Matter UnitThird GradeJeannie BaierJean Turney

Fauquier County Public Schools

Solid

Liquid

Gas

Lesson StudyThis year I taught the MSI Lesson in March. I

taught three of the four lessons including the pre and post test. The MSI lesson kept me focused on integrating math into my science lessons. I taught measurement during the first quarter to prepare them for using measurement tools as I planned for them to use balances, gram stackers, centimeter and inch rulers, and beakers throughout many science lessons. I consciously included measurement and graphing in most of my science lessons. I also incorporated journals and exit ticket responses.

MSI Lesson on MatterEngage – Fill a JarExplore – Classifying Activity, Measuring

Mass of Solid, Liquid and Gas, Graphing Results

Explain – Students Engage in Group Discussion and Wrote in Science Journals

Extend – Show Fractional Parts Relating to the Classifying Activity

Evaluate – Journal Entries, Student Data Sheets, Performance Assessments

My ClassThe students in this case study were from Fauquier County,

Virginia elementary schools: Greenville and H.M. Pearson Elementary.

42 third grade students participated in the full lesson 8 Gifted/Talented students 4 ESL students 2 special education students 26 regular education students

71 fifth grade students participated in the classification lesson 7 Gifted/Talented students 3 ESL students 10 special education students 51 regular education students

Math and Science SOLsMath Science

3.9 a,c Use customary and

metric unit to measure length and mass in grams

3.17 a,b,c Organize data and

construct graphs

3.1 a,b,c,e,h Scientific Investigation:

observations are made, predictions are made, objects are classified and length and mass are measured; data are gathered and organized

3.3 a, b, cObjects are made of one or

more materials; physical properties remain the same as objects change in visible size; visible physical changes are identified

Test ScoresPre -Test

12-90% 6-80%

20-70%2 – 50%2 – 30%

Post Test20 – 100%12 – 90%8 – 80%2- 70%

below 50

60

70

80

90

100

0 4 8 12 16 20

Matter Test Scores

Post TestPreTest

Number of Students

Gra

de i

n P

erc

en

t

Integration and Blooms ScaleIntegration

This was a Process Integration with 50% math and 50% science.

Blooms TaxonomyComprehension – 2

Explain, Graph, Interpret, Recording

Application – 3Apply, Solve

Analysis – 4Compare, Classify, Infer

ExploreSort matter by physical properties: color, size, shape, texture and mass.

Task: Students were given 14 objects to classify by their physical properties. Then students observed other groups’ sorts and decided how each group sorted their items.

Integrate math through measurement, collecting data, and graphing.Task: Students used pictures of actual objects to create a paper representative of their sort.

Successes: Students chose various physical properties to use for sorting and were able to figure out what other students used to sort their objects.

Modifications: Teacher would direct students to use measurement tools to measure for length and mass before sorting and eliminate paper sort activity.

Challenges: Students did not chose to use the measurement tools provided and the paper sort was time consuming and did not contribute to student understanding.

ExploreSolid, liquid, and gas are the three states of

matter.Which state of matter has the most mass?Task: Fill two balloons with equal amounts of water, freeze one balloon until the water becomes a solid. Then measure the mass of each balloon, then breathe air into same size balloon to measure its mass. Record your data.

Successes: Students showed competence using the balance scales and gram stackers.

Modifications: Teacher would give students an ice cube in a zip lock baggie and have them measure it first. Then allow the ice cube to melt and then measure the water.

Challenges: The frozen water balloon was too heavy to measure the mass. Also, teacher was uncomfortable giving third graders filled water balloons.

ExplainWas your prediction correct? Can you explain the results?

Successes: Students were able to explain why the liquid weighed more than the solid. Students shared observations and held good conversation.

Modifications: Teacher would give students an ice cube in a zip lock baggie and have them measure it first. Then allow the ice cube to melt and then measure the water.

Challenges: The water balloon weighed too much for the scale and made it difficult to graph. Its measurement threw off the scale of the graph. Also, unable to determine the amount of gas collected.

ReflectionThis lesson had value as an integrated

math/science lesson because the students had several opportunities to use math to interpret, evaluate and communicate scientific ideas. Using the modifications recommended this lesson would be more effective.