C108 Elementary Science Methods LBM3 Task 1 -
complete passed 2025 Western Governors University
WGU 5E Lesson Plan Template
General Information
Lesson Title: States of Matter
Subject(s): Science
Grade/Level/Setting: 3rd grade Classroom
Prerequisite Skills/Prior Knowledge:
Students should already know that matter makes up everything around us. They should be familiar
with the concept that matter can exist in different forms. Students should have a basic understanding
of solids, liquids, and gases.
Standards and Objective
State/National Academic Standard(s):
3-PS2-4: Develop a model to describe that matter is made of particles too small to be seen.
, Learning Objective:
• Given a set of materials (water, ice, kettle, cup, and thermometer), students will observe and
describe the changes in water as it moves from solid to liquid to gas. Students will correctly
identify and describe the three states of matter (solid, liquid, gas) and their properties with
90% accuracy during the group discussion.
Materials Technology
Ice cubes N/A
A kettle or stove (with adult
supervision) A cup
Thermometer
Clear plastic containers
Water
Chart paper and markers
Worksheets for observations
Language Demands
Language Function:
Students will primarily use language to describe observations, explain scientific concepts, and compare
the properties of solids, liquids, and gases as they conduct their experiments. They will use language to
communicate their findings, interpret changes in matter, and demonstrate their understanding of the
states of matter.
Vocabulary:
solid, liquid, gas, melting, boiling, condensation.
Discourse or Syntax:
Students will engage in both teacher-led discussions and peer-to-peer conversations. The discourse will
encourage scientific inquiry, with students explaining, comparing, and reflecting on their observations
about the states of matter. “Can someone describe what happens when ice melts?” “How is steam
different from liquid water?” “What do you notice about the water as it heats up? What happens to the
temperature?”
Students will be encouraged to use simple and compound sentences to describe their observations
and explain their findings. Emphasis will be placed on using complete sentences with proper subject-
verb agreement and logical sequence. Basic Sentence Structure: Subject + Verb + Object: “The ice
melts.” Subject + Verb + Object + Reason: “The ice melts because the temperature increases.”
complete passed 2025 Western Governors University
WGU 5E Lesson Plan Template
General Information
Lesson Title: States of Matter
Subject(s): Science
Grade/Level/Setting: 3rd grade Classroom
Prerequisite Skills/Prior Knowledge:
Students should already know that matter makes up everything around us. They should be familiar
with the concept that matter can exist in different forms. Students should have a basic understanding
of solids, liquids, and gases.
Standards and Objective
State/National Academic Standard(s):
3-PS2-4: Develop a model to describe that matter is made of particles too small to be seen.
, Learning Objective:
• Given a set of materials (water, ice, kettle, cup, and thermometer), students will observe and
describe the changes in water as it moves from solid to liquid to gas. Students will correctly
identify and describe the three states of matter (solid, liquid, gas) and their properties with
90% accuracy during the group discussion.
Materials Technology
Ice cubes N/A
A kettle or stove (with adult
supervision) A cup
Thermometer
Clear plastic containers
Water
Chart paper and markers
Worksheets for observations
Language Demands
Language Function:
Students will primarily use language to describe observations, explain scientific concepts, and compare
the properties of solids, liquids, and gases as they conduct their experiments. They will use language to
communicate their findings, interpret changes in matter, and demonstrate their understanding of the
states of matter.
Vocabulary:
solid, liquid, gas, melting, boiling, condensation.
Discourse or Syntax:
Students will engage in both teacher-led discussions and peer-to-peer conversations. The discourse will
encourage scientific inquiry, with students explaining, comparing, and reflecting on their observations
about the states of matter. “Can someone describe what happens when ice melts?” “How is steam
different from liquid water?” “What do you notice about the water as it heats up? What happens to the
temperature?”
Students will be encouraged to use simple and compound sentences to describe their observations
and explain their findings. Emphasis will be placed on using complete sentences with proper subject-
verb agreement and logical sequence. Basic Sentence Structure: Subject + Verb + Object: “The ice
melts.” Subject + Verb + Object + Reason: “The ice melts because the temperature increases.”
