Subject: Physical Science
Unit Topic: All Matter In The Universe
Level: Grade 1
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
A. 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!”
B. 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.
C. 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?” – “Which cup shows a solid? Why?”
D. Worksheet Activity (10 min)
“Particle Detective” Worksheet
1. Color the particles in each drawing.
2. Draw arrows to show how they move.
3. 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, 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.