Matter Matter, Yes It Matters! TEKS Covered: (Texas Essential Knowledge and Skills): Objectives

Transcription

1 1 Time Frame for Lesson: 2 Days Matter Matter, Yes It Matters! Targeted Audience: 3 rd Grade Students Day 1: Engage, Explore, Explain Day 2: Elaborate, Evaluate TEKS Covered: (Texas Essential Knowledge and Skills): Objectives Science 3.5B- Describe and classify samples of matter as solids, liquids, and gases and demonstrate that solids have a definite shape and that liquids and gases take the shape of their container 3.5C- Predict, observe, and record changes in the state of matter caused by heating or cooling Music 3.2A- Sing independently or in groups Theatre 3.1B- Create playing space, using expressive movement

2 2 Materials (Not in order of use) 1. Video clip on the forms of matter from < 2. Tape (preferably with a pattern or just a really cool neon color) 3. Copies of the Solids, Liquids, and Gases song (amount depends on kids in class) Solids, Liquids, and Gases Everything around us Is made of matter Solid, liquid or gas Matter can move from One state to another Sometimes really fast Solid, liquid & gas you see Are states of matter changed by heat Melting, boiling and freezing points Heat moves molecules where it wants. Ice is a solid And then a liquid When temperatures increase The heat keeps rising Before you know it It disappears into steam Solid, liquid & gas you see Are states of matter changed by heat Melting, boiling and freezing points Heat moves molecules where it wants. Water is a liquid That turns to vapor When exposed to heat Add freezing temperatures You'll see a solid As ice appears on the scene Solid, liquid & gas you see Are states of matter changed by heat Melting, boiling and freezing points Heat moves molecules where it wants. Vapor is a gas That turns to liquid When cooled to extremes If the mercury keeps falling The liquids gonna Form ice suddenly Solid, liquid & gas you see Are states of matter changed by heat Melting, boiling and freezing points Heat moves molecules where it wants. Solid, liquid & gas you see Are states of matter changed by heat Melting, boiling and freezing points Heat moves molecules where it wants

3 3 4. Assessment (questions will be written down in a dry erase board and will be answered as a class, enabling class discussion and participation) 5. Dry erase board and dry erase markers Engage -The teacher will begin by using the tape to trace a square in a part of the classroom designated for that specific activity. (try to do this in front of the kids so that they WONDER what you are doing, and thus they are engaged even BEFORE the activity actually begins) -Once the teacher is done with the square, stand inside the square and BEGIN! -Begin by introducing the forms of matter, that is, Solid, Liquid, Gas. What is a solid, a liquid, a gas? Give examples of each. For example, you might have a bottle of water, use it. Oxygen is a gas, incorporate that knowledge into the lesson. For a solid, you can knock on the desk and

4 4 encourage them to feel how sturdy it is. Also, for the sake of the activity to follow, introduce ICE as the solid form of water. -After the teacher introduces them to these terms, explain the movement of the molecules of water in each form. For example, point out that molecules move more when they are in gas form, that they slow down when in liquid form, and don t move as much when in the solid state. -Clarify that this all happens because of temperature. Because of temperature, we are able to go from state to state. Now that you have explained the role of temperature in the movement of molecules in water, relate it to us and the weather. For example, when it is sunny and warm outside, we are more likely to go outside and play, jump and do other stuff that involves lots of movement. And when it is cold, we tend to want to stay in one place so that we warm up. -TIME TO USE THE SQUARE CREATED WITH TAPE! Explore -The teacher will tell the students to get up and gather around the square. - So right now we re going to be a bunch of molecules, alright - We will be moving around this square just like the molecules move in the different states they are in -We will be starting with GAS. In gas, are the molecules close together or far apart? (by now they should be able to tell you that they are far apart since they have more freedom to move)

5 5 -The teacher will then ask about 4 students to get in the square and just move around (let them know that they can t run or swing their arms around, they might hurt someone, just have them walk freely in the square) -As they are doing this, have the class describe what is going on. -For the next state of matter, instead of you deciding on the number of students to go in the square, just let the students decide. All you might want to do is say So class, if we want to model a solid, what do we do? They should be able to understand that to model a solid, one would need more people in the square to show how restricted the molecules are of movement. -Have them also do this for LIQUIDS. Explain -At this point, please have the students sit down, go to the front of the classroom and offer to answer any questions the kids might still have about either the activity or the lesson as a whole. Some might be confused as to how the activity related to the lesson or something. - Do you guys have any questions at this point? -If there are no questions, just ask some yourself and have them help you answer them as a class. -This is the time to make sure that the activity worked so that you guys can move on with the other two planned activities and thus be ready for the quiz at the end of the lesson. -ALL STUDENTS PARTICIPATE!!

