Overview

Grade: 1
Duration: 45 minutes
Class Size: 10 students
Unit: Exploring Matter Together (Lesson 1 of 10)
Lesson Title: Introduction to Matter
Subject: English Language Arts
Curriculum Alignment: British Columbia Curriculum (K-12)
Big Idea: Objects and materials have specific properties.
Core Competency Focus: Communication; Thinking

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Learning Objectives

By the end of this lesson, students will be able to:

• Understand and explain what matter is in simple terms (Materials are made of matter).
• Identify the three states of matter: solids, liquids, and gases by observing and discussing examples.
• Use descriptive language to share their observations of matter in different states.
• Participate actively in a read-aloud and a group discussion on matter.

BC Curriculum Connections:

• Science 1:
  • Content: Investigate solids and liquids in the environment (Big Idea: Objects and materials have properties.)
  • Curricular Competencies:
    • Observing carefully using simple tools and strategies.
    • Communicating observations and ideas.
• English Language Arts 1:
  • Content: Listen purposefully to stories and information texts.
  • Curricular Competencies:
    • Engage actively in group reading activities with purpose and understanding.
    • Use prior knowledge and personal experience to understand texts.

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Materials Needed

• Read-aloud book: “What Is Matter?” (custom or teacher-created simple picture book focusing on matter states)
• Visual chart/poster with images of solid, liquid, gas examples (e.g. ice cube, water, steam/cloud).
• Three clear containers labelled: Solid, Liquid, Gas
• Sample objects (e.g., small rock or toy block, water in a transparent cup, balloon with air)
• Whiteboard or chart paper and markers
• Student drawing paper and crayons or coloured pencils

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Lesson Sequence

1. Engage (5 minutes)

• Begin by asking students:
  “Have you ever heard the word ‘matter’? What do you think it means?”
• Write student answers on the whiteboard or chart paper.
• Show them the three labeled containers (Solid, Liquid, Gas) and the samples inside or beside them.
• Introduce the word “matter” briefly:
  “Matter is everything around us that takes up space. Everything you can touch, see, or feel is made of matter.”

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2. Explore: Read-Aloud (15 minutes)

• Read the book “What Is Matter?” aloud, showing pictures clearly.
• Pause frequently to ask questions:
  • “What do you notice about the ice cube? What state is that?”
  • “Is the water in the cup a solid, liquid, or gas?”
  • “Can you see the gas in the balloon? How do you know?”
• Model thinking aloud by describing each state and linking it to everyday examples.

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3. Explain: Group Discussion (10 minutes)

• Facilitate discussion on the three states of matter.
• Use the visual chart to recap and have students name each state and give more examples from their own experience (e.g., snow, juice, steam from bath).
• Guiding questions:
  • “What does a solid feel like?”
  • “Can a liquid hold its own shape?”
  • “Can we see gases easily? What do gases do?”
• Record vocabulary on the board: solid, liquid, gas, matter, shape, space.

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4. Elaborate: Hands-On Sorting Activity (10 minutes)

• Give each student a set of pictures or toy objects representing solids, liquids, and gases (e.g., apple, puddle, bubble).
• Students work together to sort items into the three containers labeled Solid, Liquid, Gas.
• After sorting, invite 2-3 students to explain their choices to the class.
• Reinforce descriptive language — ask students to use words like “hard,” “flows,” “invisible,” “fills space.”

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5. Evaluate: Quick Draw and Share (5 minutes)

• Each student draws one example of solid, liquid, and gas on a divided paper sheet.
• They label each picture with help from the teacher if needed.
• Quick sharing circle where each student names their examples.

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Assessment

• Formative:

  • Observation of student participation during discussion and sorting activity.
  • Accuracy of sorting examples into correct states of matter.
  • Ability to verbally describe matter states using simple terms/ adjectives.

• Summative (end of unit, but ongoing evidence starts here):

  • Collect students’ drawings as portfolio evidence of understanding basic states of matter.

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Reflection & Next Steps

• Review effectiveness of read-aloud in introducing scientific vocabulary.
• Note which students grasped the states of matter and who needs reinforcement.
• Plan to incorporate more sensory, hands-on exploration in following lessons (e.g., melting ice, water evaporation) to deepen understanding.

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Differentiation and Supports

• Use visual aids and objects to support language comprehension.
• Provide sentence starters or word banks during discussion for language learners.
• Pair students with stronger verbal skills with those needing support during activities.
• Allow students to express knowledge through drawings or verbal explanation depending on comfort.

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Additional Creative Ideas to ‘Wow’ Teachers

• Augmented Reality Enhancement: Use free AR apps to show students 3D animations of molecules in solids, liquids, and gases if devices are available.
• Matter Song: Create a simple class song or chant about the states of matter that uses repetition to embed vocabulary.
• Mystery Box Challenge: Put objects representing each state in a covered box and have students guess the state by touch or smell (safely) to stimulate curiosity.

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This lesson sets a strong foundation for the unit by connecting inquiry, observation, and language development—an engaging and curriculum-aligned start to exploring the science of matter!