Matter Changes State: Lesson 3

Name: Meghan Anderson                                    Date:12/03/12

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: Students need to know the different states of matter and how they can change from one state to another. Students should be able to clearly explain and demonstrate their understanding of the unit and what they have learned and observed. They will create a presentation demonstrating their knowledge of the unit.

Lesson Objectives: 

• Students will demonstrate matter changing states
• Students will describe what they have learned throughout the unit
• Students will create a visual of what they have learned and observed in unit 

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Links to Prior Knowledge and Experience: Students will use all the knowledge they have gained throughout previous lessons in the unit. They will take this knowledge to create a presentation for assessment.

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

Assessment: Students will be assessed through the presentations they give. They will be graded with a rubric which is posted on the blog. They will receive the rubric before they start their presentations so they know what they will be graded on. They will also be assessed on the reflections they turn in after their presentations.

Differentation/Modification/Scaffolding: Students will work in small groups to allow for peer mentoring. Students will also already have a vast knowledge of the states of matter and how they change since these presentations will be at the very end of our unit. The rubric may also be modified for any ELL students or students with special needs. They will also be as much teacher assistance available as needed.

Materials:

Computer access

Notebooks and pencils

Demonstration materials

  

Instruction/Learning Sequence/Syntax:

1. (Introduction) I will talk about what we have been studying throughout this unit. I will then go over the rubric for the presentations (which each student will have a copy of). I will then call up the first presenter.

2. Presentations will be given either in groups of no more than 4 or individually. Presentations will cover what the students have learned during the unit, what they observed during their field trip, and demonstrate a matter changing state. We will get through as many presentations as we can today and will finish the rest during tomorrows lessons.

3. Students will have time to walk around the classroom to view presentations displayed. There will also be time for any last minute questions students have.

 

Closure:

After everyone has presented students will write a reflection on the unit and their presentations. Students will reflect on what they learned through the unit. What they didn't learn about that they wish they had. And evaluate their own presentations. This is also be turned in for assessment.

Matter Changes State: lesson 2

Name: Meghan Anderson                                    Date: 12/01/12

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. Students will be traveling to the local science museum where they will be observing demonstrations on changes in matter. They will also use this day to gather research and ideas for their presentations at the end of the unit. 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 different states of matter.
• Students will be able to list the different ways matter can changes states.

 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. They will also need to use what they have learned in class through activities, handouts, and slideshows, during the demonstrations.

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

Assessment: Students will be keeping journals of what they noticed throughout the demonstrations. They will document anything they learned, the different processes they witnessed, and the steps taken in each process. They will also record any questions they have in these journals. These will be turned in after the trip for me to view. 

Differentation/Modification/Scaffolding: We would have a handicap accessible bus for the field trip if necessary. I would also bring a para along on the trip to assist any special needs students. This para would be available to students for assistance with understanding of demonstrations and different displays around the museum. They would also assist in keeping students on track and making sure they are focused on what they are supposed to be doing. Students would also be paired in groups to allow for peer mentoring. 

Materials: Science journals, writing utensils, (optional) technology to record demonstrations for reference, access to computers, transportation. 

Instruction/Learning Sequence/Syntax: The class will take a field trip to the local Science Zone Museum. When we arrive at the museum I will explain behavior that is expected of students. I will also explain that students need to record any questions, thoughts, and demonstrations in their journals. Drawings of the demonstrations would be a good thing to add in journals. Students will then be split into groups of 5. Groups must stick together. We will then decide a time to meet back together to leave. Guides at the museum will then give a short presentation of the museums specific rules and expectations. Students are then free to wander the museum with their small groups. Each group must visit each demonstration on changes in matter, they are then free to look at whatever interests them. Students must record each demonstration they view. They must also record any ideas or information they may need for their group presentations. Throughout the demonstrations students will observe how matter changes states in a variety of ways. They will also be assessed through a quiz on the different demonstrations and how the matter changed.
 

Closure: When back in the classroom students will take the quiz on the demonstrations and displays. They will then discuss what they observed, learned, and any ideas or theories they came up with. Students may also share their favorite displays or demonstrations.

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.

Presentation Rubric

Oral Presentation Rubric : Solid, Liquid, Gases

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Teacher Name: Meghan Anderson


Student Name:     ________________________________________

CATEGORY	4	3	2	1
Preparedness	Student is completely prepared and has obviously rehearsed.	Student seems pretty prepared but might have needed a couple more rehearsals.	The student is somewhat prepared, but it is clear that rehearsal was lacking.	Student does not seem at all prepared to present.
Content	Shows a full understanding of the topic. Clearly research the topic.	Shows a good understanding of the topic.	Shows a good understanding of parts of the topic.	Does not seem to understand the topic very well.
Visuals	Student uses several props that show considerable work/creativity and which make the presentation better.	Student uses 1 prop that shows considerable work/creativity and which make the presentation better.	Student uses 1 prop which makes the presentation better.	The student uses no props OR the props chosen detract from the presentation.
Listens to Other Presentations	Listens intently. Does not make distracting noises or movements.	Listens intently but has one distracting noise or movement.	Sometimes does not appear to be listening but is not distracting.	Sometimes does not appear to be listening and has distracting noises or movements.

Date Created: Nov 29, 2012 11:21 am (CST)