CCSS
Creel, 2005
Title: ___Matter (1)______Subject: __Science______
Topic: ______Grade: __2nd______Designers: ___JPES______
Stage 1: Desired ResultsQCC & ELA Standard(s) (underline big ideas and key words) / GPS Standard: Students will investigate the properties of matter and changes that occur in objects.
a. identify the three common states of matter as solid, liquid, or gas.
b. investigate changes in objects by tearing,
dissolving, melting, squeezing, etc.
ELA2W1
The student demonstrates competency in the writing process.
ELA2R3
The student acquires and uses grade level words to communicate effectively.
QCC and ELA
Enduring Understandings (Teacher tool) / · The student will understand that matter has properties and that these properties can change.
· The student will understand how to apply the wiring process in all areas of the curriculum.
· The student will understand that to communicate well he must master grade appropriate terminology.
QCC and ELA
Essential questions
(2-5 questions)
(Student tool) / · How can matter change?
· Why is it important to know the states of matter?
· Why is writing a complete sentence and using correct grammar important in communicating ideas?
· Why is it important to use legible handwriting?
· How does using outside sources assist in the writing process?
· How can I write in a manner that is easy to comprehend?
· How do research tools enhance my writing?
· How can I effectively use the writing process?
· How does the proper use of words affect my ability to communicate?
· How does reading help me learn new vocabulary?
· Where can I learn new words to help me in everyday life?
· How do I find the meaning of unknown words?
Elements / Utilize the standard elements to
identify knowledge and skills
QCC and ELA
Knowledge & Skills
(Comes from the elements) / Knowledge (noun)
· solid
· liquid
· gas
· states of matter
· changes
· Legible handwriting
· Organized text
· Complete sentences
· Resources
· Correct grammar
· Rubrics
· Spelling
· Editing
· Punctuation
· Sentence structure
· Prewriting
· Commas
· Transition words
· 2nd grade text
· Variety of text
· Oral and written language
· Multiple meanings
· Similarities and differences in words
· New words
Context clues / Skills (verbs)
· identify
· describe
· investigate
· Writes sentences
· Communicates ideas
· Shares work
· Generates ideas/planning
· Recognizes and uses grammar tools
· Explores a variety of resources
· Edits and corrects work
· Creates graphs, tables, charts
· Effectively implements the writing process
· Reads a variety of texts
· Applies new words to oral and written language
· Recognizes words with multiple meanings
· Applies appropriate word meanings
· Uses homophones, homographs, synonyms, and antonyms
· Determines meanings of unknown words
· Uses context clues
WHERETO:
Stage 2 - Assessment Evidence: What evidence will show that students met the learning goal?
Traditional Assessment
· County Benchmark Test on Matter
· teacher created multiple choice test / Portfolio Assessment
· journal of experiments – results, questions, etc. / Authentic Assessment
· sort pictures into the correct state of matter, defend your answers (orally or written) grade with rubric /
Self-assessment
· self-assess authentic assessment using rubricStage 3 – Designing an Instructional Plan
Hook and Hold interest: pointing toward Big Ideas, Essential Questions, and Performance Tasks
Have students follow directions for making a fan. They will be able to feel the air (gas).
Anchor Activities:
Explore the Big Ideas, Essential Questions, and Equip for final performance
Direct Instruction / Experiential Learning / Independent Learning / Indirect Instruction / Interactive Instruction
· compare and contrast
· explicit teaching
· Guess the Covered Word on nonfiction text / · conducting experiments
· observations / · learning centers
· reports
· internet research / · cloze paragraphs
· reciprocal / · cooperative learning
· brainstorming
Rethink, Revise, Refine, Reflect, Resubmit
Have a peer review of their project. Students will be able to revise their project based on the peer review.
Encourage ongoing evaluation and student self-evaluation
At the end of unit, students will be able to review all journal entries and evaluate their journal of experiments.
Tailoring the Design for Diverse Learners
Differentiated
Activities
Students will re-evaluate their project. They will discuss how change occurs. They can decide how they will present the material (powerpoint, report, webpage, KidPix, poster, oral presentation, video) / Suggested Accommodations
· Work with a partner.
