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Jessica Crotty
STRUCTURED DISCOVERY LESSON PLAN FORMAT The 5 Es Science Lesson Grade Level/Subject: 3rd/Science Big Idea(s): Matter Rationale: It is important for students to learn this because they need to know that mass means that the object takes up a certain amount of space. Common Core/Essential Standards Reference: 3.P.2.3 Summarize changes that occur to the observable properties of materials when different degrees of heat are applied to them, such as melting ice or ice cream, boiling water or an egg, or freezing water. Next Gen Standards: 2-PS1-1 Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. Behavioral Objective: Students will create a poster to represent the states of matter (what solids liquids and gases are) and how the particles in the states of matter move. Prerequisite Knowledge/Skills: Students Must be able to safely move around the room without causing injury to others Have a general knowledge of matter: matter makes up everything matter can change states. Teacher What is matter? What are the different forms of matter? How does matter change from one form to another? How do the particles in matter move? Materials/Resources: Computer to play brain pop video Poster paper to make posters Art materials to use for making posters Content and Strategies Engage: What is matter? Can matter change? How does it change? ANTICIPATED ANSWERS: Matter is what things are made up of. Matter can change. Matter changes by getting hot or cold. Explore: Watch the brain pop video about the changing states of matter http://www.brainpopjr.com/science/matter/changingstatesofmatter/ Explain: Allow students to share observations that they learned from the video. ANTICIPATED ANSWERS: Matter changes with temperature; matter is made up of particles; the particles move differently in each phase; (may also describe video examples changes). Teacher will continue by explaining: As we observed from the video the particles that make up solids,
Jessica Crotty
liquids, and gases look differently. In a solid the particles are close together. Since they are close together the particles dont mover much. The particles in liquids are more spread out but they move slowly. Particles in a gas are very spread out and they move quickly. Elaborate: [If possible this activity can be taken outside] Play Particle Dance Party (how particles move in a solid, liquid and gas) Have the whole class model the particles that make up solids, liquids, and gases. To model solids, have students stand side by side in small groups forming a sphere. They can dance in place but keep very close together (barely moving). To model liquids, students stand elbows length apart and walk slowly around the room. They can dance and observe that they have more space to move. To model gases, have students dance about the room more quickly, arms length apart, without touching each other. They should observe that they have much more room than before and are able to spread out freely. Other Basic Rules for the Game: - Listen to (teacher) for which phase of matter you are supposed to be - Hands off the people that are around you - When you are a gas you can move quickly but NO RUNNING Go through each phase, and then mix it up, call out the phases in random order to see if the students are able to change states just like matter does (i.e. some matter goes straight from liquid to gas etc.) Review their observations. ANTICIPATED ANSWERS: When we were solids we were close together, there was not much room to move. When we were liquids we were more spread out, there was more room to move around. When we were gases we could move around a lot there we had a lot of room. Evaluate: Give student poster paper. Have them divide the poster paper into three different parts. Have students to label each section of the poster with a different state of matter (should be labeled: solids, liquids, gases). Ask students to draw a picture(s) to represent each state. Then have them write/draw what the particle in each state of matter would look like. Rubric Section 1 (Solids): should have a picture of something that is a solid and also should say in a solid particles are close together Section 2 (Liquids): should have a picture of something that is a liquid and should say particles in a liquid are spread out and move a little Section 3 (Gases): should have a picture of something that is a gases or represents a gas and should say particles in a gas are spread out and move a lot Plans for Individual Differences: Provide extra review by playing Brain Pop sequence game to review states of matter http://www.brainpopjr.com/science/matter/changingstatesofmatter/sequenceorder/ Lesson Adapted from: Brain Pop Jr. http://www.brainpop.com/educators/community/lessonplan/changing-states-of-matter-activities-for-kids/?bp-jr-topic=changing-states-of-matter
