Blended Learning Lesson Plan

Annie Burgess

Lesson Title:

We All Matter: Solids, Liquids, and Gases

State Standards:

● 2.P.3A.1 Analyze and interpret data from observations and measurements to describe the

properties used to classify matter as a solid or a liquid.

After this lesson, students will be able to:

● Identify and differentiate between solids, liquids, and gases.

● Describe the characteristics belonging to each state of matter.

Context:

In the lesson taught before this one, the students will learn about matter itself and what it

is. The students will already have some general knowledge of the three states of matter that we

will be talking about. This will make it easier for the students to differentiate between the three

as we dive deeper into the properties and characteristics of these different states of matter.

Data:

Students will be grouped into 3 different groups based on their performance and

understanding from the Google Classroom quiz from the previous lesson on matter. Data will be

collected in this class using a Kahoot game and another Google Classroom questionnaire during

the ending portion of the lesson.

Materials:

Lesson Portion Materials Needed

Introduction ● Teacher computer and SmartBoard to

watch a video about matter and its
three states
https://jr.brainpop.com/science/matter/
solidsliquidsandgases/
● Science notebook

Teacher Directed ● Computer and SmartBoard to review

worksheet
● iPad for Matter worksheet on Google
Classroom

Collaborative ● States of matter flashcards

● Sheet of paper and colored pencils

Independent Digital ● iPad to access website to play state of

matter game
https://sciencetrek.org/sciencetrek/topi
cs/matter/games.cfm
● Google Classroom

Closing ● Kahoot
● Google Classroom

Procedures:

Introduction (20 mins):

This lesson will start by asking the students to pull out their science notebooks and

turning to the page with their notes from the last lesson. We will review what we

discussed in the previous lesson and then watch the BrainPop video which discusses

matter and its three states, solid, liquid, and gas. I will then address any questions that

students have about what we have discussed so far. Once we are done with this, I will ask

each student to look in the top left-hand corner of their desk for a cutout drawing of a
 solid, liquid, or gas. The students with a solid will be directed to go to the front of the

class for teacher-directed instruction, the liquids will be directed to go to a table in the

back left corner of the room for collaboration, and the students with a gas drawing will go

to the back right corner of the room for the independent digital activity.

Teacher Directed (15 mins):

The students in this section will use their iPads to view a digital worksheet posted on

their Google Classroom. This worksheet will be sectioned off into three parts labeled

liquid, solid, or gas. I will instruct the students to use their styluses to draw examples of

each of the states of matter under the corresponding section. They will then share it on

our Google Classroom page when they complete it. I will then ask for a volunteer student

to discuss their drawings with the group. I will pull up their worksheet on the SmartBoard

so the students can see it clearly. The chosen student will discuss their choices of

drawings and the group will discuss whether or not they think their classmate was correct

and why. I will then explain what parts they were correct and/or incorrect on and address

any questions.

Collaborative (15 mins):

The collaborative group will consist of a card game. The students in this group will be

given a solid card, a liquid card, and a gas card, and another stack of cards with properties

of each of the states of matter. As a group, the students will match the property to the

state of matter that it describes. Once the students come to a collective agreement about

their choices, one student will write on a sheet of paper using colored pencils what

properties they put with what state of matter. They will then turn it in to me before they

move on to the next activity.

Independent Digital (15 mins):

In this group, the students will be instructed to complete a State of Matter game on

sciencetrek.org using their iPads. They may choose between Matter Millionaire,

Hangman, A Crossword, and Beat the Clock. Once they have played the game for 10

minutes, they can use the last 5 minutes to take a screen capture of their score or progress

and post it under the “States of Matter Game” assignment that I posted on Google

Classroom.

Closing (20 mins):

Once each groups’ time is up on the last activity, I will instruct the students to return to

their desks. This will be the time for students to ask any final questions that they may

have. They will then complete a Kahoot quiz about the material that we discussed during

the lesson using their iPads. I will put the Kahoot on the Whiteboard so the students can

see the questions. The students that receive the 1st, 2nd, and 3rd highest scores get to

choose a prize from the treasure chest at my desk. Once the students have chosen their

prizes, they will be instructed to complete a questionnaire on Google Classroom. They

will be asked questions about how confident they feel about the different parts of the

material.

Rationale:

BrainPop Video:

BrainPop is a great website that provides videos, games, and activities that are aligned

with state standards for educators. BrainPop had free access for a period of time when

schools started closing due to COVID-19. Educators can set up a plan for their classroom
 so students can have access to the material outside of the classroom. BrainPop videos

explain material in a way that is easy for elementary-aged students to understand. Fun

videos capture the attention of some students as well, helping them learn the material

faster and easier. For hearing impaired students, I could turn on the closed captions

feature.

Google Classroom Matter Worksheet:

This worksheet is useful for the students because it allows them to come up with their

own ideas of each state of matter. The only things they are relying on for their ideas are

themselves and their knowledge. This allows them to be creative and practice

independent thinking. Allowing the students to review one of the worksheets also helps

them to engage with one another and have a conversation by bringing their ideas

together. This helps students who work better independently and those who work

together as a group to excel in each way of working. By putting it up on the SmartBoard,

students with poorer eyesight can see the worksheet better.

Flashcard Game:

This activity is a great tool in getting students to engage with one another. Rather than

solely thinking on their own and making a choice, each student can express what they

think the correct answer is and discuss it with other students who may agree or disagree

with them. This way, they are brainstorming, thinking, and working as a group. The

students’ organization skills may also be improved as they will be grouping each state of

matter with its’ properties. Some students learn better by doing hands-on activities, so

this is a great way to help them learn to their best ability.

State of Matter iPad Game:

 This activity is a fun way for students to earn points all while learning and going over the

material that we discuss. For students that learn best and like working on their own, this

is an especially great tool. They can work at their own pace and have fun while learning.

Due to the fact that they have to send me a screenshot of their progress, this may be an

encouragement to apply themselves and really think about and engage with the material.

Kahoot:

Kahoot is a learning tool that teachers of all age groups use in their classrooms. This quiz

activity that I create will allow students to test their knowledge about the material. Since

the top three scoring students will receive prizes, this activity may create some

competition. Competition can be a great motivator in getting students to really think

about the material and strive to do their best. This is also one of the tools I will be using

to collect data about my students. Depending on how well each student does, I will know

how well they understand the material and I can use this information when I am grouping

students for future activities.

Google Classroom (Activities and Questionnaire):

Google Classroom is a fantastic web-tool for keeping class activities and homework

together and organized for educators and students. By having students turn in

assignments through Google Classroom, I can keep track of how well students are doing

with understanding the material and who is turning in assignments on time. Google

Classroom also makes it easy for students to see what work I have posted for them,

preventing the loss of assignments. The questionnaire is another tool that I will be using

to collect data for future grouping. I will be able to see how well the students feel about

their personal progress and compare that with the other data I collect.