Alison Scalfano

Pr. Librea-Carden
Social Studies/Science Instruction
5 April 2018
Mini Unit Plan
Lesson Overview:
Grade 1: States of Matter- the three states and the ability to change states
Standards:
 Grade 1 Physical Science Content Statement (pg. 50): Properties of objects and
materials can change. Objects and materials change when exposed to various conditions,
such as heating or freezing. Not all materials change in the same way.
 Interpreting and Communicating Science Concepts (Table 1, pg. 10): Requires
student to use subject-specific conceptual knowledge to interpret and explain events,
phenomena, concepts and experiences using grade-appropriate scientific terminology,
technological knowledge and mathematical knowledge.
 Recalling Accurate Science (Table 1, pg. 10): Requires students to provide accurate
statements about scientifically valid facts, concepts and relationships. Recall only
requires students to provide a rote response, declarative knowledge or perform routine
mathematical tasks. This cognitive demand refers to students’ knowledge of science fact,
information, concepts, tools, procedures (being able to describe how) and basic
principles.
Objectives and Outcomes:
 Students will be able to determine whether an object is a solid, liquid, or gas by observing
its properties.
 Students will be able to depict the molecules of solids, liquids, and gases.
 Students will be able to recognize a physical change as a change in size, shape,
appearance, or state.
 Students will be able to show a change in size, shape, and appearance of matter.
Classroom Environment& Differentiation:
The classroom will be a grade 1 resource room for science. In the room there are 3 small
circular tables. Students will sit at assigned seats for large group activities and will break into
pairs for station activities, one pair per table. There will be 6 children in the classroom who are
all on IEP’s for a variety of mild to moderate disabilities.
Disability Number of Students Accommodations
 Dyslexia 3 All direction sheets will be in
the form of a task analysis that
has pictures for each step. All
vocabulary learning will
involve images with captions.
Post-assessment will be done
on computers so that these
students can listen to the
questions and answers read
aloud.
Attention 2 Tasks will be quick paced and
Deficit/Hyperactivity Disorder will allow students to get up
and move frequently. The
activity on the molecules of
matter will allow these
students to stand up and act of
molecules, making use of their
energy.
Autism Spectrum Disorder 1 Student will be working in
groups to build social skills
and will have a card with
sentence starters. Clear
directions will be given and
printed out for each group
activity in the form of a task
analysis so the student feels
comfortable with the plan. A
visual schedule of the week
will be made for the student.

Materials:
 See daily lesson plans for materials
Academic Language:
 Matter: Anything that has a mass and occupies space
 Solid: A kind of matter that has its own shape and is visible
 Liquid: A kind of matter that flows, does not have its own shape, but takes the shape of
its container, and is visible
 Gas: A kind of matter that has no shape and is usually invisible.
 Molecules: Units that make up matter, too small for the eye to see
 Physical Change: A change in size, shape, state, or appearance of matter. It does not
change the matter itself
  The engage, exploration, and elaboration activities will give students hands on experience
with these vocabulary terms. They will put the definitions to use through the planned
activities. These student experiences will be supported by teacher explanation and
demonstration of the terms.
Potential Misconceptions:
Students will learn the topic, states of matter, through a variety of learning experiences.
They will be assessed through the week so that the teacher can identify potential misconceptions
early. On Monday, the topic will be introduced, and students will do a pre-assessment
word/photo sort where they will be asked to sort images of matter into 3 categories and will be
asked to explain their reasoning. Also, they will fill out a worksheet during the exploration
activity which will be collected and viewed before the following lesson. On Tuesday, students
will be working in groups during the engage portion of the lesson and will again, fill out a
worksheet that will help the teacher to know whether the student understands the concepts.
Wednesday will again give the teacher an idea of the students understanding through their
worksheets. Thursday will be the final day for the teacher to address any potential
misconceptions. Her explanation can be changed depending on the students understanding of the
concepts.
Evaluation/Assessment:
 Preassessment:
o Grouping images activity
 Students will be given a variety of images of solids, liquids, and gases.
They will be told to sort them into 3 groups and will explain to their
classmates why they chose to group them this way. This assessment will
not be graded.
 During Lesson:
o Worksheets:
 The activities on days 1-3 will require students to work on worksheets.
These worksheets will be used as an informal assessment of their
understanding of the concepts.
 Post assessment:
o One on one assessment with teacher

Physical Change Demonstration Rubric

5 3 1
Change in Shape Student showed a Student showed a Student did not show
proper change in correct change in a proper change in
shape and was able to shape but was unable shape.
explain it. to explain correctly.
Change in Size Student showed a Student showed a Student did not show
proper change in size correct change in size a proper change in
and was able to but was unable to size.
explain it. explain correctly.
Change in Student showed a Student showed a Student did not show
Appearance proper change in correct change in a proper change in
appearance and was appearance but was appearance.
able to explain it. unable to explain
correctly.

