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Properties of Matter

Dillon Lynch

Stage 1 - Desired Results


BIG IDEA:
Properties of Matter Unit: Energy and chemical reactions change and affect the world
around us
Concepts
Essential Questions
The students will understand that
What are the properties of matter
The world is made up of matter and
that determine what state it is in
can change based on the environment
What makes ice different from
around it.
water?
Knowledge
Students will know
matter is anything that has mass
and takes up space
matter is made up of particles
the different states of matter as
solid. liquid and gas

Standards
Use the relationship between heat
and the motion and arrangement of
particles in solids, liquids and gases to
explain melting, freezing, condensation
and evaporation (6.2.1.2.3)
Skills
Students will be able to
identify the different phases of
matter
describe the process of particle
arrangement as heat is added
Language Objective
SWBAT classify the different states
of matter verbally
SWBAT define the following terms:
Matter
Solid
Liquid
Gas
Phase of Matter/State
of Matter

Stage 2 - Assessment Evidence


Performance Tasks:
Other Evidence:
Exit Ticket
Turn and Talk
At the end of the class
Students discuss with
period, students will answer the
each other and then share out to
question: Draw the particle
the entire class.
arrangement for a solid, liquid and
Guided Notes
gas? Correct answers indicate
mastery of learning target of the
day. Teacher can determine what
materials need further explanation

Properties of Matter

Dillon Lynch

by observing trends of where


students are struggling with lesson
based on incorrect answers.
Stage 3 - Learning Plan
Learning Activities:
Pre-Assessment Drill (5 min)
Teacher: Directions for the drill are on the board along with the learning
target. The drill of the period is What is an example of matter? What is an example of
non-matter? while the learning target states that I can describe what matter is and the
different states of matter. The teacher will circulate, respond to questions, and monitor
behavior to keep students on track. As this is may be the first time for students to hear
or think of these words, possible have examples of matter ready (a ball, water, air etc.)
if students ask and need help.
Students: Students silently answer the drill questions and copy the
learning target in their notebooks. When students finish, they will raise their hand for
the teacher to check answers.
Provocation: Showing Examples of Matter
Teacher:
Teacher goes over the Drill by asking students different
examples of matter and what makes up matter and non-matter. Expect varying
answers for students based on different levels of previous knowledge (for
example, students may have a hard time thinking of non-examples)
Teacher then will present three different examples of matter.
The first being a tennis ball. The teacher then asks the students if the following
questions:
Does the ball take up space? Can we
touch/feel the ball?
Teacher then presents a clear bottle or container with water
in it (adding food coloring if obtainable) inside of it. The teacher asks the
students the following questions:
Does the ball take up space? Can we
touch/feel the liquid?
Teacher then presents a balloon and fills up the balloon with
air. The teacher then asks the students the following question.
Does the air take up space? Can we
touch/feel the air?
Students may have a harder
time with this question. Since they cant really feel the air around
them this can be hard since they may think that air isnt matter. A
way to help solidify that they are feeling the air release some of
the air from the balloon on a student volunteer so that they can
feel the air from the balloon.
Once all of the following have been shown, clarify that all of
the following things are examples of matter but are presented in different
phases of matter.
Have students turn and talk in their tables about what was
similar and different about the different objects observed for 2-3 min. Bring the
whole group back together to have a larger discussion about things they notice.

Properties of Matter

Dillon Lynch

Student:
Students will silently listen to the teacher while the
examples of matter are being shown. For each time a question is being asked,
students will raise their hand silently to be called on.
If a student wants to volunteer to touch/feel one of the
different objects by silently raising their hands during the activity.
During the turn and talk, students will quietly (partner
voices) discuss the similarities and differences between the different states of
matter. Once the turn and talk is over, students will then need to silently raise
their hands in order to discuss with the rest of the class.
Procedure: Guided Notes (25 min)- see attached for not handout:
Teacher:
Pass out pre-cut guided notes and glue sticks and give
students 5 minutes to glue in their notes into their notebook. The teacher will
make it clear that the notes should be pasted on the next open page in their
notebook. Teacher will move around asking students if they need help glueing in
and monitoring behavior. Once it appears that most students have glued in their
work, have a student collect the glue sticks. Use a call to respond signal to
indicate that attention now needs to be at the front of the class.
Once notes are glued in, the teacher will go over Guided
Notes on the document camera with the entire class having the students read
various sections and questions from the notes. Make sure to ask for clarification
along the way and see if they can think of other real world examples to include
as well.
When not writing notes, circulate to make sure that notes
are being written.
When students are finished, they will give a thumbs up to
indicate they are finished with notes.
STUDENTS WILL ONLY COMPLETE THE NOTES
RELATED TO STATES OF MATTER, NOT PARTICLE ARRANGEMENTS.
Notify students that they will finish the other part of the
notes on a different day.
Student:
Students will glue in their guided notes. Students that finish
glueing in notes can continue to help other students or collecting the glue sticks
at their table.
Students will silently write their notes unless they are called
upon to read or share an idea from the guided notes (based on teacher
discretion).
Once notes are completed, students will give a thumbs up
to indicate that they have complete
Dance activity (3 min-optional)
Teacher
Teacher will have a song ready to play for students to
dance to. Once the song is over, teacher will call to respond and have students
return to their seats.
Student
Students can dance to the song and take a break. Voice
level can be above a quiet whisper but should not get to loud voices. Behavior

Properties of Matter

Dillon Lynch

that is disruptive will end the break early. Once song is over, students will return
to their seats.
Post Assessment + Closing: Exit Ticket (5 min)
Teacher
Teacher will post on the board the exit ticket. The exit ticket
will be the following question:
Draw the particle arrangement for a solid,
liquid and gas.
Teacher will circulate, scaffolding and helping students who
are having difficulty answering the question.
Student
Student will silently respond to the exit ticket question and
write a reflection on the day in their notebooks. Once completed, students will
stay in their seats until their table is dismissed by the teacher. Students will line
up at the back door silently to be dismissed until their next class.
Stage 4 - Reflection

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