Zachary Wade st Grade Level: 1 Grade Subject Area: Physical Science Topic: Properties of Matter

Lesson #1- Super Solid Science! Standard(s) P.PM.01.21 Demonstrate that water as a solid keeps its own shape (ice). S.IP.01.11 Make purposeful observation of the natural world using the appropriate senses. R.CM.01.02 Retell in sequence up to three important ideas and details of familiar simple oral and written text.

Objectives The learner will express how water as a solid keeps its own shape, and does not form to its container using their five senses.
1|Page

The learner will create a written assignment involving three facts they synthesized about solids.

The teacher will be able to assess student achievement through the students completion and accuracy of the investigation handout as well as their recording of syntheses from the reading. Their overall participation in the lesson will also be evaluated through means of; partner inquiry work, guiding questions/discussion, and the investigation process as a whole. Essential Questions 1.) What shape does water have as a solid? 2.) Where do we see solid water on Earth? 3.) What are some other examples of solids besides water/ice? 4.) What are some new facts you learned about solids that you didnt know before? Anticipatory Set **This lesson serves as the beginning of an entire unit involving properties of water (solid and liquid only). Students at this point in the process will be expected to know very little if at all about the given topic. To get the students engaged, the teacher will ask the students, What is a solid? Being that this is the first the students will have covered this topic, the teacher will not expect much prior knowledge to be evident. However, the teacher will ask the students regardless and write their thoughts in a list on a large sheet of paper at the front of the room. The teacher will also ask questions such as, What are some examples of a solid here in the classroom? What about these objects do you think makes them solid? All the students responses will be recorded. The teacher will then tell the students, Today, we are going to investigate some properties of solids with our five senses! Match up with your science partners and wait for further directions (predetermined). Input Task Analysis **This portion of the lesson may span over one day as time allows. If time runs short, the lesson may be stopped after the investigation handout has been completed, and picked up again with the class discussion about the investigation and a written reflection. o The teacher will give each pair of students an investigation handout as well as a balloon with frozen water in it. The handout will ask questions such as, How does the balloon feel to you? What does it look like? Feel like? What do you think is inside? What shape does it have? Students may write or draw their responses on the handout.

2|Page

o After the students have finished the first section of the handout, the teacher will ask them to take off the outer covering of the balloon and observe what is underneath. The students will then answer more questions about their findings, What does it look like now? How does it feel? Look? What do you think it is? What is its shape like? Students will complete the investigation handout with their partners until they are finished. o The teacher will ask the students to gather back together for a whole group discussion. The students will share what they found, and the teacher will highlight questions such as, What is this? When the students declare that the solid is ice, the teacher will ask, What shape did the ice have inside the balloon? What shape did the ice have outside the balloon? So was the shape the same? Do you think this ice is a solid? Talk with your seat partner for a moment about what you think. o The students will discuss amongst themselves then come back together and state whether they think ice is a solid or not. They will be asked to explain why. The teacher will add these factors to the list of what the class thinks makes up a solid. o When the class has decided that the ice is a solid (if they decide it is not the teacher may go back to this question after reading the book on solid materials) and that it was the same shape inside and outside of the balloon, the teacher will explain, I want you to remember this about solids. This is very important! Solids are materials that always remain the same shape. They do not change shape based on the container that they are put into. If I was to put this ice into a cup, would it still have its same egg shape? What about in a large tub? What about in my hand? o As students agree the teacher will state, Thats what makes a solid so special! It has its own unique shape that does not change no matter what container you put it into! o The teacher will start another conversation with, So this material was solid water, or ice, where else do we see solid water in our daily lives? What about on Earth? Students may come up with different examples such as hail or freezing rain, when lakes freeze over in the winter, etc. Lets look back at our list we made of solids found in the classroom (because remember, ice is only one of the many solids on our planet!) The teacher will then look at the previously generated list of what students thought were solids and ask, Which of these classroom items do you still think are solids? Should we get rid of any? Or maybe add some that we didnt think of before? The teacher

