DALILA ORTIZ, GISELLA MCCOOL, ELISA FRANCANI, DAWN TOTH, LORRAINE VAZQUEZ Properties of Matter.

Dalila Ortiz, Gisella McCool, Elisa Francani,

Dawn Toth, Lorraine Vazquez

Properties of Matter

Table of ContentsTitle Slide

Overview of the unit ……………………………………………………………………………...……………………..3

NYC Scope & Sequence, Common Core, & NYS Learning Standard for ELA ……………….4

Graphic Organizer …………………………………………………………………………………………………5

Lesson 1: What is Matter?.......................................................................................................7-8

Lesson 2: What Properties describe a Liquid?

…………………………………………………………………………………….8-10

Lesson 3: What Properties describe a Solid?

………………………………………………………………………………………11-12

Lesson 4: What is Gas? ……………………….………………………………………………………...………..13-14

Lesson 5: Let’s Sort Matter…(How are solids, liquids and gas different?) ………………………15-17

Lesson 6: Culminating Field trip……………………………………………………………………………….18-19

Filamentality Page………………………………………………………………………………………………………20

Overview of the unit

The Properties of Matter unit provides experiences that heighten primary students’ awareness, curiosity, and understanding of the physical world and provides opportunities for young students to engage in scientific and engineering practices. Matter with which we interact exists in three fundamental states: solid, liquid, and gas. In this module, students will

Investigate and sort objects based on their properties Observe, describe, and compare the properties and behaviors of

solids and liquids and record observations. Observe and describe changes when solids and liquids are heated

and cooled. Observe, describe, and record how we know a solid, liquid, or gas

based on its properties. Relating science concepts to student life in the real world. Acquire the vocabulary associated with the properties of solids

and liquids. Use written and oral language to describe observations.

NYS Science Scope and Sequence ; Common Core; Optional NYS Learning

Standards.

NYS Science Scope and Sequence Inquiry Skills:Communicating – giving oral and written explanations or graphic representations of observationsComparing and contrasting – identifying similarities and differences between or among objects, events, data, systems, etc.Creating models – displaying information, using multisensory representationsGathering and organizing data – collecting information about objects and events, which illustrate a specific situationGeneralizing- drawing general conclusion for particularsInterpreting data – analyzing data that have been obtained and organized by determining apparent patterns or relationships in the dataProcess Skills:Observe, collect, and organize, then accurately interpret results.

Common Core Standards:CCSS.ELA-Literacy.RI.1.1 Ask and answer questions about key details in a text.CCSS.ELA-Literacy.RI.1.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text. Optional NYS Learning Standard for ELA:NYS ELA Standard 1: Students will read, write, listen, and speak for information and understanding.Benchmark: As listeners and readers, students will collect data, facts, and ideas, discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language to acquire, interpret, apply, and transmit information.NYS ELA Standard 2: Students will read, write, listen, and speak for critical analysis and evaluation.Benchmark: As listeners and readers, students will analyze experiences, ideas, information, and issues presented by others using a variety of established criteria. As speakers and writers, they will present, in oral and written language and from a variety of perspectives, their opinions and judgments on experiences, ideas, information and issues.

Matter: Graphic Organizer

Theorists & LiteratureTheorists & Literature Behavior Objectives & Motivation Behavior Objectives & Motivation

Bloom’s Taxonomy: Synthesis, Comprehension, Evaluation and Application

Gardner’s Multiple Intelligence(s): Spatial, Logical, Linguistic, and Naturalistic.

Children’s Literature: What is matter? By Don L. Curry

SWBAT identify matter around them.

SWBAT classify items as matter or non-matter.

Motivation: Teacher will ask students to name some things that are around them. Teacher list the students ideas on the board.

Lesson 1 –What is Matter?

AdditivesAdditives AssessmentAssessment

Smart boardDoc. camRadio/iPodMatter tourBookworksheet

Quantifiable rubric on a 1-3 scale

Lesson 1 –What is Matter?

Lesson 1: What is Matter?

Sample Work:

Theorists & OverviewTheorists & Overview Behavior Objectives & MotivationBehavior Objectives & Motivation

Blooms Taxonomy: Comprehension, Analysis, Application, and Evaluation.

Gardner’s Multiple Intelligence(s): Linguistic, logical-mathematical, spatial, and naturalistic.

It provides the students an opportunity to explore the properties of a liquid with the teacher. Then the students explore with their science group members in generating a list of properties on their own, relating their findings to their own life, and engaging in conversations to articulate concepts with one another.

SWBAT observe and classify liquids and its properties to better describe that liquid.