6 6 DAY 2 Elaborate -This second day of the lesson should be started with a brief recap of what was covered yesterday. Ask the students for input on what they did yesterday. In other words, you will just be elaborating on something the students did not understand and such. - Raise your hand and tell me something you learned yesterday! (you can do this by having them give you a response individually or let them get in groups and come up with something they learned yesterday, this is a good approach since others students may have learned a bit more about something than another and so they all cooperate in their learning (I don t know if that made sense)) -Acknowledge their responses. - Today we will be putting animation to the activity from yesterday; we will be watching a video on the states of matter! -PLAY the video. -Once the video is over, ask individual volunteers (or groups) to tell you what happened, and what they learned from the characters. - Are we on the same page? Keep yourself open for questions -After this, have helpers help you distribute copies of the song you are about to teach them.

7 7 -Read the song as a class first and without the melody. That way, the students know what to expect so that they don t get lost once you add the music. -Play the song. The song is karaoke so the words are highlighted as the song moves on so that it is easier for the children to follow. -Sing with them and encourage them to all sing with each other, to JOIN IN THE FUN! :D -Once the song is over, walk around the classroom but be interactive with them. Ask for examples of each state of matter. Animate yourself so that they feel excited to answer and cooperate! Remember, you can ask the same question, repetition helps children learn. -When you are done picking up the copies of the song, start passing out copies of the quiz.

8 8 A. Solid B. Liquid C. Gas D. All of the above A. The freezing point B. Evaporation C. Cold D. Heat A. Its boiling point B. Its melting point C. Its freezing point D. Its heating point A. Condensation B. Evaporation C. The molecules move slower In which of matter are molecules moving the slowest? Which of the following causes a solid to change to a liquid? What point has water reached when it turns from a liquid to a solid? What occurs when a liquid turns into a gas? D. The molecules hit their freezing point A. Solid B. Liquid C. Gas In which state of matter are the molecules moving the fastest? D. Molecules move equally fast in all states of matter What effect does the speed of molecules have on matter? A. It helps figure out the matter's density B. It controls the matter's weight C. It determines the mass of the matter D. It determines what state the matter is in A. It turns from a liquid into a solid B. It turns from a solid into a liquid C. It turns from a liquid into a gas D. It turns from a gas into a liquid What happens when water reaches its boiling point?

9 9 Evaluate -Kids should be sitting in their own individual desk at this point (if they had not already been sitting like this). -You will instruct them to be quiet and read through the questions carefully and encourage them to do their best! -If all the students have their own copy of the quiz, let them START! -Give them as much time as they need, this should not be much though since it is only 7 questions. -Pick up the quizzes once they are done and have them get in groups now. -You will use the projector to project a copy of the quiz. - Alright, now, we will be going over the quiz together - I think this is an amazing technique since there is instant feedback for those that wondered about an answer or needed further explanation. This will also not leave them wondering if they missed a certain question, they will know right there and then. -The groups are established. Pass out one little dry erase marker and board to each table. -You will be asking the quiz questions, giving them a minute to discuss in their groups and then making someone in the group write down the agreed upon answer on the board.

10 10 - Hold your boards up with the answer your group chose! -Look around and don t call anyone out if they get the wrong answer. Select the right answer on the projection and explain why that is the right answer. -The kids will be evaluated on their individual responses in their quiz and given some credit for the class participation. DIFFERENTIATION -For students that are/seem a bit behind or have a disability, keep a positive attitude and guide them more, one-on-one. -You want to make sure that they feel welcome and feel capable of doing the activities just as the others are. Encourage them to participate. -None of the activities conducted really require a large amount of energy or excessive physical movement, save for the tape-square activity, but not all students participate in that one, but you could easily have a disabled student participate. Make the accommodations you deem necessary!!)