1. Topic-
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| The States of Matter Explained |
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2. Content-
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DoDEA Standards
2Sa: The student will demonstrate an understanding of scientific inquiry,
including the processes, skills, and mathematical thinking necessary
to conduct a simple scientific investigation.
- 1: Carry out simple scientific investigations to answer questions
about familiar objects and events.
- 2: Use tools (including thermometers, rain gauges, balances, and
measuring cups) safely, accurately, and appropriately when gathering
specific data in US customary (English) and metric units of measurement.
- 3: Represent and communicate simple data and explanations through
drawings, tables, pictographs, bar graphs, and oral and written language.
- 4: Infer explanations regarding scientific observations and experiences.
- 5: Use appropriate safety procedures when conducting investigations.
2Sd: The student will demonstrate an understanding of the properties
of matter and the changes that matter undergoes.
- 1: Recall the properties of solids and liquids.
- 2: Exemplify matter that changes from a solid to a liquid and from
a liquid to a solid.
- 3: Explain how matter can be changed in ways such as heating or
cooling, cutting or tearing, bending or stretching.
Key vocabulary
- Matter
- Solids
- Liquids
- Gases
- Properties of Matter
- States of Matter
- Change in State of Matter |
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3. Goals: Aims/Outcomes-
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At the end of this lesson, the students will know:
1. Properties of solids and liquids
2. Examples of solids and liquids
3. States of matter can change
4. Heating changes ice (solid) to water (liquid)
5. Examples of other types of matter that change property/ state when
heated |
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4. Objectives-
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At the end of this lesson, the students will be able to:
1. Recall the properties of solids and liquids. (REMEMBERING)
2. Give an example of matter that can change from a solid to a liquid
and from a liquid to a solid. (UNDERSTANDING)
3. Explain how matter can be changed by heating or cooling. (UNDERSTANDING)
4. Interpret data from an experiment. (UNDERSTANDING)
5. Summarize the relationship between water and ice.(UNDERSTANDING)
6. Generalize information learned about states of matter to new scenarios.
(UNDERSTANDING)
7. Use tools (including thermometers, rain gauges, balances, and measuring
cups) safely, accurately, and appropriately when gathering specific
data in US customary (English) and metric units of measurement. (APPLYING)
8. Demonstrate how heating changes ice (solid) to water (liquid).
(APPLYING)
9. Relate research about water and ice to data and observations from
an experiment. (APPLYING)
10. Apply key terms during classroom discussions and writing. (APPLYING)
11. Infer explanations regarding scientific observations and experiences.
(ANALYZING)
12. Illustrate simple data through drawings, tables, pictographs,
and bar graphs. (ANALYZING)
13. Identify the states of matter for several classroom objects (i.e.
glue, paper, paint, block, etc.). (ANALYZING)
14. Select information about water and ice obtained through research
to support experiment conclusion. (ANALYZING)
15. Use appropriate safety procedures when conducting investigations.
(EVALUATING)
16. Explain simple data through oral and written language. (EVALUATING)
17. Justify why heating changes ice (solid) to water (liquid). (EVALUATING)
18. Describe the characteristics of several classroom objects (i.e.
glue, paper, paint, block, etc.) using all five senses. (EVALUATING)
19. Interpret observations of ice and water to determine the state
of matter for each (i.e. ice is a solid, water is a liquid). (EVALUATING)
20. Defend the hypothesis chosen for an experiment. (EVALUATING)
21. Conclude whether a hypothesis for an experiment was correct. (EVALUATING)
22. Support conclusion with observations, data, and research. (EVALUATING)
23. Summarize research about water and ice. (EVALUATING)
24. Categorize objects as either solids or liquids. (CREATING)
25. Generate observations about the characteristics of ice and water
using all five senses. (CREATING)
26. Design an experiment in order to solve the "ice problem"�
presented at the beginning of the lesson. (CREATING)
27. Devise a hypothesis to test with an experiment. (CREATING)
28. Compile a list of materials needed for an experiment. (CREATING)
29. Plan steps for an experiment. (CREATING)
30. Compose a list of observations (using five senses) based upon
results of an experiment. (CREATING)
31. Create group experiment presentations about experiment design,
observations, data, research and conclusions. (CREATING) |
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5. Materials and Aids-
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- Computers with:
o Internet access
o PowerPoint or Kidspiration Software
o Word processing software
o ability to upload images from digital camera
o connection to Smart board or overhead projector
- Dry erase board with dry erase markers (if Smart board is unavailable)
- Several large bags of ice
- Bowls and cups
- Pitcher of water
- Microwave
- Lamps
- Window with access to sunlight
- Classroom objects for "Practice"� activity:
o Glue
o Paper
o Paint
o Block
- Lab Journals (one per student)
- Large sheets of paper to write key terms and definitions
- Directions for group experiment
- Information sheet about elements of an experiment
- Online research worksheet
- Directions for group experiment presentation
- Pencils
- Paper
- Measurement tools (i.e. rulers, thermometers, measuring cups, etc.)
- Safety goggles (one per student)
- Smocks (one per student) |
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6. Procedures/Methods-
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A. Introduction-
| Place several large bags of ice in the front of the classroom. Explain
to students that you have problem. You are having friends over for
dinner. You have ice but no water for your friends to drink! |
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B. Development-
Explain to students that in order to solve this problem, they need
to learn about matter. Emphasize that matter is all around them. It
comes in three types (referred to as "states"�): solid, liquid
or gas. Provide a brief definition for each state of matter.
