Stetson University Department of Education Daily Lesson Plan

Name: Sydney Matthews Date: Wednesday, 10/30/2019 Time: 45 minutes

Lesson # 1

Big Idea/Topic: Motivation Activity About Matter / Physical Grade/ Subject: 5th / Science – Math Integration
Properties of Matter
CPALMS/ Resource link: https://www.cpalms.org/Public/PreviewStandard/Preview/1726
Lesson Structure: Whole Group and Group Work
Standards: (CCSS/NGSSS/NGSS)
SC.5.P.8.1
Compare and contrast the basic properties of solids, liquids, and gases, such as mass, volume, color, texture, and temperature.
MAFS.5.MD.3.3
Recognize volume as an attribute of solid figures and understand concepts of volume measurement.

Instructional outcomes/objectives(s): (Clear objectives written in the form of student learning)

TSW be able to define water displacement and why it happens.
TSW be able to explain what the two physical properties of matter are – observable and measurable – and be able to tell the
difference between them.
TSW be able to demonstrate their knowledge of observable and measurable properties through their own findings.

Language Objective(s): (Must include language skill/domain and function, may contain grammar, where appropriate)

Key Vocabulary (academic/content-defined in kid friendly terms) Instructional

Materials/Resources/Technology
 Water displacement: finding the volume of an object by using the (include hyperlinks to videos & websites)
change of water levels when an object is submerged
 Mass: the amount of matter an object has  Bag of pennies
 Matter: anything that has weight and takes up space  2 Irregular objects (toy car and
 Volume: how much space an item takes up scissors)
 Density: measurement that compares the amount of matter (mass)  Cookie sheet – to catch water
an object has to its volume. Formula – mass ÷ volume=density  2 Clear containers – 1 small beaker
 Milliliter (mL): one-thousandth of a liter, unit of measurement. (pennies) and 1 larger beaker (for
This is equal to cm 3 (cubic centimeter – 1 cm X 1 cm X 1 cm) irregular object)
 Surface tension: tendency of fluid surfaces to shrink into the  Liter of Water
minimum surface area possible
 5 silver balls
 Solid: matter that has its own shape; particles are packed tightly  5 rocks
together so they don't move much  5 seashells
 Liquid: matter that takes the shape of its container and has no  5 beakers
shape of its own; the particles are more loosely packed than in a  5 magnets
solid and are able to flow around each other, giving the liquid an  5 scales
indefinite shape
 Gas: matter that cannot be seen easily and has no shape of its own;
the particles have a great deal of space between them and have high
kinetic energy. A gas has no definite shape or volume. If
unconfined, the particles of a gas will spread out indefinitely; if
confined, the gas will expand to fill its container

 Observable properties: Properties in which you use your five

senses to get information about an object.
 Measurable Properties: Properties that must be measured with a
tool (ruler, beaker, graduated cylinder, scale, etc.)

H.O.T.S. Graphic Organizer/Thinking Map:

Bloom’s Taxonomy http://www.enchantedlearning.com/graphicorga
http://www.edpsycinteractive.org/topics/cognition/bloom.html nizers/
Knowledge
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Stetson University Department of Education Daily Lesson Plan

The students will recall key vocabulary throughout lesson.

Venn Diagram
Analysis
The students will compare and contrast observable and measurable physical
properties of matter as a class.
The students will analyze 4 different objects and write down the observable
and measurable properties of each

Synthesize
While demonstrating water displacement with the pennies, students will
hypothesize what will happen to the water when it reaches the rim of the
container.
Lesson Portions: Pacing ESOL Support
 How will you introduce the lesson, assess or activate For each level EL at each instructional step.
prior knowledge, motivate students to learn? (Add additional rows with Tab)
 How will the lesson develop or proceed? What steps will
you follow? What are the students expected to do?
 Highlight differentiated strategies.
 Underline higher order/high quality questions in lesson.
Introduction/Building Background: (Link to Prior Knowledge)

Motivational Activity: B: n/a

Show Start water displacement activity. Have cookie sheet placed I: n/a
up front, with the 2 empty, clear containers on top of it. Have A: n/a
water in hand and fill up the first container about ¾ full.
5 min.
Ask:
 What do you think will happen to the water level when I
start adding pennies? (water levels will rise)
 When adding pennies to the water, how does it affect the
water? (by causing water displacement)
Show Continue adding pennies and explain that by adding pennies
to the water, the water displacement will help me find the volume.