o Go Formative
 Use text to speech software for students who need this accommodation
 Grade for multiple choice and True or False automatic. Extended response
graded by teacher.
 Link: https://goformative.com/formatives/6EaPChDkHSKgEff53
 Join Code: WGZXME
Procedure for Planned Learning Experiences/Inquiry Process:
Matter Unit: Day 1
Topic: The 3 States of Matter
Standards:
 Interpreting and Communicating Science Concepts (Table 1, pg. 10): Requires
student to use subject-specific conceptual knowledge to interpret and explain events,
phenomena, concepts and experiences using grade-appropriate scientific terminology,
technological knowledge and mathematical knowledge.
 Recalling Accurate Science (Table 1, pg. 10): Requires students to provide accurate
statements about scientifically valid facts, concepts and relationships. Recall only
requires students to provide a rote response, declarative knowledge or perform routine
mathematical tasks. This cognitive demand refers to students’ knowledge of science fact,
information, concepts, tools, procedures (being able to describe how) and basic
principles.
Objectives:
 Students will be able to determine whether an object is a solid, liquid, or gas by observing
its properties.
Materials:
 Printed images of matter for pre-assessment
 What is the World Made Of?: All About Solids, Liquids, and Gases by Kathleen Weidner
Zoehfeld
 4 brown paper bags
o Bag 1 (solid): chocolate bar
o Bag 2 (liquid): Ziploc bag filled with water
o Bag 3(gas): Empty
o Bag 4 (liquid): syrup
 Observation Sheets