3|Page

will write down the students responses on the board and make adjustments to the list made earlier. Thinking Levels o Knowledge: Students will be transferring the information of what solid water is, comparative to all solids found in daily life. They will connect what they found makes a solid with what they listen to in the read aloud. o Comprehension: Students will be able to gain an understanding of what makes an object a solid- that its shape does not change based on its container. o Application: Students will actively participate in the investigation uncovering what the ice is and why it is a solid using their five senses. They will then add to their understandings by recording their syntheses (new information they learned) from the informational read aloud and investigation/class discussions. Learning Styles o Interpersonal/Logical: Students will have the opportunity to socialize with their peers through the completion of the investigation. o Kinesthetic: Students will have the opportunity to get up out of their seats and move around to work with their partners during the various activities. o Auditory/Visual: Students will listen to the read aloud about what makes a solid, and write a response about three things they learned from the book. Accommodations o This lesson could be accommodated if the teacher finds that the material is too easy or hard for the students to grasp at the present time. If the students are struggling with what the material is during the investigation, the teacher may pose questions such as, Think about where you might see this material in your daily life? What have you felt, seen, tasted before that may be what this is? The teacher will remain a guide but use questioning to get the students feeling more comfortable with the inquiry based activity. If the students are mastering the investigation, the teacher may focus heavily on all solids rather than starting with ice only. Methods and Materials o The teacher will need to create the investigation handouts (which include the questions above as well as space to respond through writing or drawing). o The teacher will need to have the read aloud book ready.
4|Page

o The teacher will need to organize the materials necessary for the students activities; see below. o Materials Needed: o Dry Erase board/markers o Large paper/markers for student driven lists of what a solid is o Students paper/pencils/scissors o Investigation handouts (one per student) o Balloon filled with solid ice (one per partnership) o Paper for student responses to read aloud (one per student) Modeling o The teacher will facilitate discussion on what makes a solid unique. o The teacher will hand out the investigation handout to pairs of students. o The teacher will hold a group discussion about students thoughts on what the material is and why/why it is not a solid. o The teacher will write on the board as students share materials they feel are solids found in the classroom. o The teacher, in all activities, will model the use of questioning through discovering the students thought processes (form of assessment). Check for Understanding o The teacher will ask the students what properties make a solid unique. o The teacher will question students on different solids we find in the classroom. o The teacher will question students where we see solid water on Earth itself. o Students will complete their own investigation handouts. o Once the students have finished the activity, the teacher will facilitate discussion on solids. Guided Practice o The students will investigate the material and decide what it is as well as if it is a solid.

5|Page

o The students will apply what they know about solid water and its properties, to name some solids other than water found in the classroom/on Earth. Independent Practice The students will participate in general class discussion individually, as well as complete their own investigation form (while working with a partner). Closure The teacher will wrap up the lesson by stating, I want you to think about what we learned about solids today. Because we are going to use this information you put inside your brain today again with our next science lesson! Assessment o The learner will express that water as a solid keeps its own shape. o Formative assessment will involve student participation in whole group and partner activities. The students investigation handout as well as their list of facts they created as a whole group will serve as summative assessment.

Objective/ Evidence The investigation handout (Summative)

3- Very Good

2- Satisfactory

1-Needs Improvement Students display a low understanding of science content- no descriptions from the use of the five senses are present. Students answers do not connect and appear unorganized.

Students display a Students display an high level of understanding of understanding of science content with science content- what some detail but not a makes a solid unique. great deal. Students Students display answers are content through somewhat clear, written form or involving drawings, using descriptions from descriptive words only some of the involving their five human senses. senses.

Reflection

6|Page

o The teacher will reflect on how the lesson went overall (for activities as well as group discussions) as well as how the students handled the information and activities. The teacher should consider what could be improved for next time, as well as if any part of the lesson was too easy or difficult for the students as a whole. Lesson 2: Learning about Liquids! Standard(s) P.PM.01.22 Demonstrate that water as a liquid takes on the shape of various containers.

S.IP.01.11 Make purposeful observation of the natural world using the appropriate senses.

Objectives o The learner will display how water as a liquid takes on the shapes of different containers using their five senses. The teacher will be able to assess the students mastery of the above objectives through the completion/accuracy of the investigation handout as well as the students lists of various liquids we find in our daily lives (on planet Earth). They will also be assessed on their general participation as well as motivation in group discussion. Essential Questions 1.) What shape does water have as a liquid? 2.) How is its shape different from a solids shape? 3.) Where do we find liquid water on Earth? 4.) What are some examples of different liquids besides water? Anticipatory Set **This lesson serves as the beginning of an entire unit involving properties of water (solid and liquid only). Students at this point in the process will be expected to know very little if at all about the given topic. To call the students attention to the beginning of a lesson on liquids, the teacher will ask the students to recall what they learned about solids in the previous science lesson. Think about what we learned about solids and what makes a solid unique. If you need to refresh your memory, feel free to look up on the board to see the list we created about solids during our last lesson. But just to refresh quickly, what was the most important fact we learned about a solids shape? The teacher will briefly cover that what made a solid unique was that it keeps its shape. The teacher will then instruct the students that this lesson will be structured the same way as when they learned about solids, but instead will be focused on learning about liquids. The teacher will add a new

7|Page

column titled Liquids to the list generated on the board before about solids. The teacher will ask the students, What do you know about liquids? What are some examples of liquids? What makes that example a liquid/How do you know thats a liquid? What are some liquids we see here in our classroom? etc. Input Task Analysis o The teacher will instruct the class to get into pairs with their seat partner (different from solid lesson investigation partner). The students will get into their partners- each will be given two investigation handouts (one per student) as well as a balloon filled with liquid water and a Tupperware dish. Students are to work together investigating the balloon with their five senses as they did with solids- the investigation handout again allows for students to write or draw their findings based on their preference. o Once the partnerships have finished observing the balloon itself, they will be instructed by the teacher to cut the balloon with scissors over a Tupperware dish; observing the shape the liquid water takes inside and outside of the balloon (before and after the balloon as cut open). Students will return to their investigation handout, responding to questions asking about the shape of the liquid water. o The teacher will ask the students to gather back together and participate in whole group discussion about their findings. The teacher will ask questions such as, What was inside the balloon? What shape did the water have? What about when you cut the balloon and the water went into the Tupperware dish? What shape did the water have then? What does this tell us about liquids? How is this different from solids? The teacher will guide discussion, and then ask, Is this water a liquid? What makes it a liquid? Talk to your seat partner for a moment about what you think. o Students will respond with partners than respond to the whole class. The teacher will add elements of liquids to the list on the board as students share their thoughts. The teacher will also ask the students where we find liquid water on our planet Earth and to list some examples of liquids that we find in the classroom or at home. o The students will then write one sentence, or draw a picture, about what it is that makes liquids unique--or how they differ from solids. o The teacher will collect the students investigation handouts as well as the students individual writing samples. Thinking Levels o Knowledge: Students need to be able to define what makes a liquid unique- and how a liquids shape is different from a solids shape. o Comprehension: Students need to be able to apply what they know about liquids to come up with an example of how they differ from solids. Learning Styles o Interpersonal: Students will work in pairs to complete the investigation, as well as discuss elements of a liquid in whole group discussion.
8|Page

Methods and Materials o The teacher will want to have research materials readily available in the classroom for students to use. o The teacher must have the investigation handouts as well as the balloons filled with water ready for the lesson. o Materials for activities needed include; o White board/markers o Previous class generated list of solids- to add to about liquids o Paper/Pencils- for note taking if needed and student responses of examples of liquids (one per student) o Investigation handouts (one per student) o Balloon filled with water (one per partnership) o Tupperware Dishes (one per partnership) o Student scissors Modeling o The teacher will facilitate discussion of what makes a liquid unique. o The teacher will hand out the investigation handout to pairs of students. o The teacher will hold a group discussion about students thoughts on what the material is and why/why it is not a liquid. o The teacher will write on the board as students share materials that they feel are liquids found in our daily lives. o The teacher, in all activities, will model the use of questioning through discovering the students thought processes (form of assessment). Check for Understanding o The teacher will ask the students what properties make a liquid unique, or different from a solid. o The teacher will question students on different liquids we find in the classroom as well as on Earth (besides liquid water). o Students will complete their own investigation handouts. o Once the students have finished the activity, the teacher will facilitate discussion of liquids. Guided Practice o The students will investigate the material and decide what it is as well as if it is a liquid.

9|Page

o The students will apply what they know about liquid water and its properties, to name some liquids other than water found in the classroom/on Earth. Independent Practice The students will participate in general class discussion individually, as well as complete their own investigation form (while working with a partner). They will also be writing on differences between solids and liquids to facilitate their understanding of the differences solids and liquids have. Closure The teacher will announce to the students, Youve learned about solids and liquids! When you leave school today, take a look around you and notice all the solids and liquids you see on Earth! Assessment o The learner will display how water as a liquid takes on the shapes of different containers using their five senses. o Formative assessments will serve as overall class discussion as well as general participation in their partner inquiry experiment. Summative assessments will be found through the completion of the investigation handout as well as student generated lists of liquids found on planet Earth (in classroom/at home) besides water. Objective/ Evidence The investigation handout (Summative) Students display a Students display an high level of understanding of understanding of science content with science content- what some detail but not a makes a liquid unique. great deal. Students Students display answers are content through somewhat clear, written form or involving drawings, using descriptions from descriptive words only some of the involving their five human senses. senses. 3- Very Good 2- Satisfactory 1-Needs Improvement Students display a low understanding of science content- no descriptions from the use of the five senses are present. Students answers do not connect and appear unorganized.

10 | P a g e

Reflection The teacher will reflect upon how well the students worked together and completed the assignment. If students were unable to complete the task at hand the teacher will reflect on what he/she will do differently next time and how she can re-address the content with the class to help them understand.

Lesson #3: Geeked about Gases! Standard(s) K-7 Standard P.PM: Develop an understanding that all matter has observable attributes with physical and chemical properties that are described, measured, and compared. Understand that states of matter exist as solid, liquid, or gas; and have physical and chemical properties. Understand all matter is composed of combinations of elements, which are organized by common attributes and characteristics on the Periodic Table. Understand that substances can be classified as mixtures or compounds and according to their physical and chemical properties. P.PM.E.2 States of Matter- Matter exists in several different states: solids, liquids and gases. Each state of matter has unique physical properties. Gases are easily compressed but liquids and solids do not compress easily. Solids have their own particular shapes, but liquids and gases take the shape of the container. Objectives o The learner will describe a gas; its shape as well as physical properties. o The learner will create and add to list of different states of matter (class list) as well as add to the science board. The teacher will be able to assess the students mastery of the above objectives through the completion/accuracy of activities (completion of gases page in booklet), as well as participation in class discussion and group questioning. Essential Questions 5.) What shape does a gas have? 6.) What are some examples of gases? 7.) What did you learn about gases that you didnt already know?

11 | P a g e

Anticipatory Set To call the students attention to the introduction of gases; the teacher will read aloud a poem about gases. The short rhyming verse explains to students a gas in a basic sense, but puts a fun spin on it. After the teacher reads the poem to the students, he/she will ask them what they took from it. Students will respond with their thoughts from the poem, through an entire group discussion. Input Task Analysis o The teacher will begin by reviewing liquids (and solids) that they have been learning about from previous days. The teacher will then use this as a gateway into gases, the last property of matter. o The teacher will then ask the students what gases the students know of. Since gases are the hardest of the properties of matter to visualize, the teacher may guide their thinking towards ideas such as; oxygen, helium balloons, etc. Students will respond. How do you know that (example shared) is a gas? This process will continue while students share their thoughts. o The teacher will then ask, Can you think of any other gases that you know of? How do you know that those are gases? Again, students will respond with their thoughts. o The teacher will explain that gases are the way they are due to their physical properties, the way a gas takes the shape of its container. The teacher will then hold up a paper bag(or balloon), and blow into the bag/balloon using the carbon dioxide gas our bodies give off. She will then ask, What shape does the gas have? (the shape of the bag) What about if I open/release the bag/balloon? What shape will the gas take as it escapes? (disperse into the air) How do you know? Gases change their shape based on what kind of container they are in. Thats what makes gases so special! o Then, still holding the gas in the brown bag, the teacher will push on the bag. Can I compress this gas? Or push it down to a smaller size? How do you know? Picture you holding a balloon and pushing down and around on it, are you able to push on it? A gas is the only property of matter that can be compressed! The teacher will pass out brown bags to each of the students. Blow into the bag and close it. Are you able to push on the bag, and make it a smaller size? Yes! Because gases can be compressed! The teacher will continue to facilitate discussion. o The teacher will then tell the students we are going to fill in our gases list we had been previously creating. Everyone look at our list describing States of Matter. First, lets give some examples of gasses. Next, lets write that it is easily compressed. Finally, lets write that it takes the shape of its container. You may also draw a picture of the examples underneath to help you. Thinking Levels o Knowledge: Students need to be able to define what makes a gas uniqueand the physical properties that make up a gas.

12 | P a g e

o Comprehension: Students need to be able to apply what they already know and have learned about gases to come up with three examples of them in their books.

Learning Styles o Interpersonal: Students will work collaboratively in the whole group discussion, playing off each others thoughts to create their own about gases. o Verbal-Linguistic: Students will listen to a read aloud poem about gases. Methods and Materials o Gases poem (read aloud) o Brown bags/balloons (one for each student) o Example of solid for teacher (Ziploc bag with gas) o Students previously made class lists o Pencils o White board/markers (if necessary) Modeling o The teacher will facilitate discussion on what makes a gas unique. o The teacher will hold a group discussion with students about the shape of a gas and if it can be compressed. o The teacher will model filling in the gases tab of the students booklets. o The teacher, in all activities, will model the use of questioning through discovering the students thought processes (form of assessment). Check for Understanding o The teacher will ask the students what properties make a gas unique. o The teacher will question students on different gases we find in the classroom as well as on Earth. o Students will complete class list concerning properties of matter. o The teacher will read aloud a poem on gases as another way for the students to connect with gases and what makes them unique, then requiring the students to write down three examples of different gases found in our daily lives in their booklets. Guided Practice

13 | P a g e

o The students will participate in the whole group; questioning the material and decide what makes a gas. Independent Practice The students will participate in general class discussion individually.. They will also synthesize on their own many examples of gases that the students thought of from the knowledge learned about gases from the lesson. Closure The teacher will announce to the students, You now know about every property of matter; solids, liquids, and gases! Pay attention to objects you come into contact with, and try to classify which property of matter it is! Assessment o The learner will describe a gas; its shape as well as physical properties. o The learners will create a class list and board stating what each property of matter is and how it is similar/different than the others. o Formative assessments will serve as overall class discussion as well as general participation. Summative assessment includes the completion of the classroom gases section of their booklet.
Objective/ Evidence The gases page of students booklet (Summative) Students display a high Students display an level of understanding of understanding of science content- what science content with makes a gas unique. some detail but not a Students display content great deal. Students through written form or answers are somewhat drawings, using clear, involving descriptive words descriptions from only involving their five some of the human senses. senses. 3- Very Good 2- Satisfactory

1-Needs Improvement
Students display a low understanding of science content- no descriptions from the use of the five senses are present. Students answers do not connect and appear unorganized.

14 | P a g e

Reflection The teacher will reflect upon how well the students worked together and completed the assignment. If students were unable to complete the task at hand the teacher will reflect on what he/she will do differently next time and how she can re-address the content with the class to help them understand. Lesson #4: Whats It Matter? Standards o S.RS.01.11 Demonstrate scientific concepts through various illustrations, performances,
models, exhibits, and activities.

o W.GN.01.03 write an informational piece that addresses a focus question (e.g., What is a family?) using descriptive, enumerative, or sequence patterns that may include headings, titles, labels, photographs, or illustrations to enhance the understanding of central ideas. Objectives o The learner will demonstrate knowledge about solids and liquids through various means of assessments. o The learner will create a written reflection on solids or liquids- discussing the scientific content relating to the concepts. The teacher will be able to assess student achievement based on general participation in discussions and activities as well as partner cooperation (formative). Assessments will also be formulated in the students deciphering between whether an object is a solid or liquid, their ability to give/guess at clues about an object that is a solid or liquid, as well as a written reflection addressing the question of What Is a Solid or Liquid? (summative). Anticipatory Set: The teacher will ask the students to think about what we learned about solids and liquids in previous science lessons- and what is similar/different about them in comparison to each other. The class generated list made earlier will be put away in order to fully see and understand how knowledgeable the students are about solids and liquids. The teacher will instruct the students to get into their groups of three (previously picked by the teacher) for the activity. Each group will be given a variety of pictures, word cards, or actual objects (roughly ten) that show objects of either a liquid or solid property. Each member of every group will have a chart with two columns; solids and liquids. Students are to work together to write down every object given to them in the correct column/category- deciphering if every object is either a solid or a liquid. Input Task Analysis

15 | P a g e

**This portion of the lesson may span more than one lesson allotted time. If the lesson must be cut short, the teacher may stop after or during the role playing activity- and pick back up with the students written assignment at a different time. o The students will work in groups of three and categorize all objects/pictures/word cards as being either a liquid or a solid. o When all the groups are finishing up, the teacher will ask the students to come back as a whole class and share their categorizing. The teacher will place his/her own chart on the document camera and write down the objects in the correct spaces as students share--noting whether students placed them in the correct category or not. If students are getting answers incorrect, the teacher may stop and review what makes a solid different from a liquid--and possibly choose a group that answered it correctly to explain why they did so. o Afterwards, the teacher will ask the students to get back to their desks for an individual activity. o The class will then play a guessing game, What Am I?- In which each student will be given a card with the name of an object on it (either a solid or a liquid). Students will come up to the front of the classroom one at a time, and have the whole group raise their hands to ask them yes or no questions about their objectin attempt to guess what it is. Questions asked by the group of students may include; Is it a solid or a liquid? (This should be there first question!) Do we find it at home? At school? Outside? Do we see it in summer? Winter? Does it have a round shape? Square? etc. The student holding the card will answer only yes or no- at least five questions must be asked before students begin guessing the object. The teacher may model this process to the students first in order to make sure they understand what they are trying to accomplish. **If time is limited, students may also do this in small groups. o The students will continue with this activity as time allows- giving each student the chance to come up and answer questions (giving clues) to have the class guess what their object is. **This activity may also be played in a Catch Phrase manner- where students are given a word card with an object on it, and come up and describe it for the class without saying what it is. The class may then guess based on the students descriptions. o After all the students have taken their turn giving clues about their object, students will individually work on a written reflection of solids versus liquids.

16 | P a g e

o The teacher will explain to the students that they are going to complete a writing assignment discussing solids or liquids. They will pick an object on their own (it must be a solid or a liquid) and write about it in a letter from the objects perspective; to a first grade classroom learning about the properties of matter. The writing assignment will focus on answering the questions about what is special about their object- and its qualities as either a solid or liquid. In your letter, include how it affects your five senses, where you would find it, and any other clues you think would be helpful. Dont name your object until the very end! o The teacher will then model a letter for the students. For example, if a student chooses to write a letter to the classroom from a glass of apple juice- they must include elements such as: Dear first graders, I am a liquid. I am special because I change shape depending on the container that I am put into. I feel sticky and wet. I am a yellowish color, and taste delicious! You can find me in the grocery store or at home in your refrigerator. Sincerely, Apple Juice. Once you have your letter completed, draw a picture of your object too! o Students will then be given time to work on their letter/drawing individually. o As students finish (may need extra time in the writing lesson to finish up) the teacher will allow a few to share with the class while collecting everyones writing samples. Thinking Levels o Knowledge: Students will be able to transfer the information learned from the first two lessons on solids and liquids alone to comparing the two when discussed together. o Comprehension: Students will be able to gain knowledge of solids and liquids by deciphering between the two when naming objects by their properties of matter. o Application: Students will actively create a written reflection on a solid or liquid as well as participate in the class game, What Am I? Learning Styles o Interpersonal: Students will have the opportunity to socialize and work in groups to complete the solids versus liquids chart. o Kinesthetic: Students will demonstrate their knowledge of solids and liquids by their clues given in the letter, as well as the game What Am I? with the students responses to their peers questions/guesses.

17 | P a g e

o Visual: Students will view objects of different properties and classify them into solids or liquids. Accommodations o The teacher may modify if the material is too easy to have the students describe objects that are not as common in daily life (oil, cement). If the material is too difficult, the teacher may allow the students to work in groups during What Am I? to gain confidence and peer discussion when guessing what the object on the card is. Methods and Materials o The teacher will need to organize the objects as well as the comparison chart with columns; solids and liquids. o The teacher will need to have enough word cards with object names for each student (one per student). o The teacher will need to have materials for students letters including those shown below; o Materials Needed: o Objects of solid and liquid properties (roughly 8-10 per group of three) o Comparison chart for activity (one per student) o Document Camera/pencil (for teacher) o Object word cards- What Am I? (one per student) o Student pencil/paper for letter (one per student) Modeling o The teacher will model correct questions and answers for What Am I? o The teacher will hold whole group discussions throughout the lesson. o The teacher will pose guiding research questions to the students. o The teacher will model the format of a letter from a solid or liquid to a first grade classroom. o The teacher, in all activities, will model the use of questioning in attempt to understand the students thoughts.

18 | P a g e

Check for Understanding o The teacher will guide students through all activities through use of questioning and inquiry based activities. o The teacher will allow a few students to share their written letters out loud with the class. Guided Practice o The students will match up in groups of three to complete the comparison chart distinguishing objects properties of matter. o The students will participate in asking questions about an object in What Am I? Independent Practice The students will answer questions in What Am I? individually as well as create a written letter displaying their knowledge of what a solid or liquid is and what makes it that unique property of matter. Closure The teacher will wrap up the lesson by stating, Clearly from our unit on matter, solids and liquids are EVERYWHERE! Now when you find an object, if youre unsure what it is, you can work on classifying what property of matter it is to help you learn more about it! Assessment o The learner will demonstrate knowledge about solids and liquids through various means of assessments. o Formative assessments involve general participation and cooperation in group activities, as well as students questions and responses given in What Am I? Summative assessments involve the students comparison charts from the group activity. o The learner will create a written reflection on solids or liquids- discussing the scientific content relating to the concepts. o Formative assessments involve general participation in the written assessment. The letter and drawing itself serve as summative assessmentdisplaying their knowledge on the content area.

19 | P a g e

Objective/ Evidence

3- Very Good

2- Satisfactory

1-Needs Improvement

The comparison chart Students display a Students display an Students display a high level of understanding of low understanding of (Summative) understanding of science content with science content- as science contentsome detail but not a most of the objects distinguishing great deal. Students classified are done between whether an answers are incorrectly. Less than object is a solid or somewhat clear, as 6 objects classified liquid. 8 out of the 10 there is roughly an correctly. objects are classified equal amount of correctly. correct and incorrect answers. Roughly 6-7 out of the 10 objects are classified correctly.

Written ReflectionLetter from view point of a solid or liquid (Summative)

Students display high Students display knowledge of science satisfactory content through knowledge by various examples of including some facts what makes a about solids/liquids solid/liquid unique. and where they are Students included found. Some senses where the object can are addressed in how be found, as well as they would interpret how it impacts the the object but not all. five senses. Students Students do not give do not give the object the object until the until the end of the end of the letter. letter.

Students display low levels of knowledge of science content by very little amount of facts given in the letter as to its whereabouts, impact on the five senses, and its properties of shape. The objects name is given before the conclusion of the letter.

Reflection The teacher will reflect upon how well the students worked together and completed the inquiry based activities. If students were unable to complete the tasks at hand the teacher will reflect on what he/she will do differently next time

20 | P a g e

and how she can re-address the content with the class to help them better understand. Scientific Background for Entire Unit: Solids Matter can be anything with volume- or anything that takes up space. It has three different properties; solids, liquids, and gases. Solids are a property of matter that have their own unique shape, mass, and volume. They do not change. Solids, no matter what kind of container they are put into, do not change shape, mass, or volume. All aspects of a solid are definite. Examples of solids are bricks, ice, tables, chairs, etc. Liquids Liquids are a property of matter that can be compared to, yet also are different from solids. Liquids are similar to solids in that they have a definite mass and volume. However, they differ because they do not have a definite shape. A liquids shape changes based on the container it is put into- meaning it is always changing. Examples of liquids are water, juice, oil, etc. It is beneficial for students to understand these terms and concepts as it will increase/improve their vocabulary and knowledge of the topic. If a student is able to freely and comfortable use this terminology, they are clearly understanding the material and are familiar enough with it to use the scientific terms.

Additional Review/Extension Activity Properties of Water GLCEs P.PM.E.2 States of Matter- Matter exists in several different states: solids, liquids, and gases. Each state of matter has unique physical properties. Gases are easily compressed but liquids and solids do not compress easily. Solids have their own particular shapes, but liquids and gases take the shape of the container. P.PM.01.21 Demonstrate that water as a solid keeps its own shape (ice). P.PM.01.22 Demonstrate that water as a liquid takes on the shape of various containers. M.MS.01.02 Demonstrate selected elements of mature form of locomotor skills of walk, run, leap, slide, gallop, hop, and skip in isolated settings. Objectives All students will understand the three properties of water and where they can be found throughout the Earth through participating in the activity. All students will use the knowledge of the properties of water discussed in this lesson towards the rest of the unit plan. All students will demonstrate effort in completing the locomotor movement tasks.

21 | P a g e

Materials Properties of Water Cards Pictures of Properties of Water Cards Movement Dice Masking Tape

Students in Classroom: Approximately 20 students **This lesson is an introduction into the beginning of a unit plan based on the three properties of water. The activity serves as a basis for the teacher to see what the students have learned concerning the properties of water while the students are moving and actively participating in their learning experience. Introduction Activity: To get the students excited, and ready for what they are going to be doing, as the teacher I would hold up pictures of ice, water, and water vapor. Then I would simply ask the students, What are these? Where have you seen these before? This will give me a good idea of where as a class we are starting from with their knowledge. Once the students have answered the teacher will explain the game to them. Fitness Activity: In the Properties of Water game, the students will be split into groups of two, working with their teammates to find the correct answers. Each team will come over the movement dice, on which there are six different types of locomotor movements. The team will roll the dice, and then draw a card from the stack. Some cards have words on them (frozen water, liquid water, water vapor, etc.) while other cards have pictures of the different properties of water. The team then has to take the card and find the card it goes with hanging throughout the room (or gymnasium). On the way to placing the card- the team must move in the locomotor movement that they rolled; otherwise they have to come back and draw again. For example, if a team were to roll skip, and draw a card with a pool on it; they would have to skip over to the area of the classroom with liquid water on the wall and place it in the same spot. Lesson Focus: Review Once the students have all finished and placed all the cards in selected areas of the room, the teacher will go through each of the three areas (frozen, liquid, and vapor) and note everything that has been placed in that spot. Questions will be posed such as, Which group placed this here? Why? What have you experience that made you think this belongs in this group? All these questions are relevant to pictures that have been placed correctly or incorrectly. Anticipatory Set: The students are going to be learning the three properties of water and where they can be found outside of the classroom. Discussion along with the game played with teammates involves students use of thinking while being able to ask questions at the end for any misunderstanding that they may have. All the while learning science concepts, the

22 | P a g e

students will be introduced (if they were not already) to various locomotor movements and how they are accomplished. It is important for students to learn the beginning concepts of the water properties because they set the basis for all states of matter; which leads into concepts such as density, mass, etc. Also, students need opportunities to learn up out of their desks, which this activity does. Even though the students may not even realize it, they are also learning physical education factors through the use of locomotor movements while learning science information. Assessment Assessment will consist of subjective assessment in the gymnasium during the students completion of the activity. The teacher will provide encouragement during the lesson, and feedback afterwards to discuss the correct answers and why. If the students are struggling during the activity, the teacher should provide support while posing questions such as; What do you think this picture is telling us? The students answers should then move the teacher into further questioning to get the students to come to the conclusion on their own. The teacher could also point out what the other groups are doing and ask the students why they think they put a certain picture in a certain category, etc. Overall, the assessment should be completed during the activity to ensure the students are participating while getting a feel for what they already know and whereas the teacher you need to focus.

23 | P a g e