Ask:
 Can someone remind me again what volume is? (how
much space an item takes up)

Show Right before getting to the rim of the container, ask the class
to hypothesize what they think will happen as the water starts to
take up too much room in the container (it will go over).

Show Continue adding pennies one by one. When the water starts
to go over the edges, point out to the class how the water starts to
form a dome around the edges. Explain that this happens because
of surface tension (tendency of fluid surfaces to shrink into the
minimum surface area possible).
5 min.
nd
Show Start to fill 2 container with water, a measuring cup with
mL on the side. Fill it to halfway, lining up with a mL line.

Tell them what mL line it’s at. Take an irregular object (toy car)
and hold it up to the class.
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Stetson University Department of Education Daily Lesson Plan

Ask: Why would you want to use water displacement to find the
volume of this irregular object? (because the sides are not easily
measured to see length, width, and height).

Drop the object into the water. Have a volunteer come up and read
what mL line it went to.

Ask:
 How much did the object change the water levels for the
displacement?
 If the water rose to ____mL, and we started at ____mL,
then how much did the water change. (___mL)

Drop another irregular object (scissors) into the water.

Have another volunteer come up and read what water level it is at.
 If the water rose to ____mL, and we started at ____mL,
then how much did the water change? (___mL)

Explain that the change is how much volume the object has.

Instructional Steps:

Review solids, liquids, and gases. Use examples. Have students do 5 min. B: use visuals and hand movements
motions with fists. I: use visuals and hand movements
 Solid: matter that has its own shape; particles are packed A: n/a
tightly together so they don't move much (stone, water
bottle, desk)  fists together, not moving
 Liquid: matter that takes the shape of its container and
has no shape of its own; the particles are more loosely
packed than in a solid and are able to flow around each
other, giving the liquid an indefinite shape (water, oil,
soup)  fists apart, slowly moving,
 Gas: matter that cannot be seen easily and has no shape
of its own; the particles have a great deal of space
between them and have high kinetic energy. A gas has no
definite shape or volume. If unconfined, the particles of a
gas will spread out indefinitely; if confined, the gas will
expand to fill its container (air, water vapor, helium) 
Fists apart, moving rapidly, crazily

Differentiated instruction: Kinesthetic learners can remember the

different states of matter and how they act through hand motions. 15 B: use graphic organizer, pre-written out with
min. blanks to fill in
Write on Anchor Chart paper, Venn-diagram. Students fill out I: use graphic organizer, word bank on side of
their own diagram key words
Label Observable properties and Measurable properties. These are A: n/a
physical properties of matter

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Stetson University Department of Education Daily Lesson Plan

Write and explain:

Observable properties are properties in which you use your five
senses to get information about an object.
 Color
 Odor/smell
 Texture
 Shape
 Taste
 Hardness
 State of matter
Measurable properties: Properties that must be
measured with a tool (ruler, beaker, graduated
cylinder, scale, etc.)
 Mass – use scale
 Length – use ruler
 Volume – use graduated cylinder
 Temperature (this is also one, but we will talk more about
this on Friday)

Ask What do they have in common?

 Both properties of matter 3 min.
 Describe solid, liquid, and gases

Explain At your table I’m going to place items and I don’t want
you to touch them until I say so. Can I have the classroom
assistants help?