Procedure:
 Preassessment:
o Hand out images to students of solids, liquids, and gases
o Tell them to form three groups of images that think make sense
 When finish have students compare and share with a partner.
 Teacher should walk around and ask for students’ reasonings for their
groupings
 Engage:
 o Read What is the World Made Of?: All About Solids, Liquids, and Gases by
Kathleen Weidner Zoehfeld
 Explore:
o Put out 4 bags of mystery matter and hand each student an observation sheet
o Tell them that they are going to have to use their senses to observe and predict
what types of matter are in the bags (solid, liquid, or gas)
o Encourage them think like scientists
o Break class into 4 groups and have each group spend two minutes observing each
bag and recording, then rotate groups. When the two minute timer rings, students
must make a prediction of the state of matter that is in the bag (solid, liquid, or
gas) and circle it on their sheet.
 As groups are recording, walk around as ask, “What do you notice?”
o As a class discuss the predictions made and why they were made.
 Matter Unit Day 2
Topic: Molecules within the 3 states of matter
Standards:
 Interpreting and Communicating Science Concepts (Table 1, pg. 10): Requires
student to use subject-specific conceptual knowledge to interpret and explain events,
phenomena, concepts and experiences using grade-appropriate scientific terminology,
technological knowledge and mathematical knowledge.
 Recalling Accurate Science (Table 1, pg. 10): Requires students to provide accurate
statements about scientifically valid facts, concepts and relationships. Recall only
requires students to provide a rote response, declarative knowledge or perform routine
mathematical tasks. This cognitive demand refers to students’ knowledge of science fact,
information, concepts, tools, procedures (being able to describe how) and basic
principles.
Objectives:
 Students will be able to determine whether an object is a solid, liquid, or gas by observing
its properties.
 Students will be able to depict the molecules of solids, liquids, and gases.
Materials:
 Matter Molecule Sheets
 Small circular stickers
 SmartBoard
 Categorizing Activity Materials
o Worksheet
o Oil
o Syrup
o Foam or wood blocks
o Marbles
o Balloons (one unfilled one filled)
o A variety of cups to test liquid
Procedure:
 Explain (Molecules of Matter activity) :
o Have all students stand up and link arms in a circle (Ask them to move around as
much as possible)
 Ask, “What do you notice?” and explain that this is a depiction of the
molecules of a solid. They are tightly connected which means the solid has
a definite shape, it will not change to the shape of it’s container.
  Have students go back to their desks and, with the teacher modeling by
drawing on the Smartboard, put in stickers to represent the molecules of a
solid on their worksheet.
 Once students have finished the teacher will discuss the properties of a
solid and write them on a chart paper.
 Ask students, “Can it change shape?”.
 Explain, “Solids have a definite shape, meaning they do not change
when left alone or when put in a new container. Solids also are
visible.”
o Have students stand up and hold hands. Tell them to dance around without letting
go.
 Ask, “What do you notice?”. Have them predict what state of matter this
represents.
 Explain that this represents a liquid because the molecules are connected
but can easily change to the shape of their container
 Have students return to seats and put stickers in their worksheet to
represent the molecules of a liquid while the teacher models.
 Once students finish, the teacher will discuss the properties of a liquid and
write them on a chart paper.
 Teacher explains, “A liquid can change shape. When we pour our
juice from the container into a cup, it changes its shape. A liquid
flows and is visible.”
o Have students stand up again. Ask them to spread out and dance around the
classroom.
 Have them predict what state of matter this represents.
 Explain that this represents the molecules of a gas. They are not bound to
a certain shape and can move around and hit one another.
 Have students return to seats and put stickers in their worksheet to
represent the molecules of a gas while the teacher models
 Once students finish, the teacher will discuss the properties of a gas and
write them on a chart paper.
 Teacher explains, “A gas does not have a shape. It fills up the
space around you. Our classroom is filled with air right now which
is a gas. Gases are usually invisible, we cannot see them.”
 Elaborate
o Students each receive a worksheet that has an image of all objects to be observed.
On their tables will be the 6 objects to be observed: syrup, oil, four marbles, one
toy block, and two balloons (one empty and one blown up). There will also be a
variety of cups and containers to test these materials properties.
o Students will work in groups to determine whether each object is a solid, liquid,
or gas. They will have to circle their prediction on their worksheet.
 o After the activity the teacher will ask, “What objects were solids?”. Students will
raise their hands to share and the teacher will ask, “What about this object makes
it a solid?”. (This will be continued for liquids and gases as well).
 Evaluate (worksheets will be collected to evaluate the students understanding and they
will be evaluated informally in discussions)
 Matter Unit Day 3
Topic: Physical Changes
Standards:
 Grade 1 Physical Science Content Statement (pg. 50): Properties of objects and
materials can change. Objects and materials change when exposed to various conditions,
such as heating or freezing. Not all materials change in the same way.
 Interpreting and Communicating Science Concepts (Table 1, pg. 10): Requires
student to use subject-specific conceptual knowledge to interpret and explain events,
phenomena, concepts and experiences using grade-appropriate scientific terminology,
technological knowledge and mathematical knowledge.
Objectives:
 Students will be able to recognize a physical change as a change in size, shape,
appearance, or state.
Materials:
 Engager Demonstration:
o Blow dryer
o Canvas with crayons glued to it
 Station Activities:
o Worksheet
o Station 1:
 Food colored ice cubes
 Cups of warm water
 Instruction and
o Station 2:
 Playdough
 Instruction
o Station 3:
 Ziploc bags with chocolate in them
 Instruction
Procedure:
 Engage
o Give students one crayon each. Ask them to draw a line on a sheet of paper. Ask,
“How did the crayon change?”. Ask them to break the crayon in half and ask, “Is
this still a crayon? How did it change? Is there still the same amount of crayon as
before?”. Then have students watch as you melt crayons with a blow dryer. Ask
them again, “How did the crayon change? Is there still the same amount of
crayon?”.
 Explore
o Split students into pairs and have one pair at each of three tables.
o Table 1: Ice cubes and water
 Have students put colored ice cubes into warm water.
 Students fill in their observations on a worksheet with words or pictures.
o Table 2: Playdough
 Have students rip, mold, and change the playdough.
 Students fill in their observations on their worksheet.
o Table 3: Chocolate
 Have students use their hands and breath to warm and melt the chocolate
that is in the Ziploc bag.
 Students fill in their observations on their worksheet
o Teacher walks around to tables asking
 What do you notice?
 For table 1: What is happening? How do you know? Is there still the same
amount of water? How do you know?
 For table 2: What has changed? What has stayed the same? Do you think
this is still the same object? Why?
 For table 3: What is happening? What is making the chocolate melt? Is the
chocolate still the same substance? Why or why not?
 Matter Unit Day 4
Topic: Types of Physical Changes
Standards:
 Grade 1 Physical Science Content Statement (pg. 50): Properties of objects and
materials can change. Objects and materials change when exposed to various conditions,
such as heating or freezing. Not all materials change in the same way.
 Interpreting and Communicating Science Concepts (Table 1, pg. 10): Requires
student to use subject-specific conceptual knowledge to interpret and explain events,
phenomena, concepts and experiences using grade-appropriate scientific terminology,
technological knowledge and mathematical knowledge.
Objectives:
 Students will be able to recognize a physical change as a change in size, shape,
appearance, or state.
Materials:
 Explain
o Paper
o Playdough
o One frozen ice tray and one with water
o Beaker
o Cup with water
 Elaborate
o Ice trays
o Juice
o Toothpicks
o Plastic wrap
o Cups
o Water
Procedure:
 Explain
o Teacher will show a piece of playdough then squish it to a new shape. Ask the
class, “What did I do to the playdough? How did it change?”.
 Explain that matter can change in its physical properties when it goes
through a physical change. (Write physical change on the board). These
changes include: Shape, size, state, or appearance. (Write these 4 words on
the board under physical change).
 Shape: Have one student come up and pour water from cup into a beaker.
 Explain, “Matter can change in its shape. The water is still the
same, but it just took on a new shape.”
  Size: Have a student come up and rip a paper into small pieces.
 Explain, “Matter can change in its size. All of the paper is still
present, but it is just in smaller pieces.”
 State: Show an ice cube tray full of water and one frozen.
 Explain, “Some matter can change states. This water changed from
a liquid to a solid when I put it in the freezer.”
 Appearance: Have one student come up and quickly build something out
of clay.
 Explain, “Matter can change in appearance. We just saw our
playdough change looking like a ball to a new shape”