Solid: A solid is firm and stable. The shape does not easily change.
Liquid: A liquid moves easily. It moves to take the shape of the container
holding it.
Gas: A gas is "free flowing."� It sometimes difficult to see
and you can put your hand through it.
Explain to students that for this lesson they will be focusing only
on solids and liquids. As scientists, they need to use their powers
of observation (all five senses) to identify each of these states
of matter. |
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C. Practice-
| Present students with several classroom objects (i.e. glue, paper,
paint, block, etc.). As a class, students observe and discuss the
characteristics of each object using their five senses. Write students
observations on the board by category (sight, smell, touch, etc.)
for each object. Using guided classroom discussion, students conclude
whether each object is either a solid or a liquid. |
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D. Independent Practice-
Students work in groups to observe characteristics of ice and water.
- What do they observe about ice?
- What do they observe about water?
Students record their observations in their lab journals. They use
all five senses when making observations (writing a category for sight,
smell, touch, etc.). Based upon their observations, students write
conclusions about the state of matter for each object observed (i.e.
ice is a solid, water is a liquid). |
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E. Accommodations (Differentiated Instruction)-
Computer accommodations:
o Text-to-speech software
o Speech-to-text software
o Enlarged keyboard and/or touchscreen
o Headphones available
Physical Accommodations:
o Accessible classroom design (easily navigated, desks clustered together
in small groups to allow more space to move around)
o Allow students opportunities to move around frequently
Instructional Accommodations:
o Present visual aids while verbally explaining concepts
o Provide picture supports with directions
o Scaffolding
o Graphic organizers
o Teacher-guided discussion
o Emphasize inquiry-based and cooperative learning activities |
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F. Checking for understanding-
- Daily student reflections in lab journals
- Student completion of graphic organizers to be inserted in lab journals
(i.e. Venn diagram, T-chart, Concept Map etc.)
- Individual student participation in class discussions and group
activities
- Observations of group activities
- Students' recorded observations and conclusions about water and
ice in lab journals (Independent Practice Activity)
- Group experiment design to solve "ice problem"� (Evaluation
Activity)
- Group hypothesis and defense of hypothesis (Evaluation Activity)
- Students' lab journal entries for group experiments (i.e. hypothesis,
materials, steps of experiment, observations, and data).
- Individual student conclusion entries in lab journal
o In student's own words
o Based upon observations and data
- Individual student research about water and ice
o Complete Online Research Worksheet
o Information supports conclusions
o Student writes summary of research
o Student relates information researched to experimental data/observations
- Group Experiment Presentations
o Design
o Observations
o Data
o Research
o Conclusions
- Students' feedback of classmates' presentations
- Class discussion about group experiments and what they learned about
the relationship between water and ice.
- Students' ability to apply key terms during class discussion.
- Students' final reflection entry in lab journals for this lesson
o Utilize key terms
o Reflect on activities completed
o Reflect on concepts learned
o Write about something else they would like to learn
o Relate what they want to learn to the topic just studied |
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G. Closure-
1. Review the key terms learned throughout the lesson (i.e. matter,
solids, liquids, gases, properties of matter, etc.).
2. With the class, discuss group experiments and what they learned
about the relationship between water and ice. Emphasize that students
should use key terms throughout the discussion (i.e. properties of
matter, states of matter, solids, liquids, etc.).
3. Ask students to reflect on how they changed ice into water (answer
should be some form of heating).
4. Brainstorm with students other everyday objects that can be changed
by heating. Students should be able to apply terms learned when talking
about these other materials, for example: "A candle (solid) changes
its state of matter to become melted wax (liquid) when it is heated."�
They should provide support for their statements based upon observations,
for example: "I know that a candle is a solid because it has
a shape"� or "I know that wax is a liquid because it moves in
the candle holder."�
5. Explain to students that they will have the opportunity to study
more about matter in future lessons. Students complete final reflection
entry for this lesson in their lab journals. |
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7. Evaluation-
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1. Students work in groups to design an experiment in order to solve
the "ice problem"� presented at the beginning of the lesson.
2. The group creates a hypothesis to test with their experiment and
defends it based upon what they learned about states of matter and
characteristics of water/ice.
3. Each student is expected to record elements of the experiment in
his/her own lab journal: 1) hypothesis, 2) materials, 3) steps of
experiment, 4) observations (using five senses), and 5) data (i.e.
table or bar graph).
4. After completing the experiment, each student will write a conclusion
in his/her own words based upon observations and data.
5. Individually, students will research information about water and
ice to support their conclusions. Students will write a summary of
their research. They will then relate the information to the data
and observations from their experiment.
6. In groups, students will work together to create presentations
about their experiment design, observations, data, research, and conclusions.
Groups will then present their experiment presentations to the class. |
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8. Teacher Reflection-
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| I enjoyed using this lesson plan tool to create my lesson. I found
the directions and related links of information extremely helpful.
I also found the format easy to follow. If I were to write a lesson
plan without this tool, I would probably put the sections in a slightly
different order or merge a couple of sections. This tool prompted
me go in-depth with each lesson plan element. Hopefully, I will have
the opportunity to teach this lesson one day! |
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