SWBAT identify the similarities and differences between solids and liquids based on their properties.

SWBAT carefully draw and label a “relevant liquid,” including a list of three properties, and two complete sentences on its function, exhibiting established science concepts.

Motivation: Teacher invites the students to the science lab center, together they explore and gather information on the properties of maple syrup contained in a gradulated cylinder. The class creates a list of properties on a

chart, enlightening their brilliant brains on how to describe liquids using properties.

Science Safety will be revisited.

Lesson 2: What Properties Describe a Liquid?

AdditivesAdditives Assessment Assessment

Chart (maple syrup properties)

Maple syrup in gradulated cylinder

Liquid Packet (Science Exploration) Images of fabric softener, detergent,

colored water, cooking oil, hand soap, plain water, and corn syrup.

Chart Graphic Organizer (classifying its properties).

Venn diagram on solids and liquids. Relevant liquid worksheet.

Smart board displaying lyrics to the “Liquid Song.”


Sample WorkSample Work Liquid SongLiquid Song


Theorists and OverviewTheorists and Overview Objectives and MotivationObjectives and Motivation

Blooms Taxonomy: Comprehension, Analysis, Application, and Evaluation.


This lesson is constructed for a grade one, general education class in mind. This lesson aligns with both New York City Science Performance Standards as well as New York State ELA Common Core Standards.

SWBAT carefully observe a “classroom solid” and generate observations and properties of that solid.

SWBAT explore a solid experiment and generate observations and properties of that solid.

SWBAT identify, draw and label a solid based on its properties.

SWBAT carefully write and articulate their findings with classmates, exhibiting established science concepts through descriptive sentences on its properties and a distinct function.

Teacher invites the students over to the meeting area and together they describe the rock’s properties and then the teacher shares the “secret solid” for the students to guess what it is and how they know (using properties) that it is a sea shell.

Lesson 3: What Properties Describe a Solid?

AdditivesAdditivesAssessmentAssessment

Chart (Rock Properties) Sea shell (Secret Solid) Solid Packet 4 Rulers 4 Magnifying Glasses Crayons Each table receives one

zip-lock bag containing either a: feather, penny, plastic apple slice, or a flower.



Sample Work

Theorist and Literature Theorist and Literature Behavior Objectives & Motivation Behavior Objectives & Motivation

Bloom’s Taxonomy: Comprehension, Application, Analysis, Synthesis and Evaluation.


Children’s Literature: Gases (States of Matter) by Jim Mezzanotte

SWBAT identify 3 properties of gas. SWBAT identify the difference

between liquid, solid and gas.

Motivation: Teacher will blow up a balloon in front of the class. She will ask the students what they think is in the balloon that is keeping it inflated. The likely answer will be air. Teacher will explain to students there is actually carbon dioxide in the balloon which is a gas. She will then let the air out of the balloon and ask the students what happened to the gas. Possibly answers would be, it’s gone and it vanished. Teacher will then tell the students we will read the book Gases (States of Matter) by Jim Mezzanotte to find out where the gases have gone.

Lesson 4 - What is a Gas?

AdditivesAdditives AssessmentAssessment

Smart boardYouTube.comBalloonsBaking Soda &

Vinegar Soda Bottle BookWorksheets

Quantifiable rubric on a 1-3 scale

Lesson 4 –What is a Gas?

Level

Behavioral Objective 1

Identify 3 properties of

gases.

Behavioral Objective 2

Explain how properties of gas

differ from properties of

liquids and solids

1 Unsatisfacto

ry

Could not identify any of the

properties of gases.

Could not identify any difference

between gases or liquids and solids

2Satisfactor

y

Could only identify 2 properties of

gases.

Could explain one difference

between gases or solids and liquids.

3Target

Could identify all 3 properties of

gases.

Could explain more than one

difference between gases or solids and liquids.

Lesson 4: What is Gas?

Sample Work

Theorist and Literature Theorist and Literature Behavior Objectives & Motivation Behavior Objectives & Motivation

Bloom’s Taxonomy: Analysis, Comprehension, Application and Evaluation.

Gardner’s Multiple Intelligence(s): Visual, Linguistic and Interpersonal.

Children’s Literature: “What’s Matter?” by Don L. Curry

SWBAT classify all different types of matter according to its state of liquid, solid and gas.

SWBAT identify the difference between liquid, solid and gas.

SWBAT collect data and construct a tally chart.

Motivation: the class will begin by having a short video titled “States of Matter Rap”; the video will review the states of matter and its properties. (http://www.youtube.com/watch?v=cBBmdqti_Kg)

Lesson# 5 “Let’s Sort Matter?”(How are solids, liquids and gas different?)

