6th Grade States of Matter Lesson Plan

Learning Objectives

• Describe particle arrangement and movement in solids, liquids, and gases.
• Connect heating and cooling to changes in particle movement.
• Draw and label particle models for each state of matter.

• Three sealed bags: one solid object, one liquid, one inflated (gas). Students feel without looking.
• Ask: 'What state of matter is in each bag? How do you know?'
• Transition: 'Today we learn WHY matter behaves differently in each state.'

• Students act as 'particles' in the classroom. Round 1: packed tightly (solid), vibrate in place.
• Round 2: slide past each other (liquid). Round 3: move freely (gas).
• Debrief: 'What changed about your movement? What gave you more energy to move?'

• Interactive notes: students draw particle diagrams for each state.
• Label: arrangement, movement, energy level.
• Key idea: adding thermal energy increases particle movement, which can change states.

• Groups observe an ice cube melting on a plate. Record observations every 2 minutes.
• Draw the particle model at the start (solid) and after melting begins (liquid).
• Discuss: 'Where did the energy come from to change the state?'

• Draw and label the particle model for a gas. Write one sentence explaining why gas particles move more than solid particles.
• Collect exit tickets. Quick share: one student reads their sentence aloud.

Assessment

• Student product: Particle diagrams and exit ticket sentence.
• Criteria: Correct particle arrangement for each state, accurate explanation of energy's role.
• Success indicator: 80% of students correctly draw a gas particle model and explain the energy connection.