(Place a silver balls, rocks, and seashells at each table. Place a B: group work
graduated cylinder filled half-way, beaker filled half-way, magnet, 13 I: group work
and scale at each table. Hand out Venn-diagram sheet) min. A: group work

Explain At your tables, we have placed different objects and tools

to measure measurable properties. As a table, I want you to use
your level 1 voices to talk to each other and make a list on the
back of your Venn-diagram that describes the observable and
measurable properties of each object.
Make a subheading for each object and label what is observable
and what is measurable. For measurable properties, I want you to
use math to find the mass, volume, and also tell me if it’s magnetic
or not. We will be spending the next 10 minutes writing down our
observations and I will be walking around to help you. Does
anyone have any questions?

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Stetson University Department of Education Daily Lesson Plan

Closures Pacing ESOL Support

Content:
Talk with the students about how each object had observable and 3 min. B: hold up objects when talking about them
measurable properties. Ask students to share examples of different I: hold up objects when talking about them
properties. A: n/a

Procedural:
Explain Please put your Venn-diagram into your science folder.
I’ll be coming around to collect your tools and objects. Please get
ready for math.
ESE Modifications CPLAMS Access Points ESE Accommodations
http://www.cpalms.org/Standards/AccesspointSearch.aspx (content, product, process, environment)
(identify access point, if needed)
Students will be given the option to answer
Independent: SC.5.P.8.In.1 orally about their observations if they are not
Identify basic properties of solids, liquids, and gases, such as color, texture, able to keep up with writing.
and temperature.

Supported: SC.5.P.8.Su.1
Identify the basic properties of solids and liquids, such as color, texture, and
temperature.
Number: SC.5.P.8.Su.1Category: Supported

Participatory: SC.5.P.8.Pa.1
Distinguish between water as a solid or liquid.
Assessment of Student Learning: (congruent with instructional objectives)

Objective 1: Venn-diagram used to explain observable and measurable

properties of physical matter

Objective 2: Informal list of observable and measurable physical properties

of matter that they found using the objects provided

Post Lesson Analysis

Lesson Adjustment: (How are you re-teaching objectives for mastery based on formative assessment? Include evidence.)
Based on the assessments they created, I would reteach observable properties of physical matter. The students were still
confused about what they were trying to write. I had some answers that were not describing what the five senses can
experience, which is what observable properties are.

Reflection on Teaching: (Analyze and evaluate your lesson and class management.)
When introducing the lesson, I wanted to show the students how adding objects to water (pennies) would cause water
displacement and create a dome of water demonstrating surface tension. Unfortunately, I did not think the container through.
When I found a small beaker, I thought it would work perfectly since it was small. I forgot that the beaker had a spout for
pouring, and because of this the water tension could not form. It just spilled over the side. I had to verbally explain what I
wanted to happen. When I went to preform the next introduction activity to show displacement and volume, my objects
wouldn’t sink to show the displacement. I tried a couple other objects, but none of them sank until I used a glue stick. I should
have tested my objects before-hand.
The students loved doing the hand motions to show the states of matter. That was a good idea. They were all able to remember
after that when I asked them through the rest of the day.
What I need to work on is preparation of the lab. I did not have everything set up to hand out right away. Even using the
teacher assistant’s help, it took longer to hand things out than expected. I decided to fill all of the graduated cylinders and
beakers as I was handing it out and it proved difficult. I was trying to fill each one to the same level, but I either under or over
filled the containers.
When students went to find the volume of the objects I’d given them, I realized that I never explained to them how to find the

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Stetson University Department of Education Daily Lesson Plan

volume of the object by using water displacement. I had to tell one student multiple times because it was confusing her. The
students seemed to pick it up fine after that. I remembered after the lesson that I had never explained density to them either.
Since there is no sink in the room, it proved difficult to get the seashells and rocks out of the water, and the kids had to become
skilled at pouring water from one container to the next when trying to remove the objects. I needed to think that through.
Maybe providing a separate container to pour water into and back out would have helped.
Class management was good. Students were all engaged and participating with raised hands, answers that they were trying to
give even if they were wrong, and hushed voiced, which is unusual in the class. When speaking started I used a signal to get
their attention or reminded them I wasn’t going to tolerate talking when I’m teaching; both models worked to reign them in.

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