Beruflich Dokumente
Kultur Dokumente
By the end of this lesson you will be able to change the state of matter by heating or
cooling, knowing the difference between solid, liquid and gas.
This information is important because states of matter affect your daily lives; temperature
affects how you cook, what you can eat and the weather outside.
Differentiation strategies to meet diverse learner needs (special needs):
ADHD
Students with ADHD will be given the role of recorder during group to engage
student and encourage focus.
During individual activity, they will be allowed to use notes and visual aides to
help aid in their success.
ENGAGE
Introduce the topic of changing states of matter using heating and cooling
o Good afternoon! Today we will be changing the state of matter, which is
solid, liquid and gas when using heating and cooling! Before we begin, lets
review our science CHAMPS so we are set up for success!
o Solid, liquid and gases occur within different materials when heat is added or
taken away. Lets learn more about the different states of matter by listening to
this song! Listen carefully the first time, because the second time I play it, we
can sing and dance along.
http://www.teachertube.com/video/states-of-matter-rap-296559
o Awesome, what a creative song that really taught me about the different
states of matter! By the end of this lesson, you will be able to identify the
qualities of solid, liquid and gas and explain how the material has changed
after heating/cooling.
o The students should be asking themselves how many states of matter they see
in a day, and if they have every seen all three states at once. Students should
be thinking of ways to change the state of matter by using heat/cool.
o After asking the students, What materials will change their state of matter
when heated or cooled? (Create interest) give them directions to gather 5
materials from the science cart.
Raise Questions:
1. How can you turn a powder into a liquid into a solid? (Jello)
2. What materials will change their state of matter when heated or cooled?
3. What states of matter do we see in a root beer float?
4. Why do you find your car all foggy in the morning, after a cold night?
Teacher Scaffolding for Immersion:
As the teacher walks around the classroom, she will stop at groups to hear their
conversation. She will redirect as necessary, but most importantly will probe
students with deeper level thinking to really explain why they are getting their
results. She will encourage all students to write down everything they experience
in their science journals. She will praise students on unique observations and hard
work. When one group struggles with something, stop the whole class to review a
key term or ask questions that will encourage critical thinking to find the answer.
EXPLORE
Introduce students to the different materials on science cart. After splitting class
into groups of two, explain how they will be using the materials and different
Problem/Hypothesis:
1. Does heating a material affect it more than cooling?
2. Why doesnt this material change at all when affected by heat or cooling?
Investigation Plan:
Question: Does heating a material affect it more than cooling?
Prediction: If we heat up jello, it will turn into a liquid, but if we cool it, it will
remain a solid.
Experimental Plan: Put some jello in the microwave and some in the freezer and
record which type of temperature has a faster response for the jello.
Question: Why doesnt this material change at all when affected by heat or
cooling?
Prediction: Alcohols state of matter does not change when heat or cooling is
added.
Experimental Plan: Boil alcohol and place alcohol in freezer for same amount of
time and make observations on results.
Supervising Groups:
The teacher will walk around groups and ask questions regarding their lab. Ask
questions that inquire about their materials and why they choose them. Ask
students how they are recording their results and how they can present it to the
class.
EXPLAIN
Review states of matter and the affects of heating and cooling.
Review exactly how they can occur and what happens before the change of
matter.
Discuss how the class will create their own materials, procedures, data collection,
results and conclusions about the investigation. All students will add their
simplified results to the class PowerPoint, which will be presented the next
day after completing lab.
As a class, review solid (hold up examples and pass around), review liquid (hold
up examples and pass around), review gas (hold up examples and pass around).
Ask students several different questions to prompt further discussion and deeper
level thinking.
EVALUATE
Review new terms and definitions with students.
Students submit science notebook with recorded data and observations for
assessment.
Consequential task: Students will make root beer floats and photograph the
different states of matter. They will create a poster board that explains the steps of
the change of matter and why it occurred.
Assessment Rubric:
Root beer Float Experiment
Clear pictures of drawing of stats of matter (25
points)
sink of float when discussing states of matter. They would be able to include mass and volume in their
data collection and make hypothesis with this new information.
5) Matter and energy. The student knows that matter has measurable physical properties and those properties
determine how matter is classified, changed, and used. The student is expected to:
(A) Measure, compare, and contrast physical properties of matter, including size, mass, volume, states
(solid, liquid, gas), temperature, magnetism, and the ability to sink or float;
Vertical Alignment within the Grade Chosen for the 5E lesson
Prior Grade
What other TEKS can be aligned to this lesson (what will this lesson build upon and build for)?
How would you integrate this foundational knowledge for developed 5E lesson?
Another TEKS from a previous grade that aligns with this lesson is, 3.5.B, for several different
reasons. This background knowledge allows students to be aware of states of matter. They will already
know how to classify the states and demonstrate the differences. The students would be able to come
into this lab with the knowledge of solids, liquids and gases and successfully know what makes each
material in this lab different.
(5) Matter and energy. The student knows that matter has measurable physical properties and those properties
determine how matter is classified, changed, and used. The student is expected to:
(B) Describe and classify samples of matter as solids, liquids, and gases and demonstrate that solids
have a definite shape and that liquids and gases take the shape of their container;
Next Grade
What other TEKS can be aligned to this lesson (what will this lesson build upon and build for)?
How would this aid their knowledge in future grades?
Another TEKs from the next grade, 5.4.A will benefit students in several different ways. This TEKS
expands on knowledge that they have learned in fourth grade. The students will have some background
knowledge on physical states of matter, and this will aid them in the classroom. By having background
knowledge on states of matter, they will be able to start learning about solubility and magnetism in
regards to the states of matter. These TEKS expands on how states of matter affects energy.
(4) In Grade 5, investigations are used to learn about the natural world. Students should understand that certain
types of questions can be answered by investigations and that methods, models, and conclusions built from
these investigations change as new observations are made. Models of objects and events are tools for
understanding the natural world and can show how systems work. They have limitations and based on new
discoveries are constantly being modified to more closely reflect the natural world.
(A) Within the physical environment, students learn about the physical properties of matter, including
magnetism, physical states of matter, relative density, solubility in water, and the ability to conduct or
insulate electrical and heat energy. Students explore the uses of light, thermal, electrical, and sound
energies.