 Elaborate
o Say to students, “I have a pitcher of cherry Kool-Aid. What will happen when I
pour it in to the ice cube tray?”
 Allow students to answer. Ask them if this is a change in shape, size,
appearance, or state.
o Cover the tray with plastic wrap and ask, “What do you think will happen if I put
this tray of juice in the freezer overnight?”
 Allow students to answer. Ask them if this is a change in shape, size,
appearance, or state.
o Explain to students that this is a change in state and tell them that tomorrow after
their assessment they will be able to eat the popsicles they make. Have them put
toothpicks through the plastic wrap so that their popsicles will have sticks.
o Have students fill a cup halfway with water. Ask them to predict what will happen
if they leave them to sit out all weekend. “Will the water stay the same?”
 Ask, “What would happen if we put the water by the window so the sun
shines on it?”.
o Allow them to place their cup anywhere in the room and mark with a marker
where the water is filled to on the cup. This will be used next week for a lesson on
earth science and the properties of water.
o Close with a fun states of matter song:
https://www.youtube.com/watch?v=C33WdI64FiY
 Matter Unit Day 5
Topic: Assessment
Standards:
 Interpreting and Communicating Science Concepts (Table 1, pg. 10): Requires
student to use subject-specific conceptual knowledge to interpret and explain events,
phenomena, concepts and experiences using grade-appropriate scientific terminology,
technological knowledge and mathematical knowledge.
 Recalling Accurate Science (Table 1, pg. 10): Requires students to provide accurate
statements about scientifically valid facts, concepts and relationships. Recall only
requires students to provide a rote response, declarative knowledge or perform routine
mathematical tasks. This cognitive demand refers to students’ knowledge of science fact,
information, concepts, tools, procedures (being able to describe how) and basic
principles.
Objectives:
 Students will be able to determine whether an object is a solid, liquid, or gas by observing
its properties.
 Students will be able to depict the molecules of solids, liquids, and gases.
 Students will be able to recognize a physical change as a change in size, shape,
appearance, or state.
 Students will be able to show a change in size, shape, and appearance of matter.
Materials:
 Computers/iPads for assessment
 Paper
 Playdough
 Cup of water
 Cup without water
 Napkins for snack
Procedure:
 Evaluate
o Each student will be assessed individually. They will sit with the teacher and be
given playdough, a piece of paper, and two different cups, one with water and one
without.
 They will be asked to show a physical change in shape, then size, then
appearance.
 Students will be asked to explain how to make a change in state with one
of the objects.
 o While students meet one on one with the teacher, the remaining students will be
working on a Goformative assessment on the 3 states of matter and their
properties. (Link: https://goformative.com/formatives/6EaPChDkHSKgEff53
Code: WGZXME)
 Close with popsicles and matter cartoon:
https://www.youtube.com/watch?v=Nb01JqbeR30
References/Resources:
K. (2017, January 29). Learning about states of matter with sorting cards. Retrieved March 20,
2018, from https://www.giftofcuriosity.com/learning-about-states-of-matter-with-sorting-
cards/
Mystery Matter[PDF]. (n.d.). Silver Spring, MD: Siemens Discovery Education.
S. (2013, April 7). Matter Unit Winners [Web log post]. Retrieved March 20, 2018, from
http://fallingintofirst.blogspot.com/2013/04/matter-unit-winners.html
What Three Forms Can Water Take? (n.d.). Retrieved March 23, 2018, from
https://www.pvwc.com/story_of_water/html/3forms.htm
Bag Observations State of Matter
Number (Circle one)

Solid

Liquid
1
Gas

Solid

Liquid
2
Gas

Solid

3 Liquid

Gas

Solid

4 Liquid

Gas
 Name:__________________________

Solid, Liquid, or Gas?

Circle the picture that describes the object on the left side of the paper:
Cooking Oil

Toy Blocks

Air in Balloon
 Syrup

Empty balloon

Marbles
 Name:_________________________
Changing Matter

Table 1: Playdough
What did the playdough look like?
Before After

Is there still the same amount of playdough? (Circle)

Yes No

Table 2: Chocolate
What did the chocolate look like?
Before After

Is there still the same amount of chocolate? (Circle)

Yes No
Table 3: Ice Cubes
What did the ice cube look like?
Before After

Is there still the same amount of ice and water? (Circle)

Yes No