Lesson Plan 1

Lesson Plan 1
Diana Villagrana
CT: Selina Lucero-Mendoza
Subject/Grade level: 3rd Grade Science
Unit topic: Unit 1
Lesson goals: The student will be able to determine the physical properties of matter and
understand how matter is classified, changed, and used.
Lesson topic: Matter
Estimated length of lesson: 45 minutes
TEKS Standards: 3.5A, 3.5B, and 3.5D.

These TEKS discuss the unit in progress. They cover all areas of matter from
identification to mixtures and physical reactions.
Learning Objective(s): The students will understand and be able to identify the
different physical properties of matter after engaging in a short root beer float science
experiment.
Academic Language:
 Matter- is the material that something is made up of.

 Solid- a solid is a state of matter characterized by particles arranged such that
their shape and volume are relatively stable.
 Liquid- is a state of matter in which the particles are close together but randomly
arranged. The particles can move over each other.
 Gas- is a state of matter in which the particles move rapidly and are very spread
out.
 Physical Change- is when you mix two substances and their particles become
jumbled up together. They do not necessarily combine chemically unless the
atoms in the molecules are rearranged – this change is a physical change only.
This new substance is called a mixture and can usually be separated quite easily.
 Vocabulary was found from: https://www.lovemyscience.com/cat_dictionary.html

and https://www.thoughtco.com/definition-of-solid-604648
Grouping: Teacher will conduct a whole group lesson using student-guided practice
where students will be able to practice the lesson objective.
Materials: Science notebook, pencil, school laptop.
Resources:
 The teacher will provide a book for students to read (listen to) when they are done
with their work. What’s the Matter in Mr. Whiskers’ Class?
https://www.youtube.com/watch?v=BhwAgjSXAEI
 The teacher will provide this video for students to use as a guide when completing
their independent work (if needed). https://www.youtube.com/watch?
v=7yYRBSRWkFk
Connections to Other Subjects: ELAR will be integrated into this lesson as a closing
activity. By integrating literacy and allowing students to make connections to the real
world, the will gain a better understanding of what matter is.
Gradual Release of Responsibility: To ensure that student learning is effective and runs
smoothly, the teacher will model and review classroom expectations to set the tone for
the lesson.
Instructional procedures (including differentiation and targeted support):
 Introduction: The teacher will begin class by setting a positive learning

environment. The teacher will begin asking questions such as: “Can anyone
describe a root beer to me?”, “Who can tell me what will happen when we pour
root beer onto our ice cream?”, to activate student’s prior knowledge.
 Teacher Modeling: The teacher will model what behavior is expected in the
(virtual) classroom such as: staying on mute when not speaking, raising their
hands when needing to speak, and not interrupting when someone else is talking.
 Body of the Lesson: The lesson will begin by the teacher asking questions to
activate student’s prior knowledge. After, the teacher will conduct a short 20-
minute science experiment that will allow students to engage, explore, and discuss
the different physical properties of matter in a root beer float mixture. After the
experiment is finished, the teacher will allow students to work on a root beer float
worksheet that was created to have students work independently and record their
findings. When students are done, they will be able to watch a read aloud on
YouTube (“What’s the matter in Mr. Whiskers’ Class?”), which will discuss all
the essential vocabulary they have learned so far in this unit.
 Guided Practice: The teacher will conduct a 20-minute science experiment via
Google Meet and ask guided questions and stop to allow students time to answer.
 Independent Practice: The teacher will give students a link to a worksheet that
will instruct students to record their findings of the experiment, as well as
assessing their vocabulary knowledge on matter.
 Conclusion (closure): The teacher will provide the students with a link to a read
aloud, “What’s the matter in Mr. Whiskers’ Classroom?” to listen to on their own
when finished. The read aloud book will serve as an opportunity to begin a class
discussion where children can share their ideas and experiences during the lesson.
Assessment:
 Formative: Students will identify and describe the properties of matter

throughout the experiment led by the teacher. Students will answer guided
questions along the way.
 Summative: Root beer float States of Matter worksheet.
Accommodations/Modifications/Enrichment:
 Special Needs Learners: Allow for extra response time. Allow students extra
time to complete tasks if needed. Guided practice will serve best when working
with students with needs because they benefit best from one-on-one instruction.
 English Language Learners: Provide visuals in PowerPoint slides and pictures

when presenting new vocabulary. Allow for extra response time.
 GT Students: Students who finish work early will be asked to write a reflection
of the lesson in their science interactive notebooks if they are finished early.

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Lesson Plan 1

Subject/Grade level: 3rd Grade Science

Unit topic: Unit 1

Lesson topic: Matter

Estimated length of lesson: 45 minutes

TEKS Standards: 3.5A, 3.5B, and 3.5D.

 Matter- is the material that something is made up of.

 Vocabulary was found from: https://www.lovemyscience.com/cat_dictionary.html

Materials: Science notebook, pencil, school laptop.

Instructional procedures (including differentiation and targeted support):

 Introduction: The teacher will begin class by setting a positive learning

 Formative: Students will identify and describe the properties of matter

 Summative: Root beer float States of Matter worksheet.

 English Language Learners: Provide visuals in PowerPoint slides and pictures

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