PLANNING THE LESSON

Date: Jan 27th, 2014 Curriculum Subject: Science Title of the Lesson: Get Cozy, Go with the Flow, or Scram! Unit of Study: Properties and Changes of Matter

Background Information: Students have learned how the properties of various materials, such as strength, buoyancy and flexibility, determine what materials are used for. They can identify a solid, liquid and gas. In this lesson they will be reintroduced to the commonly found states of matter (liquid, solid, gas), and learn the characteristics of each. Curriculum Expectations: 3.1 Identify matter as everything that has mass and occupies space. 3.2 Identify properties of liquids, solids and gasses and state examples of each.

Learning Skills: Collaboration Assessment Strategies: How will you gather evidence to assess the curriculum expectations? Observation Interview/Conference Presentation/Performance Learning Log/Journal Project Multimedia Presentation Work Samples Oral Reports Test/Quiz What tools will you use to record student achievement? Rubric Anecdotal Notes Checklist Other

Peer-Assessment Self-Assessment Other

Indicators: How will you check in with students to ensure they are on the right track? Students will complete a ticket out the door in their Science log, drawing a picture of a particle arrangement for a liquid, solid and gas, label each, and give one example from the lesson, or their own ideas. Accommodations: Increase Time Increase Space Increase Amount Decrease Change Scribe Oral Explanation Peer Tutor/Partner Use Manipulatives Include Visuals Extend Other

Check in with Sammy and Madison to ensure they understand what is expected of them. Sammy will be given a template to fill in to help him organize his thoughts in his notebook. Materials/Resources: Science Logs, pencils, overhead projector, marbles, glass jar, and bodies!

Personal Notes/Reminders/ Other Considerations:

IMPLEMENTATION OF THE LESSON

Timing
Grouping* W S I

Lesson Objective: At the end of this lesson, students will learn that everything around them is made up of matter, and that all matter have particles that act in different ways, giving the states of matter different characteristics. Mental Set: The teacher will ask the students to tell her what matter is (likely answers are liquid, solid, gas). The teacher will ask the students to stand, and put their hand on something that they consider to be matter. After going over a few of their ideas, the teacher will then ask the students to now go and put their hand on something that is not matter, feeling free to help each other out. The teacher will then ask the students what they found. This will lead to the discussion and idea that matter is everything around us, everything that takes up space, and has mass. Body:
Teacher: (staying where they are in the room) All matter is made up of tiny particles that you cannot see individually. The closer together the particles are, the more solid an object becomes. The teacher will put a whole bunch of marbles (particles) in a glass container on the overhead projector screen, and then move it around. Think about the way the particles relate to each other. What do you notice? What are some examples of solids we havent already found? How do you think the particles of a liquid are different? Think, pair, and share with the person closest to you. Students: Students will (hopefully) GET COZY, standing close together.

5 min.

30 min.

They cant move around very much, they are close together. Examples of solids

Students discuss and then give varied answers (particles are wet, mushy, softer, farther apart)

If a student got father apart, the teacher will ask them to come up and show her with the marbles, if not, she will show them by taking some out and manipulating the container so that the remaining marbles move together. What do you notice about the way the particles in a liquid are moving? What are some examples of liquids we havent already found? (This question will let those who do not have an idea, still be able to share with their partner). Last but not least, gas particles! Think, pair and share, about how you think the gas particles differ. Are they close together, or far apart? Do they move together or away from each other? What are some examples of gasses?

They can moving around each other and move together (GOING WITH THE FLOW) Examples of liquids

They are far apart and spread out from one another (SCRAM!). A student will demonstrate with the marbles in the container.

15 min.

Closure: The teacher will consolidate this learning by playing a quick game that will also give the teacher a general understanding of who understands this concept. The teacher will name a liquid, solid, or gas. Students then have to move their bodies inside the front carpet or area, as if they are the particles in a container. Example: If the teacher calls orange juice, the students would have to collaboratively move around together, not too close, inside the area. After it appears that everyone has got the hang of it, students will return to their desks to fill in a ticket out the door that will be glued into their science log. It will have three circles labeled liquid, solid, and gas. Students will need to draw in the particles in each, and give an example of each below the circles.

There are a few ways I could change this lesson to include more technology. First of all I would use an Elmo rather than using the overhead projector, as it is often either burnt out, glaring in my eyes, or the glass container isnt see through enough to get a really clear picture of the particles. With the document camera, we could document our learning as we go, which would be an amazing tool for looking back or reviewing our learning before a summative assignment. Instead of students just naming

examples, I could have them bring up examples of liquids, solids, and a few gases to document as well. I could also integrate more technology by using a video clip like this http://youtu.be/gez2rmeCpfE for my mental set. I could also change the lesson by doing a modified version of the particle marble visual as we go through the a smart board lesson such as this: http://express.smarttech.com/? url=http://exchangedownloads.smarttech.com/public/content/9d/9d9668ca-dcf8-4f2a-8e338b0c01ab0734/Matter.notebook# to solidify examples of liquids, solids, and gasses, and their characteristics. I think that I would definitely add the document camera to this lesson in the future. I think it will be very beneficial to have everyone see the information clearly and have it backed up for future reference, for kids who were absent, or just need further explanation. I do like how the lesson is getting them up and moving, thinking and pair sharing, and they do like the game at the end.