Additives Additives Assessment Assessment

Book Worksheet Picture cards Smart board Internet Bar Graph and Line

Graph

Quantifiable rubric on a 1-3 scale.

Exit ticket


Behavioral Objective #1-to classify all different types of matter according to its state of liquid, solid and gas.

Target “3” Satisfactory “2” Unsatisfactory “1” Student Rating Correctly classifies all the different items according to its state of matter of liquid, solid or gas.

Correctly classifies the different items according to its state of matter of liquid, solid or gas with one error.

Does not accurately classify the different items according to its states of matter of liquid, solid or gas.

Behavioral Objective #2-To identify the difference between liquid, solid and gas.

Target “3” Satisfactory “2” Unsatisfactory “1” Student Rating Identifies correctly all the differences between liquid, solid and gas, on its exit ticket with 100% accuracy.

Identifies correctly some the differences between liquid, solid and gas, on its exit ticket with 80% accuracy.

Does not identify correctly the differences between liquid, solid and gas, on its exit ticket with less than 50% accuracy.

Behavioral Objective #3-to collect and construct a tally chart.

Target “3” Satisfactory “2” Unsatisfactory “1” Student Rating Data is collected and tallied correctly with 100% accuracy on their exit ticket.

Data is collected and tallied with one or two errors with 80% accuracy on their exit ticket.

Data not collected or plotted correctly with three or more errors, with less that 50% accuracy on their exit ticket.

Student Sample Work Student Sample Work Exit Ticket Exit Ticket


Name:________Abigail F.________

Date:______April 5, 2014___________

Exit ticket for: What’s the Matter?

Directions: Please use the chart you created with your team to create a tally chart on the amount of objects for each of the property of matter.

Liquid

Solid

Gas

Total:___5__________ Total:____6_________ Total:_______4______

Please answer the following questions.

1. Which state of matter has the most amounts of objects?

The one with the most is solid.

2. Which state of matter has the least amount of objects?

The one with the least is gas.

3. Do any of the states of matter have an equal amount of objects?

None of the three are equal.

Name :_______Abigail F._____________________________

Date:_____________April 5, 2014_________________________

What’s the Matter?

Directions: Cut out the pictures. Sort them and glue them into their correct property of matter.

Liquid

Solid

Gas

Bar GraphBar Graph Line GraphLine Graph

Lesson 5 Continued Sample Work

Behavior Objectives & Motivation Behavior Objectives & Motivation

Bloom’s Taxonomy: Knowledge, Comprehension, Analysis, Application, and Synthesis.

Gardner’s Multiple Intelligence(s): Linguistic, logical-mathematical, visual- spatial, bodily- kinesthetic and intrapersonal.

SWBAT recall detailed information from presentation on matter while using prior knowledge on subject.

SWBAT identify at least one exhibition on matter and write about it, with labeled illustrations.

SWBAT write a journal entry based on their trip.

Motivation: Prior to trip students and teacher will go over

key vocabulary words we have been learning throughout this unit. (Ex: solid, liquid, gas)

Also go over some terms from the museum such as: museum, exhibition, artifact, gallery, workshop

Go over rules for our field trip They will get to see the entire museum and will

also get a chance to see a 15-20 minute presentation on matter.

Lesson# 6- Field trip to NY Hall of Science Museum

Theorist and Literature Theorist and Literature

Additives Additives AssessmentAssessment

IPadSmartBoardScience NotebooksScavenger Hunt

Quantifiable rubric (1 being the lowest – 3 being the highest)

Lesson# 6- Field trip to NY Hall of Science Museum

Unsatisfactory “1”

Satisfactory “2”

Target“3”

Presentation

Able to recall one detail from presentation

Able to recall at least 2 details from presentation

Able to recall most of the presentation with detailed observations

Exhibition

Was able to describe an exhibition but not related to properties of matter, no illustration.

Was able to recall some information on an exhibition based on properties of matter, illustration not labeled.

Was able to give detailed information on an exhibition based on properties of matter and labeled illustration.

Lesson 6: Field Trip to NY Hall of Science Museum

Sample Work

Filamentality Webpage

In addition to using books to learn about Matter. Student will be able to use the web as well. The link below will assists students in enhancing their knowledge of matter.

http://www.kn.att.com/wired/fil/pages/listproperticb.html

DALILA ORTIZ, GISELLA MCCOOL, ELISA FRANCANI, DAWN TOTH, LORRAINE VAZQUEZ Properties of Matter.

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