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KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

LESSON THREE: Observable Properties of Solids
STANDARD: (PA Common Core):
S3.C.1.1.2: Classify matter using observable physical properties (e.g., weight, mass, shape, size,
color, texture, state).
Assessment Anchor:
S3.C.1.1: Describe the observable physical properties of matter.
I. Performance Objectives (Learning Outcomes)
Students will describe observable properties of solid matter by completing the word sort and
flipbook activities.
II. Instructional Materials
Chalk (6 pieces)
Booklets for FlipBook Activity (one per student)
Variety of clip-art images of objects for FlipBook
Word cards for Word Sort (one sort per student)
Glue sticks (one per student)
Package of markers (one package per table group)
Miscellaneous small objects for Blind Drawing Activities *See examples attached
Guided notes sheet (one per student)
Pencils (one per student)
III. Subject Matter/ Content (prerequisite skills, key vocabulary, big idea)
Prerequisite Skills

Key Vocabulary / New Content

o Observable Properties of Solids
o Size- how big an object is, measurable, relative
o Shape- the form of an object, how its laid out in space
o Texture- the feel of a surface or characteristic appearance of an objects
surface
o Color- the hue, lightness/darkness of the object
o Hardness- resistance to deformation; how firm an object feels when
squeezed

Big Idea
o Observable prosperities of Solids.

IV. Implementation
A. Introduction
1. Introduce topic by writing Observable Properties of Solid Matter on board
2. Invite the class to think about their learning
a. Today we will take a closer look at solid matter

b. Lets start with a partner activity that will challenge you to get creative
and use DESCRIPTIVE words.
c. While you do this activity, think about what it has to do with solid matter!
3. Address directions for Blind Drawing activity.
a. Partners of 2: decide whos drawer and whos speaker
b. Sit back to back
c. Speaker receives a small object from teacher, keeps object concealed from
drawer
d. Speakers then describe their objects to the Drawers without saying what it
is. Drawers do their best to create a drawing based on speakers
instructions
4. After students spend 3 minutes doing a blind drawing, teacher poses questions to
class:
Drawers, was it easy to draw?
Speakers, was it easy to describe?
you doing with the matter? Think about the kind of words you were using.
5. Teacher goes over student understanding of terms/clarifies definitions on board of
Observable Properties of Solids and students fill out guided notes sheet (Sheet
Size
Shape
Texture
Color
Hardness
6. The teacher will connect definitions to the activity & daily life.
Speakers, you were using your observation skills to describe the observable
properties of your objects to your partners. You all use descriptive words every
day to describe things. Todays activity will give us more practice coming up with
observable properties of solid matter
B. Development
1. The teacher will introduce the Word Sort Activity.
2. The teacher will place model of sort up on the board and ask student to set up
their own sort accordingly. (Sort Headings: Texture, Shape, Size, Color, Hardness)
3. The students will receive words and begin sorting 15 descriptive words into the
correct observable properties category (3 words will land in each category)
4. The students will spend 5 minutes completing the sort. The teacher will monitor
each student as they work to check-in and offer scaffolding as needed.
5. After sort is complete, teacher will encourage students to come up with their own
descriptive words to add to the sort. Each student is expected to come up with at
least one word. (This will be apart of the assessment tool.)
6. The teacher will pause activity for discussion.
o Make connections to personal life and provide opportunities for students
to share the words they came up with and to identify where the word is in
the sort

7. FlipBook Activity Students will create a study guide material with a

preassembled booklet (pages will already be in the booklet) and filling it with
their Word Sort words to describe illustrations of objects
8. FlipBook Activity Directions
o Decorate cover and title: Your Names Observable Properties Book
o Glue Guided Notes inside cover
o Select a picture of an object from clip-art provided by teacher
o Using word sort as guide/reference, come up with 2 descriptive words that
identify 2 observable properties for the object pictured.
o Paste the picture on the Red Top page of the book
o Write the descriptive words on the 2 Red Bottom pages of the book
o Repeat process for Orange, Yellow, Green, and Blue pages
o End result will be a book that can be flipped through to match up objects
with accurate observable properties; example below

Miss DiMuzios

Observable
Properties Book

Guided
Notes
pasted here
(inside
cover)

fuzzy

C. Closure
1. The teacher will have the students perform a Chalk Board Splash and have the
students write their favorite descriptive word for whatever observable property is
called out. (i.e. Number #2s, go up and write your favorite word describing
texture Number #4s, go up and write your favorite word describing hardness)
2. After the Chalk Board Splash, the teacher will collect each students booklets and
assess for understanding of the lesson.
D. Accommodations / Differentiation
1. This lesson is literacy-intensive! Students are required to read and write a lot
throughout the lesson. Visual aids could be added to the word cards in the word
sort for students with reading disabilities.
2. Additional time and appropriate scaffolding can be implemented for students
with comprehension and processing disabilities so that they can complete the
word sort and FlipBook. These materials were designed to act as study aids for
all students.

E. Assessment/Evaluation plan
1. Formative- FlipBook assessed using checklist
Checklist:
1. Are guided notes included and accurately define all 5 observable properties?
a. Yes
b. No
2. Did the student use at least 1 example of every observable property?
a. Yes
b. No
3. Are the words that match up to each object accurate/appropriate?
a. Yes
b. No
4. Did the student create a neat, complete, and useful FlipBook that will function as a
dependable resource?
a. Yes
b. No
Teacher will record checklist results to plan for future instruction and add time for students to
finish/modify FlipBook so that it can accurately reinforce concepts/function as a study material.