Matter Around Us

Overview

Students are introduced to three common states of matter: solid, liquid, and gas. They sort familiar classroom objects, explain one choice to a partner, and revise ideas through shared discussion. Oral language practice supports ELD learners, including the use of articles and connectors such as “a,” “the,” and “because.”

Learning intentions

• Students will be able to identify solids, liquids, and gases in familiar examples.
• Students will be able to describe simple properties of each state of matter.
• Students will be able to sort objects or picture examples into three groups.
• Students will be able to explain one idea using “I know this is a ___ because ___.”

Success criteria

• I can name a solid, liquid, and gas.
• I can sort an example into the correct group.
• I can use “a” or “the” when I speak or write about an object.
• I can explain my thinking using “because.”

Curriculum links

• English Language Arts — informative/explanatory writing: name a topic, give facts, and provide closure.
• English Language Arts — opinion writing: state an idea and give a reason.
• Science language development — observe, classify, describe, and communicate evidence about familiar materials.
• Mathematics — sorting and organizing classroom examples into categories.

Lesson structure (50 minutes)

1. 0–5 min · Hook and language warm-up. Teacher displays the opening mystery images showing an ice cube, a cup of water, and an inflated balloon, then asks, “What do you notice?” Students turn and talk using the frames, “I see a ___” and “The ___ is ___.” Model articles clearly: “a solid,” “the water,” and “a balloon.”

2. 5–13 min · Direct teach: three states. Teacher uses the three-states teaching slides to introduce solids, liquids, and gases with simple examples: a block, water, and air. Explain that a solid keeps its own shape, a liquid can be poured and takes the shape of its container, and a gas spreads out and may be difficult to see. Students act out the states: stand still like a solid, move gently past one another like a liquid, and spread their arms while moving like a gas.

3. 13–18 min · Teacher modeling and misconception check. Teacher models sorting a pencil, cup of water, and air in a balloon using the sorting demonstration slide. Think aloud: “I know this is a solid because it keeps its shape.” Ask, “Is the water bottle a liquid, or is the water inside it the liquid?” Students show a solid, liquid, or gas hand signal and explain their choice to a partner. Emphasize that the container is a solid, while the water inside is a liquid.

4. 18–32 min · Small-group sorting investigation. Teacher places groups of four at five tables and gives each group safe classroom objects or picture examples, such as a book, crayon, rock, cup of water, juice, air in a balloon, and an empty-looking cup. Distribute the matter sorting and sentence-frame sheet for students to draw or record examples. Students sort the examples into solid, liquid, and gas groups, discussing each decision. Each child chooses one example and practices: “I know this is a ___ because ___.” Encourage complete phrases such as “a solid,” “the liquid,” and “the air.”

5. 32–41 min · Shared chart and discussion. Teacher invites groups to share one placement and records responses on a class chart under Solid, Liquid, and Gas using the class-chart discussion slide as a visual reminder. Ask, “What makes you think that?” and “Could this example change state?” Discuss age-appropriate examples such as ice melting into water. Gently revise misconceptions, especially that air is “nothing” or that a container determines the state of its contents.

6. 41–47 min · Individual explanation. Teacher asks students to complete one sentence or drawing on the matter explanation section: “I know this is a ___ because ___.” Students may choose a classroom object or one class-chart example, then read their sentence to a partner. Partners listen for the state word and the reason, and may respond, “I agree because ___.”

7. 47–50 min · Plenary and exit check. Teacher shows the final review and exit prompt and asks students to identify the state of air in a balloon, water in a cup, and a pencil. Students hold up one, two, or three fingers for solid, liquid, or gas, then share one “I can…” statement. Collect the worksheet or listen to each student’s final response.

Resources

• the states of matter slide deck
• the matter sorting and sentence-frame sheet
• Class chart paper or whiteboard
• Markers
• Safe classroom objects: book, crayon, block, cup, and pencil
• Small cup of water or juice
• Balloon containing air
• Solid, liquid, and gas visual labels
• Optional picture cards for students who cannot handle objects

Assessment

• During modeling and sorting, listen for accurate classification and ask students to justify choices rather than guess.
• Check whether students distinguish a container from the material inside it and use a state word with a reason.
• Use the final oral response or worksheet sentence as an exit assessment: “I know this is a ___ because ___.”

Differentiation

• Provide picture supports, gestures, real objects, repeated modeling, and the sentence frames “This is a ___” and “I know this is a ___ because ___.”
• For ELD and kindergarten-level learners, rehearse orally before writing; accept pointing, drawing, labeling, or dictation to an adult. Explicitly model “a,” “the,” and “because” in short sentences.
• For students with dyslexia, use a clear sans-serif font, large print, generous spacing, minimal text, picture-word labels, and read all worksheet directions aloud. Allow students to respond orally or with speech-to-text.
• For students with special education needs, reduce the number of examples, offer a two-choice sort before a three-choice sort, assign a peer model, and provide movement breaks or a quieter sorting space.

Extension

• Advanced learners choose one example that can change state and draw or explain what happens when it is heated or cooled.
• Students write or dictate two connected sentences: “The ice is a solid. It can become a liquid because it melts.”
• Challenge students to find another gas in the classroom and explain how they know it is there.