Lesson 2: Matter and States of Matter UBD Lesson

Subject: Science Student Profile: 25 students (15 girls, 9 boys) 1 IEP (ELL student) Grade: 5th STAGE ONE: DESIRED RESULTS Essential Understandings: Measurement and observations are used to describe properties of matter. Matter is all around us and takes up all of our space Essential Questions: What is matter? What are the states of matter? How do we observe matter? Why is it important to understand what matter is? How can we compare different states of matter? How can we carefully read and interpret nonfiction content. District 21s Power Standards: Engage in scientific inquiry by: o Comparing and summarizing data from multiple trials o Evaluating conflicting data and producing reasonable explanations o Observing trends. Explain how technology is used in science for a variety of purposes. Define and describe matter (solids, liquids, gasses) and its properties (physical and chemical). Knowledge: Students will understand how to classify matter. Students will collectively meausre and observe different properties of matter. Skills: Students will choose an object and classify it under its state of matter. Students will use various nonfiction selections and reading strategies to develop their understanding of matter.

STAGE TWO: ASSESSMENT EVIDENCE Assessment/Evaluation: In class, or as homework, have students write their object on an index card. Students need to write a description of their object as if they are describing it to someone who has never seen the object before. (Students will need this index card for lesson 3). Informally observe students while they are classifying their objects in the columns. In class discussion Students will perform with a 75% accuracy on their test. STAGE THREE: LEARNING PLAN Learning Strategies: Whole group instruction Small group instruction Individual instruction Key Vocabulary: Matter-anything that takes up space (volume) and has weight (mass) Liquid- matter that does not have its own shape, but does have its own volume. Solid-matter that has its own shape and volume. Gas-matter that does not have its own shape. Materials: Post-it notes Chart paper Books: States of Matter (Delta) and Matter, Matter Everywhere (National Geographic) What is Matter (Handout A) Possible Sentences (Handout B) Thinking About your Reading (Handout C) Hook: (Building background, motivation) Start off with the same objects from Lesson 1, and lay them out for the students to see. Ask students what we discussed yesterday with the following objects. How did we classify them? What is another way we could classify these objects? Write ideas on the board. Ask students if they can think of any other way to classify the objects into scientific terms. When students have gathered the three different categories (solid, liquid, gas), ask them where they would place the following objects.

Pose another question to the students. What do you think would fall under the gas category? Explain to students that today they will come up with their own objects to categorize.

Instruction Delivery: (Language and contect objectives, comprehensible input, strategies, interaction, feedback) Pick an object in the room as a class. Explain to students that we are going to do an example together. Write the object on one side of the post-it note, and then ask the students what the object is made up of. Record that information on the back. Write the steps on the board for referral. Tell students that they are now going to think of their own example. Give students a post-it note. Instruct students to think of any one object in the classroom or world that they can think of and write it in large print on one side of the post-it note. Explain to students that they will then have to list what the object is made up on the other side of the sticky note. Post the following questions on chart paper in the form of a 3-column chart: 1st column says objects, 2nd column- Does this object have weight? (mass) 3rd column- Does this object take up space? (Volume) Tell students that they will be coming up to the chart and answering the questions based on their object. If they think their object has weight, they will put a + sign. If they think it doesnt have weight, they will put a sign. They will follow the same process for the second question. Have students come up to the chart paper, announce their object while they place the post it in the first column, and a plus sign or minus sign in the question columns.

The lesson itself is not a daunting one, but one that students can have fun with and easily comprehend. This lesson will serve as a springboard for the third lesson. In lesson 3, students will understand the building blocks of matter. Students will understand what molecules, elements and atoms are, and will craft their own molecules. They will also watch a Bill Nye video on Atoms. Assessment Activity: (Meaningful activities, interaction, strategies, practice and application, feedback). After all students have placed their object on the chart, ask students to explain what they notice about all of the objects. Discuss and share. Lead students to everything that has weight and takes up space is matter. Tape up a sign with the word Matter at the top of the chart. Ask students, If I tell

you that all of our objects are made of matter, how do you think we can define matter? Lead students through the discussion to end up with a class definition of matter. Explain to students that they will now be reading some passages on matter: solid, liquid and gasses to come up with a better understanding of these words. Allow students to work with a partner to read the following passages. Differentiate reading for students with pages 2 and 3 of states of States of Matter (Delta) and pages 6 and 7 of Matter, Matter Everywhere (National Geographic). Use optional Reading Strategies Worksheet at your discretion. Provide time for students to read the following passages. When students are done with their reading, pull students back in for a group discussion. Tell students that all of our objects can be grouped into certain categories. Think of the sort from Lesson 1. What three categories do you think we could sort our objects into? Lead students to come up with Solid, Liquid, and Gas. Write Solid, Liquid, and Gas on the chart paper in three different colors and divide into columns. Have students place their object post-it on the board in the appropriate category. If students did not have anything in the Gas column, give examples and write them in. For additional information, have students read pages 4-6 in States of Matter or 8-9 in Matter, Matter Everywhere. Consider using the optional Possible Sentences worksheet before and after reading.

Review: (Review objectives and vocabulary, assess learning) Ask students to review the concepts taught in today's lesson. Ask students how and why we classified objects into three different categories. Why is that beneficial? Explain to students that tomorrow, they will be discussing the building blocks of matter. Eventually build a molecule out of marshmallows. Extension: Student's will write a journal entry describing the relationship between two different objects on the board from two different states of matter. Students will come up with their science word sort activity for someone to sort into Solid, liquid, gas, Physical property, and chemical property. Students will come up with their own flocabulary rap that discusses matter. STAGE FOUR: REFLECTION *See reflection on website