Matter

Lindsay Jenkins - 3 lesson plans on solids http://lesson.taskstream.com/lessonbuilder/v.asp?LID=alzwcpzjf0hkfhfk http://lesson.taskstream.com/lessonbuilder/v.asp?LID=ffzkzkhpzkfkf2cp http://lesson.taskstream.com/lessonbuilder/v.asp?LID=uxcrccz5c5c0hwhu

Grade Level: 2 Topic: Changes in Matter Lesson: Oobleck Link: http://lesson.taskstream.com/lessonbuilder/v.asp?LID=pnz9eqzyhcz5c2cu

Brittany Velazquez Topic: Solids Lesson: Solid Investigations
 * This part of the lesson deals with the standards, objectives, materials, and procedures. Lisa Shusman's entry contains the 5E learning process.



-Solid materials have properties that separate them from other states of matter -Solids can be sorted by there properties -Solids have specific uses depending on there properties || •Describe properties of matter (e. g., hardness, reactions to simple chemical tests). •Know that combining two or more substances can make new materials with different properties. •Know different material characteristics (e. g., texture, state of matter, solubility). ||  ||   ||   || //For the students// -1 Plastic triangle -1 Cloth square -1 Plastic tube -1 Wood cylinder -1 Craft stick -1 Screw -1 Wire with plastic insulation -1 Zip lock bag, 1 liter //For the class// -4 Zip bags, 1 liter -4 basins -11 containers, 1/2 liter -1 Rock -1 One block -Water -1 Paper bag -1 Marking pen -2 Pieces of chart paper For assessment -Drawing paper -Assessment sheet (one per student) //**Part two:**// //For each student:// -1 bag of solid objects -Sorting circle worksheet For the class -1 Ba of solid objects -Paper strips For assessment -Assessment check list //**Part three:**// //For each student// -1 Bag of solid objects -1 Straw -1 Craft stick -1 piece of aluminum foil (large) -2 Cardboard squares -2 Paper cups //For the class// -8 Containers, 1/2 liter -5 Basins || > Overhead projector and transparencies || Lisa Shusman - This is the 5 E's Implementation Plan for the Solids lesson The teacher will ask the students a few question about matter. The questions the teacher will ask are, "What is a solid?", "What is a liquid?", and "How can you tell a solid from a liquid?" After the students respond, the teacher will call the students to the carpet and begin to show students examples of a solid (a rock), a liquid ( water), and a gas (air in a zip lock bag). The teacher will tell the students that he or she will like the students to look at and think about what these objects are. Part two: The teacher will call the students to the carpet and hold a quick review session of what solids are and some vocabulary words that describe them. After a brief discussion, the teacher will inform the students that they will be playing a game that involves sorting objects. Part three: Ask the students if they have heard of people who are engineers. Have them explain who they are if they have heard of engineers. Explain to the children who engineers are by saying, "Some scientists are engineers. Engineers use what they know about the properties of solids, liquids, or gases to build useful things." Once the students understand what an engineer is explain to them that they will be becoming engineers themselves. Ask the students, "What if you needed to build a small bridge? Which solids would make a good bridge?" Hold up the craft stick, wire, triangle, and other objects they understand to be a solid. Ask the students, "What properties make it good for a bridge?" || The students will be given four solid objects each and will be asked to observe the objects based on the following: • How the object looks • How the object smells • How the object feels • What sound does the object make? Part Two: The teacher will pass out the "Sorting Circle" worksheet to each student. The students will have to choose two objects that they were given for their investigations and sot the objects into the circles. The student will place the objects in to the circle if they think they have these properties or different properties. Students will make predictions as to whether or not they know what property the two objects share or differ. Part three:
 * Science Concept: || -Solids are one state of matter
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 * Driving Question: || What is a solid? ||
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 * Grade/Level: || 1 ||
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 * Learning Outcomes: || Each student will be able to identify a solid based on an objects properties. He or she will also be able to recognize solids as different from other states of matter. ||
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 * Summary: || For this lesson, the students will be exploring the properties of solids. The students will investigate with various solid objects and draw claims about the properties of this piece of matter. The students will be able to describe the properties of the solid materials based on their investigations. The students will also be able to recognize that a solid is a different state of matter than a liquid and gas, through the teacher showing the students examples of other types of matter. Lastly, with the building portion of the lesson, the students will be able to describe how the properties of solid materials can have specific uses in construction. ||
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 * **TANDARDS & ASSESSMENT** ||
 * Standards: ||  ||   || [[image:http://lesson.taskstream.com/i/spacer.gif width="20" height="1"]] || [[image:http://lesson.taskstream.com/i/spacer.gif width="9" height="1"]] || [[image:http://lesson.taskstream.com/i/spacer.gif width="9" height="1"]] || [[image:http://lesson.taskstream.com/i/spacer.gif width="9" height="1"]] || [[image:http://lesson.taskstream.com/i/spacer.gif width="9" height="1"]] || [[image:http://lesson.taskstream.com/i/spacer.gif width="9" height="1"]] || [[image:http://lesson.taskstream.com/i/spacer.gif width="9" height="1"]] || [[image:http://lesson.taskstream.com/i/spacer.gif width="9" height="1"]] || [[image:http://lesson.taskstream.com/i/spacer.gif width="9" height="1"]] || [[image:http://lesson.taskstream.com/i/spacer.gif width="1" height="1"]] ||
 * [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/images/2_3_icon.gif width="47" height="17"]]**PA- Pennsylvania Academic Standards** ||
 * [[image:http://lesson.taskstream.com/i/spacer.gif width="1" height="1"]] |||||||||||||||||| • **Subject** **:** Science and Technology ||
 * [[image:http://lesson.taskstream.com/i/spacer.gif width="1" height="1"]] |||||||||||||||| • **Area 3.4****:** Physical Science, Chemistry and Physics ||
 * [[image:http://lesson.taskstream.com/i/spacer.gif width="1" height="1"]] |||||||||||||| • **Grade 3.4.4****:** Grade 4 ||
 * [[image:http://lesson.taskstream.com/i/spacer.gif width="1" height="1"]] ||||||||||||  || [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/images/2_3_maroon_box.gif width="10" height="9"]] **Standard A.****:** Recognize basic concepts about the structure and properties of matter.
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 * Assessment/Rubrics: || See Evaluate section. ||
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 * **ATERIALS AND RESOURCES** ||
 * Science Materials: || //**Part one:**//
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 * Other Resources: || * Technology resources:
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 * **DDITIONAL INFORMATION** ||
 * Learning Context: || This activity fits into the general context of what I am teaching because it introduces to students a variety of solid materials in which they are free to explore, then ask to sort, and finally build structures using solid materials. ||
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 * Differentiated Instruction: || For one of my students in my class who has ADHD I will separate him from students that tend to distract him. I will sit him with calmer students who are more focused and stay on track. These students can work in pairs and help each other when necessary. I will also keep an extra eye on this student and pay attention to him at all times, making sure he isn't using any of the objects in an inappropriate manner. This student has a hard time focusing on his work, and tends to get distracted with materials around him. Since this lesson involves the use of many different materials, I will be sure to give him the materials at the time they are needed, instead of passing them all out to him at once. This will allow less distractions, and more time on task for himself, and the students around him. ||
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 * Collaboration: || Students will work collaboratively & individually. Students will work in groups of 2. ||
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 * Time Allotment: || 3 class periods. 45 Min. per class. ||
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 * Author's Comments: || This lesson is based off of the FOSS Science Kit. In the school district I am located in, the science curriculum is already set, and as a pre-student teacher, I am not permitted to use my own ideas and own lessons when teaching a science unit. ||
 * 5 E’s Implementation Plan ||
 * ENGAGE: || Part one:
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 * EXPLORE: || Part one:

