Matter SOLIDS, LIQUIDS, AND GAS

Teacher Candidate: Carli Dovidio Date: 4/10/17

Group Size: 22 Allotted Time 45 mins Grade Level 4th

Subject or Topic: Solids, Liquids, and Gases

Common Core/PA Standard(s):

3.2.4.A1, Identify and classify objects based on their observable and measureable physical
properties

Learning Targets/Objectives:
The fourth grade students will review the properties of solids, liquids, and gases. They will sort a set of
samples of matter into three categories, based on their state. Students will identify the characteristics
(properties and behaviors) that define a solid, liquid, and gas illustrating their knowledge in a foldable
activity. Which will be labeled.

Assessment Approaches: Evidence:

1. Thumbs up/Thumbs down after 1. Students will show quickly thumbs up or down
discussion of each state of matter and teacher will be observing the input. 2. I will
2. Exit slip: Question What am I? be collecting the exit slip after class
.I do not have a definite volume, my molecules
move fast and are spread out? Name the state and
give 1 example?
I have a definite shape and volume. I have
molecules that are very close together and
vibrate? Name one example and the state? (All
examples must be different than those in class
discussion)
Assessment Scale:
Exit Slip:
The exit slip each blank is worth 1 point
9: Excellent
8-7-Proficient
6-5-Basic
4 below-Developing

Subject Matter/Content:
Prerequisites: Students will understand that a liquid, gas, and solid are different on the most basic
function of the sense of different.

Key Vocabulary:
 1. Matter: Anything that takes up space, matter can have large parts or small parts. We see
matter, touch matter, and can smell matter, matter has mass
2. Molecules: particles within a solid, liquid, or gas, which will move at different speeds
depending on the state of matter.
3.Solid: is rigid, fixed shape, fixed volume, molecules are close together and vibrate
4. Liquid: not rigid, no fixed shape, fixed volume, flows, takes on the shape of its container,
molecules flow
5. Gas: Not rigid, no fixed shape, no fixed volume, can be difficult to see with human eyes,
will take the volume of its container, gas molecules move fast Content/Facts:
Students will be able to identify the different characteristics that define a solid, liquid, and gas.
Content/Facts:
-there are four states of matter, however we will be talking about three states of matter
-each state possess its own properties that be classified

Introduction/Activating/Launch Strategies:

https://jr.brainpop.com/science/matter/solidsliquidsandgases/
Development/Teaching Approaches
1. First, we are going to start by identifying matter. Can anyone give me one example of
something that has matter?
2. Students will raise their hands to answer the question.
3. Teacher will explain that everything around us is made up of matter, referencing the videos
examples.
4. However, matter can be classified into four different states. Today we are only going to focus
on the three states of matter that are most common in our lives.
5. There is something called a gas, something called a liquid, and something called a solid. Each
phase of matter has distinct characteristics that allow them to be labeled as such.
6. Teacher will show a picture on the smart board of a chair
7. Teacher will tell all the students to stand up and analyze their chairs.
Guided Questions:
Is it heavy?
Can you change its shape by pushing into the plastic?
Can you change the amount of chair that is there?
8. Teacher will ask for volunteers to write words that describe their chair on the smart board
which is labeled chair
9. Then teacher will pass out 5 beakers half filled with a green liquid, and 2 empty beakers.
10. Students working in their desk groups will be asked to do the same things and analyze in their
groups describing words of the green liquid Guided Questions:
Does it have its own shape?
Does it have the same amount when you poured it into the empty beakers?
Did the color change? Did anything change when you poured the liquid?
11. Teacher will ask for volunteers to add the describing words to the smart board labeled blue
liquid
12. The teacher will then ask all the students to breath in and out. Teacher will ask the students to
talk within their groups how to describe the air in which they are breathing in. Guided
Questions:
Can you see the air?
Was each breath the same amount? How do you know?
 If you took a bigger breath was there more air in your lungs verse a smaller breath?
How do you know?
13. Teacher will ask for volunteers to write the describing words on the smart board labeled air
14. Teacher will explain there are three states of matter. Can anyone tell me the three in which we
just observed?
15. Students will answer
16. Teacher will explain there is a SOLID, LIQUID, and GAS
Students at their group desks will have 4- note cards that are labeled with characteristics of each state
of matter, its properties, and/or behaviors
17. Students in their groups will classify each property to the correct state of matter
with pictures of different matter
18. Students will independently make a foldable that illustrates the properties of
each state of matter

Closure/Summarizing Strategies:
Students will need to act out the molecules in each state of matter. If a solid is called out
students will need to be very straight and their arms need to be close together.
If a liquid is called out they can move slightly and their bodies can have little movement
If a gas is called out students will need to move their bodies quickly (still in place just swing
their arms and movement of that kind).

Accommodations/Differentiation:
R.V. has a memory deficit he will be given a word bank to help him create his foldable.

Materials/Resources:
YouTube video
26 Notecards with description words describing the properties of each state of matter
Assortment of picture of the different states of matter
Crayons/marker
(22) Cardstock paper for the foldable
Reflective Response:
Report of Student Learning Target/Objectives Proficiency Levels

Remediation Plan (if applicable)

Personal Reflection Questions

Did the students show interest in the notecard activity?

Did the students understand the molecules of each state?
Exit Slip:

Exit slip: Question

What am I?
.I do not have a definite volume, my molecules move fast and are spread out. Name the state
__________. Give 2 example?_________________, ___________________
I have a definite shape and volume. I have molecules that are very close together and
vibrate? Name 2 examples________________,________________ and the state?
_____________________
My molecules flow, I do not have a definite shape, but I do have a definite volume. Name
the state ______________________. Give 2 examples
______________________,__________________
Foldable Examples: