ Closure (5 min)

1. Pass out A-Mazing Matter worksheet.
2. Have students complete the maze.
3. Once complete, they will hand in the A-Mazing Matter worksheet.

DIFFERENTIATED LEARNING ACTIVITIES (Include at least three):

1. Provide structured inquiry directions to students for the pop rocks lab.
2. Group students to allow them to investigate the pop rock lab in different ways.
3. Provide a PowerPoint with pictures and labels to help students better understand the
differences of solid, liquid and gases.
INSTRUCTIONAL RESOURCES, MATERIALS, AND TECHNOLOGY:
1.

Materials: Pop Rocks, Soda, Balloon

2.

Technology: Projector, Computer

~2~

Commented [N3]: Now the lesson switches to discovery/ guided

inquiry learning. Here I am hitting INSTASC Standard 3 and 4. The
diversification of instruction strategies will help facilitate a solid
understanding of the concepts I am trying to teach. The lesson will
allow students to experience a hand-on experiment, where they do
most of the work.

Nicholas Ciambrone

3.

Resources:

Youtube. (2014, 6 October). Bill Nye The Science Guy & Phases of Matter FULL EPISODE
[Video file]. Retrieved from http://www.youtube.com/watch?v=c_6rzSOgo3k
Pop rocks expander- candy science. (2013). Retrieved from
http://www.stevespanglerscience.com/lab/experiments/poprocks
HOMEWORK:
1. Read pages 123-130 in the textbook, and answer questions 1,3,4, 5 in chapter review
section on page 130.
REFLECTION AND ANALYSIS:
1. Could I have explained my lecture better?
2. How can I make sure every student is actively involved in the experiment?
3. What could be improved about the pop rocks lab?

~3~

Commented [N4]: Here I am doing INTASC Standard 9. I am

reflecting on the my lesson and thinking about what could be
improved. This is a task teachers should take on every lesson, so
they can improve for next time.