Alexandra Irvin

ELED 3221-090
10/31/17
INDIRECT INSTRUCTION (STRUCTURED DISCOVERY) LESSON PLAN FORMAT

All About Matter

Elementary Science
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Big Idea: Comparing solids, liquids, and gases

Grade Level: 3rd grade

Rationale: This content is being taught in order to introduce and expose students to the concepts
of solids, liquids, and gases. Students are learning this material so that students can understand
that solids, liquids, and gases have unique characteristics. It is important for students to learn this
standard so that they have an understanding of how adding and/or taking away heat or cold cause
changes to solids,liquids, and gases. This standard connects to their lives because in daily life
they are exposed to and witness the effects of changes on solids, liquids, and gases. For example,
boiling water, freezing water, dew, and evaporation.

NC Essential Standard(s):
3.P.2 Understand the structure and properties of matter before and after they undergo a
change.
o 3.P.2.2 Compare solids, liquids, and gases based on their basic properties.

Next Generation Science Standard(s):

5-PS1-2. Measure and graph quantities to provide evidence that regardless of the type of
change that occurs when heating, cooling, or mixing substances, the total weight of
matter is conserved. [Clarification Statement: Examples of reactions or changes could
include phase changes, dissolving, and mixing that form new substances.] [Assessment
Boundary: Assessment does not include distinguishing mass and weight.]

Instructional Objective: Students will individually identify whether an object is a solid, liquid,
or gas by answering multiple choice questions. Students are expected to earn 80% on the
assignment.

Prerequisite knowledge and skills: Students will be coming to 3rd grade with a prior
knowledge of what is a solid, liquid, or gas. Teachers will need to have an understanding of
solids, liquids, and gases and how they are affected by the addition/subtraction of heat/cold.

Materials/Resources:

Baggies with pictures w/ captions for sorting activity

 Copies of sorting worksheet
Copies of exit ticket
The classroom, places in school, and outside of school will be used for a resource
Students will use their interactive notebooks
Glue
Scissors
Anchor chart
Markers

Source of your lesson: lesson idea

Estimated Time: 30 minutes

Accommodation for Special Needs/different learning styles:

During the matter walk I will make sure that I point out some solids, liquids, and gases to
students, as well as, making sure that they are not so complex for some students. This will help
students determine what is a solid, liquid, or gas without any questions. This will also help
because they will be simple and easy for students to work with and picture in their mind. There
will be pictures for students to sort on the worksheet and there will be pictures with captions on
the sorting cards so students will have a visual to reference. Students will also get the chance to
work in groups and partners to complete different parts of the lesson so students will be able to
support each other through the learning process. Kinesthetic learners and also visual learners will
be fully engaged during the explore because they will be getting to walk around and observe
different solids, liquids, and gases; being able to physically see and touch certain objects.
Auditory learners will be engaged during the explanation when vocabulary is used and a further
grasping of the concept is reached. Allow ESL students to show what they have learned through
oral responses, drawings, labelings, and even possibly acting out answers. For students that have
emotional and behavioral disorders the directions will be short and concise and told verbally, and
there will be short breaks between each of the different segments.

Safety considerations: I will make sure that students are safely walking around the school. Also,
keeping a close eye out while we transition from inside the school building to outside and back
in.
Alexandra Irvin
ELED 3221-090
10/31/17
______________________________________________________________________________

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. Additionally, I expect you to include possible
questions and anticipated student responses to your questions for each section.

Engage: I will start the lesson by captivating students interest by asking them to think about
what they ate for breakfast (or last meal they ate, just in case).
What did you have to drink? (juice, milk, water, soda, tea, etc.)
What did you have to eat? (bagel, cereal, toast, etc)
Has everyone been breathing this week, in and out? (yes)
o Teacher follows this question up with Without even realizing it, we breathe in
and out different types of gases our body needs from the air. Gas is also all around
us.

Explore: Today we are going to go on a matter walk throughout the classroom and school.
Have students get out their interactive science notebooks and a pencil. Explain to them that while
they are walking around the classroom, parts of the school, and outside they will record in their
notebooks:
Locate and record evidence of gases (3 examples)
Why is it difficult to find gases?
Locate and record solids around the school (7 examples)
Locate and record liquids around the school (5 examples)
Students will share these examples during the explanation phase.

What do you notice about solids? (hard,easy to find,doesnt change shape)

What do you notice about liquids? (can pour,takes shape of container)
What do you notice about gases? (hard to find, no definite shape)

With a partner students will complete a worksheet that has them sorting pictures into either solid,
liquid, or gas.

Explanation: Bring the class back together and co-create an anchor chart to go over what they
have learned about solids, liquids, and gases.

Matter is anything that takes up space

Introduce the concept of particles and the shape/pattern they take within solids, liquids,
and gases
A solid is something that has its own shape, takes up space, has volume, and mass.
o Particles are tightly packed, usually regular pattern
 o What are some examples of solids? (ice cube,desks, books, and chairs,
basketballs)
A liquid is something that doesn't have a shape but takes up space, takes shape of
container, has volume and mass.
particles are close together, no regular pattern
o What are some examples of liquids? (water, juice, milk)
A gas has no shape and doesn't take space, such as air. No fixed volume, has mass. Air is
made of gases, and they can't be seen (air, wind-outside of school)
o particles are well separated, no regular pattern
o Explain to students that other examples of gases would include helium, steam, fire

Elaborate: A matching activity will be given to a group of 5 students.

The matching activity will have students sorting pictures with a caption into 3 categories; either
solid, liquid, or gas.
What other experiments could we do that would relate? (other experiments relating to
solid, liquids, and gas; states of water)

Evaluate:
Formative assessment will be ongoing throughout the lesson. Circulate while students are
sorting their pictures (elaborate phase) while in groups, making sure that theyre sorting
the pictures into correct categories, and answering students questions about pictures if
needed.
Summative assessment will be at the end of the lesson when students individually
complete a quick exit ticket with 5 questions.
Checklist: Students are expected to earn 80% on the assignment.
o 1 pt. for each question answered correctly
o 4 out of 5 will be mastery

Closure: We will go over as a class some of the pictures they sorted on their worksheet. Call on
a couple of students to share one or two pictures that they sorted and as either a solid, liquid, or
gas.
What is one thing that you learned today? (clouds are a gas, exhaust from a car is a gas,
etc.)

Data:
=2 students
= 1 student
=2 students
=6 students
5/5=13 students
19 students achieved mastery ()