Professional Documents
Culture Documents
Core Decisions
What
Students will describe and categorize different types of matter based on physical properties.
Students will get a sense of the tactile differences between the states of matter, and how solid
matter, in general, retains its form no matter its container, whereas liquid will gather along the
bottom of a container and gas will spread out to fill an enclosed space. Students should also
develop a concept of matter retaining its properties even when its shape and size changes.
They will be building a crucial foundational understanding of matter (as a core idea from the
Framework) upon which they will continue to develop a working understanding of the
crosscutting concept of energy and matter which is fundamental to all physical sciences.
How
Students will talk through their own prior understandings of what things are made of, and the
differences between different states of matter. In line with the first (and perhaps most important)
of the NGSS Framework Practices, students will form their own questions about matter. From
there students will get to handle materials directly and use this as the basis for their
investigations. They will be encouraged to form and follow new questions, and to keep track of
their observations, which they will then share with one another (NGSS Practice: Obtaining,
evaluating, and communicating information), to try to land upon a working understanding of Commented [E1]: Included full language of NGSS
different states of matter. Practice instead of referring to the practice by number
[feedback from NancyLee Bergey]
Why
The students in 202 have more science time scheduled into instruction than many
students in Philadelphia. The first quarter focused on land and water, and the lessons mostly
consisted of slideshows and worksheets where students had to match definitions on diagrams
(of the water cycle, for instance).
I wanted to design a lesson that would allow for more hands-on exploration wherein the
students could follow their own curiosities more directly. So much of science depends upon
developing new lenses with which to look at things, so I wanted to give the students an
opportunity to experiment with the inquiry and concrete sense-making that defines science as a
discipline and as a crucial tool for understanding the world. Commented [E2]: Re-phrased to describe science as
I chose to focus on matter because of the districts set curriculum for the second quarter it is usually taught in the class and what my intentions
for my lesson are [feedback from NancyLee Bergey]
of 4th grade. I was glad that the curriculum called for this topic, and that I would have the
chance to work on it with the students, since exploring concepts of matterwhich is itself so
fundamental to the entire field of physical science and chemistryis an incredible opportunity
for students to develop an awareness of how absolutely everything around them is analyzable in
scientific terms.
Goals/Objectives
Students will formulate questions about matter and will observe, describe and categorize
different substances. Students will develop their classification skills when categorizing
substances according to physical properties, and according to current state of matter. Students
will communicate their observations and work towards developing a shared set of
characteristics that define the various states of matter.
Students will be able formulate questions about matter. Students will be able to describe and
categorize substances according to physical properties, and to differentiate between solids,
liquids and gases. Students will be able to describe certain general characteristics of solids,
liquids and gases.
Standards
5-PS1-3 Make observations and measurements to identify materials based on their properties
NGSS Practices: Asking questions and defining problems; Obtaining, evaluating, and
communicating information.
NGSS Core Disciplinary Ideas: Physical Sciences - Matter and its Interactions
NGSS Cross-Cutting Concepts: Energy and Matter Commented [E3]: Linked standard to specific NGSS
Practices, Core Discplinary Ideas, and Cross-Cutting
Concepts [feedback from NancyLee Bergey, Science
Pennsylvania Assessment Anchors Methods Professor.]
S4.C.1.1 Describe observable physical properties of matter. Reference: 3.4.4.A, 3.2.4.B
S4.C.1.1.1 Use physical properties [e.g., mass, shape, size, volume, color, texture, magnetism,
state (i.e., solid, liquid, and gas), conductivity (i.e., electrical and heat) to describe matter.
S4.C.1.1.2 Categorize/group objects using physical characteristics.
Materials
- Chart paper
- Markers
- Observation notes handout copies
- Paper
- Pencils
- Sparkling water
- Drinking glass
- 5 balloons, each filled with either
- Uncooked rice
- Salt
- Pennies
- Clay
- Water
- Air
- Sand
- Rock
- Eraser
- Fabric (shoelaces)
- 5 paper cups
- Scissors
of one another and of the class materials, that we will stay responsible and focused on the
project at hand
- Before the lesson I will approach certain students I have chosen to do the lesson who I Commented [E5]: Clarifying that I have chosen these
know have more trouble focusing. I will talk to them to get them excited about the lesson students already and have planned how I will frame the
setting of expectations based on what I know about
and how I specifically wanted to work with them because I know they want more them [feedback from NancyLee Bergey]
opportunities to do science at school, and to set some expectations that they will agree to.
- During the lesson if anybody is not sharing materials or is goofing off, I will remind them of
the norms and let them know that the consequence of their continuing to act irresponsibly
will be that they will not be able to handle the materials directly and will only be allowed to
make visual observations and participate in the discussion part of the activity.
Accommodations
a) As the lesson is largely exploratory, and based on students own observations, I do not
anticipate too many issues with the content itself. If it turns out that students are completely at a
loss of what differentiates solids/liquids/gases, I will backtrack and scaffold by providing different
examples of matter that fits into each category, along with a brief description of how I know. Commented [E15]: [feedback from NancyLee]
b) Students who may need more of a challenge can do the extension as listed in the end of the prompted to find out about classifications for sand and
similar types of collections of small solid particles.
lesson plan, and can also be told to look for or think of an example of something that they are These are called granular materials
not sure if it is a solid, liquid, or gas, but to choose one and support their choice with scientific
reasoning and evidence.