Before students build their own tower, as a group we will separate the object and try to figure out which one property all solids have. The students will take all of their solid objects and try place them in a small container about 3x3. Students will realize that some objects do not fit inside of the container and draw the overall conclusion that all solids have a definite shape and can not fit into just any object. Students will be building their own tower. This is called the Tower Challenge. Explain to the students what a tower is by telling them that it is a tall structure that can stand up by itself. Make sure the students are understanding that this is not a competition, and students may work together in pairs to build their towers. Show the students the new objects they will be given to build their tower. Explain to the students that some of these objects can be used in the right and wrong way such as rubber bands. Show how a rubber band can be used in an appropriate and inappropriate way. Have each student get the additional materials needed to build their tower. || The students will respond to the engaging questions by writing their answers on a sheet of paper and drawing a picture on the back of it, to illustrate their thinking. (The students will have 3 separate pieces of paper for the 3 different questions.) After the students explore with the four solid objects and note their qualities, the students will share with a partner their observations and then with the whole group. After students have observed both sets of objects, the teacher will introduce to the students vocabulary words such as: flexible, rigid, soft, hard, rough, smooth, transparent, and opaque. Part two: In groups, the students will explain to to their neighbor why they separated the objects in the way that they did. After 8 to 10 minutes, the class will re-group and explain to the teacher and whole class one example for their "Sorting Circles" chart. Part three: Toward the end of the lesson when I see that the towers are standing I will regroup the students. I will do this by calling on several different students to describe how they made their tower. I will ask what materials they used and why they used them. I will ask the students which materials were the most useful in building their towers. Then, I will have the students explain why those materials worked the best, and what properties they share. || After the students discuss about the four original objects, the teacher will then distribute to each student, three new solid objects (craft stick, screws, and insulated screw). The teacher will ask the students to compare the new objects to the previous objects. The students will make new observations and draw new claims about what they think a solid is. Part three: Students can develop a word bank to add new words to their vocabulary that they have learned throughout the lesson. Words such as engineer and tower could be useful for them to acknowledge. I will give additional challenges to the students as well. Once they have mastered the tower I can challenge the students to construct other structures. I will ask the students to make a tunnel a mouse could scurry through, or a bridge a cricket could use to cross a tiny stream. On an additional day, students could construct their own structures. They can get creative by using other materials around the classroom that would be appropriate for their structure. || Students will help the teacher to create a content chart. Students will raise their hands and provide the teacher with statements that summarize their knowledge form their investigations. The questions the teacher will ask to prompt student responses are as follows: • What did you learn from your investigation? • What is a property? • How do we know what the characteristics of a solid are? • What senses do we use to observe the properties of a solid? • What else did you find in your investigations that we have not spoken about? Part two: The teacher will ask the students to pick out all of the objects that they have which have one common property. The teacher will then ask the students to draw or trace the objects on a separate sheet of paper and write a sentence that describes the property they have selected that all of the objects have in common. Part three: Throughout the entire lesson I will be evaluating and conducting small interviews with the students to monitor their progress. I will be asking the students, "What are some of the properties of this cup (or any other material they are using at the time)?" I will also ask, "Which properties make it useful for a good base (or other building parts)?" Once the lesson is complete I will be able to assess their towers, I will not grade their towers on how tall or visually stimulating it is, but on the materials they used and why they used them. ||
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 * EXPLAIN: || Part one:
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 * ELABORATE: || Part one:
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 * EVALUATE: || Part one: