Merlina Cisneros & Haley Felker Lesson Cycle Lesson Title/Topic: What’s The Matter, 2nd Grade? Target Concept: Physical Science (Properties of Gas) Standards/Rationale: Science 5-A . Classify matter by physical properties, including shape, relative mass, relative temperature, flexibility, and whether material is a solid or a liquid. Lesson Objectives: Given a graphic organizer worksheet, TSW correctly distinguish 13 characteristics of each solid, liquid, and gas with 85% accuracy. Assessment: Complete graphic organizer Materials: Pop Rocks, Diet Coke, Water, Coke, Fanta, Sprite, balloons, objects representing solids, liquids, and bubbles. Lesson Cycle: (Direct instruction) The teacher will: The student will: Focus/Mental Set: (More detailed dialogue on separate page) ● Liquids with Pop Rock filled balloons attached will be set up and placed on tables before the students come into the classroom (The Pop Rocks which will be inside the balloons will be hanging off to the ● Lift the balloon so the Pop Rocks will fall into the bottle. ● Discuss amongst their table about what
Transcript
Merlina Cisneros & Haley Felker
Lesson Cycle
Lesson Title/Topic: What’s The Matter, 2nd Grade? Target Concept: Physical Science (Properties of Gas) Standards/Rationale: Science 5-A. Classify matter by physical properties, including shape, relative mass, relative temperature, flexibility, and whether material is a solid or a liquid.
Lesson Objectives: Given a graphic organizer worksheet, TSW correctly distinguish 13 characteristics of each solid, liquid, and gas with 85% accuracy.
Assessment: Complete graphic organizer
Materials: Pop Rocks, Diet Coke, Water, Coke, Fanta, Sprite, balloons, objects representing solids, liquids, and bubbles.
Lesson Cycle: (Direct instruction)
The teacher will: The student will:Focus/Mental Set:
(More detailed dialogue on separate page)
● Liquids with Pop Rock filled balloons attached will be set up and placed on tables before the students come into the classroom (The Pop Rocks which will be inside the balloons will be hanging off to the side).
● Briefly explains how this ties into lesson plan: Use graphic below to show how in a gas the molecules are different than in the other two states of matter. You must use energy to create a gas. We just used kinetic energy in order to create this
● Lift the balloon so the Pop Rocks will fall into the bottle.
● Discuss amongst their table about what happened when the Pop Rocks fell into the bottle
Merlina Cisneros & Haley Felker
gas.
Teacher Input:
● Have students gather around tables to observe reactions from other liquids
● Have students think back to the two previous days and recall the two states of matter they have learned about and call on two students to explain what they were.
● Explain that gas is the third matter. Ask students if anyone can give an example of a gas to see what previous knowledge they have on the subject.
● Play matter video (1:20-2:10) https://www.youtube.com/watch?v=C33WdI64FiY
● Stop the video asking to think of anymore examples of gas
● Explain that by the end of this lesson TSW be able to correctly identify the third type of matter, gas.
● Give the definition of gas: gases are everywhere. You may have heard about the atmosphere. The atmosphere is an envelope of gases that surrounds the Earth. In solids, atoms and molecules are compact and close together. Liquids have atoms that are spread out a little more. The molecules in gases are really spread out, full of energy, and constantly moving around in random ways. What is another physical characteristic of gases? Gases can fill a container of any
● Observe using their 5 senses
● Solids and liquids. Solids can be anything that holds its shape and do not flow like liquid.
● A liquid fills the shape of any container they are in
● Depending on prior knowledge the student will give a correct example. An explanation will also be okay here.
● Now have knowledge of gas and should be able to list at least water vapor and air.
● List some characteristics of gas.- they occupy space- they expand- can be easily compressed
Merlina Cisneros & Haley Felker
size or shape. It doesn't matter how big the container is. The molecules spread out to fill the whole space equally.
● Display an example of a gas found around the room and then explain why it is a gas.
● Have 1 student find an example of gas around the room if not in the room then found in their house; explain why they chose that example, and what makes it a gas.
● Demonstrate an example of gas by shaking a coke bottle and opening.
● Ask the students if the air coming out of the coke bottle is a gas.
● Then explain that it is indeed a gas and that the air in the coke bottle takes up space and when it is released it lets out a noise.
● the students answer depends on the classroom. There may not be any gases in the room except air.
● Propane, natural gas, etc. Propane and natural gas may power home appliances. Any 3 characteristics listed above are acceptable.
● All together answer YES!
Guided Practice:
● Say the word “solid,” TSW raise/hold up their object representing a solid (e.g., a block of wood)
● Say the word “liquid.” TSW raise/hold up their object representing a liquid (e.g., a bottle of water)
● Say the word “gas,” TSW blow
● Each be given objects to represent a solid and a liquid and bubbles to represent gas
● Be randomly selected to read sections of the poem aloud and the students not reading will hold up and raise either block of wood (solid), bottle of water (liquid), and the bubbles (gas) correspondingly when the state of matter that item represents is stated in the poem.
● Holds up block of wood
● Holds us bottle of water
Merlina Cisneros & Haley Felker
bubbles ● Blows bubbles
Independent Practice:● Have worksheet with 3 columns
labeled solids, liquids, and gases● Split students into 4 groups of 3● Have students work together to cut
and paste pictures and characteristics on the correct column.
● Walk around to ensure students are all working together
● Move into groups● cut and paste/discuss as to why that
picture/characteristic is being put into a certain column.
Closure: wrap up by asking students questions; If you could be a matter, what would you be and why? Have students turn to your partner and list the three states of matter.
● Student turns to partner and answers which state of matter they would be and discuss why.
● Students lists out three states of matter to their partner.