· Type instead of write / Suggested Extensions
explore other states of matter other than solid, liquid, and gas
Organizing the Learning
Day 1: Introduce Vocabulary - In groups of two, the students will have two minutes to find one type of matter within the classroom. They should then write as many words as they can think of on their transparency that describes their object, being sure not to include the name of their object. Each group should then take turns sharing their transparency with the class.
Ask the following questions: “Can you guess which matter is described on the overhead?” “Can anyone think of any other ways to describe this object?”
Day 2: Discuss Classifying – Begin a web on matter. Write word “classify” on the board and have students look up definition in the dictionary. Teach students how to classify using transparency E1-1. Read p. E5-E7 in science text. Have students fill in chapter concepts graphic organizer for lesson 1.
Return to web to review and to also add any newly learned material.
Day 3: K-W-L on solids. Investigate solids using a balance scale and 4 objects from around the room. Put objects in order from the one with the least mass to the one with the most mass. Read p. E9-E13. Have students fill in chapter concepts graphic organizer for lesson 2. Complete K-W-L chart on solids.
Day 4: Comparison Chart on solids and liquids. Investigate liquids “What can we find out about liquids?” (p. E14) The teacher should demonstrate activity for the class. Complete Liquids graphic organizer together. Read p. E15-E19. Have students fill in chapter concepts graphic organizer for lesson 3. Complete a Venn diagram with newly learned material.
Day 5: What can we find out about gases?” p. E20. The teacher should demonstrate this activity to the class. Read p. E21-E25. Have students fill in chapter concepts graphic organizer for lesson 4. Turn to your partner and tell them one thing that is made up of a gas or has a gas in it.
· Use a cork and upside down cup
· Do Sorda Pop activity to show the gas forming in the balloon. (vinegar glass bottle, baking soda in balloon)
Day 6: Buoyancy (QCC ONLY) - The student should predict whether an object will sink or float. Use prediction graphic organizer to record predictions. Teacher places objects in water to show buoyancy. The teacher will also write the definition of buoyancy on the board. (able to keep afloat) Have students complete prediction graphic organizer with the results of the demonstration. Tell your partner one other object that would sink and one other object that would float. The teacher could then call on partners to share their objects with the class.
Day 7: Reversible and Irreversible Changes Picture walk of chapter. Have students look for details and make inferences. Preview new vocabulary (reversible, irreversible) pointing out that irreversible contains reversible. Read p. E30-E31. Ask comprehension questions throughout lesson. In Learning Logs write 1 question you may have about changes in matter.
Day 8: Mixture “Mix It Up” game. Invite students to guess what they would get if they mixed the different things you name. Example: 1. lettuce, tomatoes, carrots, and other vegetables—salad
2. grapes, peaches, kiwi, pineapple and other fruits—fruit salad. Read Lesson 1 p.E33-E37 together. Complete Chapter 2 Concepts graphic organizer for lesson 1. Demonstrate “Mixing Matter” investigation. With partners, students will measure ingredients of mixture into Ziploc bags using measuring cups. Tell your partner what you observed after mixing different ingredients together.
Day 9: Reversible - “Give One Get One.” Have students list as many things they can think of about water. Think about how water can change. Read Lesson 2 p. E39-E43. Complete chapter concepts graphic organizer for lesson 2. The teacher will demonstrate the “One way that water changes” investigation. (p. E38) Turn to your partner and tell them the 3 states of matter that water can take on.
Day 10: Reversible Use picture cards of common foods such as pizza, soup, and salads. Invite students to identify the ingredients and also how they changed. Read Lesson 3 p. E45-E49. Use the lesson to complete the Reversible/Irreversible graphic organizer. Also, complete the chapter concepts graphic organizer. The teacher will demonstrate “A Mixture” investigation on page E44 Turn to your partner and predict what will happen to the salt water mixture.
Day 11: The students will write a letter to their parents describing the major concepts of matter. They will be scored by a rubric. / Students will research other states of matter
Students will conduct experiments