Wednesday, December 5, 2012

Matter Changes States: Lesson 1

Name: Meghan Anderson                                    Date: 11/29/12
Grade: 4th                                                            Subject Area: Science

Content Standard/Benchmark:
4.1.8 Changes in states of matter. Students demonstrate that the processes of heating and cooling can change matter from one state to another.
4.2.1 Students research answers to science questions and present findings through appropriate means.
4.2.4 Students properly use safety equipment and recognize hazards and safety symbols while practicing standard safety procedures. 

Rationale for lesson:
I will be teaching this lesson to students because they need to know the difference between the states of matter and be able to identify a solid, liquid, and gas. They should also be able to demonstrate that the processes of heating and cooling can change matter from one state to another. This will enhance their basic knowledge of liquids, solids, and gases, allowing students to engage in hands on experiments.
Lesson Objectives:
·      Students will be able to describe the difference between a solid, liquid, and gas.
·      Students will be able to demonstrate how a liquid changes to a solid.

Links to Prior Knowledge and Experience: Students will need to be familiar with solids, liquids, and gases, and be able to give examples of each.

Language Demands: Solid, Liquid, State, Matter, Gas.

Assessment: Students will be assessed informally through participation in discussion and group activities. Students will also be assessed through the science journals in which they will record ideas, thoughts, and theories. They will also complete a short skills test at the end of the lesson to evaluate their understanding of the lesson. 

Differentation/Modification/Scaffolding: This lesson will reach multiple intelligences through discussion, hands on activities, working with peers, writing ideas in journals, and completing a short test. Students will also have assistance from peers in their groups throughout the lesson. Language demands for the lesson will also be left on the board for students to refer to throughout the lesson. I will also be walking around the room throughout the lesson to assist students when needed. 

Materials: Slideshow, borax, glue, water, plastic bags, science journals, skills test.

Instruction/Learning Sequence/Syntax:
1. Presentation, class discussion throughout
2. Split into groups, make gack in small groups
3.  Discuss and record findings and theories as groups
4. Share findings with class

Closure: Each group will share their findings and theories with the class. The class will discuss what they have learned throughout this lesson. Students will take a short quiz about the lesson. After the quiz I will inform students what we will be covering throughout the following lessons in the unit.

Lesson: Students will be shown a presentation on solids, liquids, and gases. We will discuss and define the language demands as a class. As a class we will discuss some distinguishing features of each. We will then discuss ways a solid might change to a liquid, or a liquid may change to a solid. (heating and cooling, chemical reactions) Students will then organize into groups of 3 or 4. Each group will be making gack. Gack is made by mixing multiple liquids, after mixing for a few minutes the liquids form into a solid. Each group will make their own gack and discuss why they think the change in matter occurred. This will be recorded in their science journals which will be turned in for assessment. After groups are finished recording their findings each group will present their gack to the class and discuss their findings and why they believe it turned from a liquid to a solid. After each group has completed their sharings, students will sit down to take a quiz on the lesson individually for assessment.

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