Lesson Plan: All the Matter In The Universe
Grade Level: Grade 1
Subject: Physical Science
Duration: 50 minutes
1. Learning Objectives
By the end of this lesson, students will be able to
- Define “matter” as anything that takes up space.
- Explain that all matter is made of very small particles too small to see.
- Describe and illustrate how particles are arranged differently in solids, liquids, and gases.
- Use a simple model to show particle arrangement in a solid, liquid, and gas.
2. Standards Alignment
Next Generation Science Standards (NGSS)
- 1-PS1-1: Use materials to design a model to show that matter is made of particles too small to be seen.
Common Core State Standards (CCSS) – ELA Integration
- CCSS.ELA-LITERACY.SL.1.1: Participate in collaborative conversations with peers and adults.
- CCSS.ELA-LITERACY.RI.1.7: Use the illustrations and details in a text to describe its key ideas.
3. Materials & Resources
- Teacher Demonstration Kit:
-Transparent containers (3)
-Water, ice cubes, balloon filled with air
-Food coloring (optional)
- Student Kits (pairs):
-Small beads or pom-pom balls (30 per group)
– Small clear plastic cups (3 per group)
– Worksheet: “Particle Detective” (see attached)
– Crayons or markers
- Visual Aids:
– Chart paper with headings “Solid,” “Liquid,” “Gas”
– Pre-drawn sample models of particle arrangements
- Technology (optional):
– Short video (2–3 min) on particle motion
4. Instructional Activities & Teaching Strategies
- Engage (5 min)
- Think-Pair-Share:
-Show ice, water, and an inflated balloon.
-Ask: “What do these have in common?”
-Elicit “They’re all made of something we can’t see!”
- Explore & Explain (15 min)
- Teacher Demo (5 min)
– Ice cube (solid): Particles are tightly packed.
– Melt to water (liquid): Particles move more freely.
– Inflate balloon (gas): Particles move fastest and spread out.
– Use chart paper to sketch particle arrangements.
- Modeling Discussion (5 min)
– Show pre-drawn models.
– Label each “solid,” “liquid,” and “gas.”
- Video Clip (optional, 2–3 min)
– Reinforce particle motion.
- Elaborate (15 min)
- Hands-On Modeling—Students in pairs build models in three cups:
- Cup 1 (solid): beads tightly packed.
- Cup 2 (liquid): beads loosely packed but touching.
- Cup 3 (gas): beads scattered.
- Think Aloud
Circulate and prompt: “How do your particles move?” and “Which cup shows a solid? Why?”
- Worksheet Activity (10 min)
- “Particle Detective” Worksheet
- Color the particles in each drawing.
- Draw arrows to show how they move.
- Write one sentence: “In a ___, particles are ___.”
5. Assessment Methods
- Formative
– Observations during Think-Pair-Share and modeling.
– Questions and oral responses to check misconceptions.
- Worksheet Review
– Accuracy of drawings and sentences.
- Exit Ticket (last 2 min)
– On a sticky note, students write: “One thing I learned about particles is ___.”
6. Differentiation Strategies
- Struggling Learners
– Provide sentence starters: “In a solid, particles are ___.”
– Offer fewer beads for modeling.
– Pair with a peer buddy for verbal support.
- Advanced Learners
-Challenge: Predict what happens to particles when temperature changes.
– Extend: Draw a picture of particles in water vapor (steam).
- ESL Supports
– Visual vocabulary cards: “solid,” “liquid,” “gas,” “particle.”
– Model and rehearse key sentences.
7. Lesson Timeline
| Time | Activity |
| 0–5 min | Engage: Think-Pair-Share with ice, water, and a balloon |
| 5–10 min | Teacher Demo & sketch particle models |
| 10–15 m | Modeling Discussion & chart labeling |
| 15–18 m | (Optional) Particle motion video |
| 18–33 m | Hands-On Modeling in cups (solid, liquid, gas) |
| 33–43 m | Worksheet Activity: “Particle Detective” |
| 43–48 m | Review student work, clarify misconceptions |
| 48–50 m | Exit Ticket & wrap-up |
Note: Adjust pacing as needed. Provide extra support to students who need more time with manipulatives or drawing. Encourage all students to share their models and explanations.