Properties of Matter

Grade/Level Grade 4 Subject(s) Science Date to be Taught 4/3/13 SECTION ONE: Identifying all objectives 1. WHAT THE STUDENTS WILL KNOW Students will know the three states of matter (solid, liquid, gas) and what properties define matter as one of these three categories. They will know the arrangement of the particles for each state. 2. PERFORMANCE TASK Students will sort through a combination of solids, liquids, and gases I place on each group of tables. Students will walk around the room in Objectives the pattern that particles move in each state of matter. Ex. If I tell them to move like a gas, they will walk slowly around the room and make sure they are spread out from their classmates. 3. BIG IDEA Students will demonstrate and understanding of the three states of matter: solids, liquids, and gases. They will show that they know what characteristics define matter as a specific state as well as how their particles move. SECTION TWO: Identifying method(s) of assessment and point of use throughout lesson I will have the students separate a collection of items into groups of solids, liquids, and gases. I will have a chart on the board and we will Pre-Assessment fill it in as a class, after separating the objects, with information they think characterizes each state of matter. I will circulate around the room as the students are separating the items into groups to gather an idea of their thinking and any misunderstandings they have. Formative I will be discussing and writing their thoughts on the board about the Assessment states of matter. I will monitor the room and participate in the particle movement activity with the students. Summative The students will fill out the final chart we create on the board on their Assessment worksheet as a reference for the future lessons on matter. SECTION THREE: Identifying the learning activities/instructional strategies and details as to how the lesson will be carried out I will ask the students to look around and name a few things they see Introduction around the classroom. I will then explain that all of these items, and (Hook) themselves, and even things we cannot see like air are all examples of matter. Matter is all around us. Sequence of 1. I will give the definition of matter. I will say that matter can by Instruction (Step categorized into three states. "Does anyone know what these are?" I 1, Step 2) will wait for responses and if the do not know them, tell them matter

can be either a solid, gas, or a liquid. 2. I will have the students work in their groups to sort the bag full of different forms of matter into these three categories. I will be walking around the room as they work to hear their discussions. 3. After they are finished, we will come back together as a class. I will have the students look at the pile of items they think are solids and ask for ways to describe all solids. I will fill in their responses on a chart I made on the board. We will repeat this process for liquids and gases. 4. We will then look in their books for the actual definition of a solid, liquid, and gas and compare these definitions to the descriptions we came up with on the board. We will make any changes necessary to our descriptions and I will ask them to make any changes to the piles they made. 5. We will then make a list of all the objects that should be under each category on the chart to make sure the students have the right objects in the right pile. 6. I will restate what we just learned by saying that we now know matter is grouped by its shape. It gets this shape because of the particles that make it up. Particles move differently for each type of matter. I will ask the students if they have any ideas about how particles would move for a solid? A liquid? A gas? I will ask leading questions such as "Do you think they would be far apart or close together for a solid?" 7. Once we have established how the particles move for each state, I will have the students stand up and tell them to pretend they are particles and the classroom walls are the boundaries of a container. I will ask them to move around like the particles of a solid, like a gas, and then like a liquid. I will remind them that matter is everything around them that has Closure/Wrap up mass and takes up space. They come into contact with the three states of matter every day; they just might not have realized it before. Worksheet with states of matter chart Materials (Teacher and 5 separate bags each full of a cotton ball, syrup, flour, napkin, Student) paperclip, plastic bottle full of air, water, ketchup packets, bubbles