Christine Hazday & Varty Bedhoian Anticipated lesson date: Tuesday, November 20, 2012 Core Decisions of Lesson

Design NOTE: It is important to note that the experiment of the lesson was entirely changed to make it more challenging for the students. Thus a lot of the procedural instructions were revised and modified to fit the experiment as well as the guided practice. These changes are reflected in the revised lesson plan. The comments in purple show my own thinking as I reviewed the feedback. What The concept of matter is a cornerstone for scientific understanding. Matter gives form to our world. I have found my students explore objects of different states of matter all the time. For instance, many students in my class enjoy playing with blocks or water. Students will activate their understanding of matter from using objects in different states on a daily basis. The lesson is designed to provide students with understanding of the three states of matter. I have provided a variety of activities to keep the students engaged and foster their understanding of matter. For instance, students will first be provided the opportunity to interact with objects of different states of matter. They will be asked to record observations, just as many scientists do when observing natural phenomenon. We will then have a group discussion, where students will be encouraged to share what they observed with their classmates. Afterwards, the instructor will read What is the World Made Of by Kathleen Zoefeld. These activities were chosen to provide students with a deep understanding of matter and will assist their understanding of more complex concepts. Why For my second grade class, we have prepared a lesson that will help students distinguish between the three macroscopic states of matter solid, liquid, and gas. These are the most observable properties of matter. My envisioned lesson steers away from a rote understanding of matter. When talking to colleagues, I discovered many of us had a common experience in learning about matter. For instance, we learned that anything that has mass is made up of matter. Matter, we learned, means whether something is solid, liquid, or gas. While this is true, matter is much more complex than what it tends to be reduced to in typical science curriculum. In a higher-grade level science class, students might learn that states of matter are composed of microscopic particles. While I want students to have a strong understanding of the three states of matter, my goal for them is to see the real-life application of matter as something that exists in all states and forms the world around us. How The lesson will activate this prior knowledge and help the studentsm understand the scientific reasoning behind different states. To do this, I will provide three sealed Ziploc bags to my

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Comment [NRB1]: When do you see this? Comment [K2]: I see this happening all the time during math and art classes. They often play with geo-blocks and experiment with paint and water in art class. However, they havent had any experimentation with gases.

Comment [NRB3]: Have you checked with Michele Gilbert or talked to any of the kids to see if this will be new? I am worried that the kids already have this, and that therefore the lesson will not be meaningful or engaging. Comment [K4]: Yes, they have had a lesson on matter in the beginning of first grade. Some kids have expressed to me their knowledge about the three states whereas others are still a bit unsure. I think this lesson will be a great way reinforce some of their prior knowledge and clarify any existing confusions or misconceptions. Comment [NRB5]: Are you adding complexity? Comment [K6]: I believe the complexity lies in the tasks that the lesson calls on students to do during independent practice. Another complexity lies during guided practice, as the students are introduced to the three states using seltzer water.

students (two groups of three). One bag will be inflated, one will contain dyed water, and one will contain a pencil. The instructor will ask them to think about the forms the objects take. The students will be asked to try to manipulate the objects, to test whether they will change shape. In addition to thinking about shape, the activity also encourages students to consider what type of container is necessary to hold the object. A worksheet will be provided so that they can record their observations. While they continue to think about the objects, I will discuss the reasoning behind how these objects form, introducing the basic concepts of matter. To conclude, a read aloud story entitled What is the World Made of by Kathleen Zoefield will be read.

Comment [NRB7]: These are not the materials I see below. Comment [K8]: These materials were changed altogether because I decided to change the balloon activity they were going to work on in groups to make the task a bit more challenging. The revised lesson reflects these changes. Comment [NRB9]: This is part of the definition. Comment [K10]: Yes this is part of the definition of matter, and with this initial lesson plan it was intended for students to understand that part. However, revised lesson plan focuses more on exploring the three states based on the sense of touch based on the task that was designed for them to do. The independent portion of the revised plan will reflect those changes.

Lesson: Whats the Matter?

Second Grade 35-40 minutes Goals/Objectives Students will identify the three states of matter and make observations about the properties for each state. Standards The following lesson relates to the The Framework for K-12 Science Education. Dimension 3: Disciplinary Core Idea - Physical Sciences Core Idea PS1: Matter and Its Interactions PS1.A: Structure and Properties of Matter Based on the Science a Process Approach, students will practice the following: making observations; classifying objects; making predictions and inferences; communication skills. Materials 1 whiteboard easel and a few markers 3 gallon size sealable plastic bags colored water 1 pencil 1 transparent cup student data sheet Picturebook: What Is the World Made Of? by Kathleen Zoehfeld. Group 1 Materials (3 students) pattern blocks plastic bottles - one each with water and milk stuffed animals clay inflated balloon

Comment [NRB11]: Please add the other two dimensions, practices (which is parallel to SAPA processes below) and Crosscutting Concepts. Comment [K12]: It is so important to think all the three dimension when planning a lesson, and I need to practice doing it. Crosscutting Concepts: Energy and matter (flows, cycles, and conservation) Comment [K13]: Scientific Practices: Asking questions, analyzing and interpreting data, constructing explanations, engaging in argument from evidence, and obtaining, evaluating, and communicating information. Comment [K14]: The materials were changed in the revised plan. I wanted students to make inferences based on how something hidden inside a balloon felt. I thought of using salt, rice, and coins for solids, orange juice for liquid, and air (blown up balloon for gas). These were all things that the students were familiar with. The revised plan has all the details. Comment [NRB15]: Check with teachers about latex allergies. Comment [K16]: Done! No reported allergies. I need to be more careful with the types of materials that I use to make sure they are safe for the students.

Group 2 Materials (3 students) unifix cubes plastic bottles - one each with juice and liquid soap cotton balls play dough inflated balloon Classroom Arrangement and Management Issues 1 The lesson will take place in a small pod area outside of the classroom which will provide the teacher with a more quiet and private space to conduct the lesson. The six students intended for this lesson will be removed from the classroom, so they are not distracted by their classroom teachers instruction and the remaining students. Throughout the lesson, students will sit on tables (3 students per table), so they have enough space to work with their materials. Prior to starting the lesson, the teacher will set up the small whiteboard easel across from where the students will sit. 2 Students will be asked to take one pencil and eraser with them before going outside to the pod area for their lesson. The materials will be handed to the each group of students before the start of the activity. 3 Some management concerns might arise while students are working in groups. Conversations about subjects other than science might start to emerge as the teacher attends to others. The teacher might consider giving students extra work if they finish early and time the activity, so they are aware of the time constraint and stay focused on the task. Plan The Hook (5 mins) Teacher will start by setting the purpose of the lesson and engaging the students by connecting to their prior knowledge about matter. Today we are going to learn about how different objects that we see, feel, taste, or even smell exist in different forms and are all made of matter. We are going to practice being good scientists by listening, observing, and being respectful to our classmates. I expect you all to do your absolute best and participate, raise your hand if you have a question or comment, and practice being good listeners. She will begin by asking the following question: Can anyone identify one object that you see around us? After students have shared, she will invite further participation by asking How can you describe that object? What is it made of? What are some of its characteristics? Does anyone have anything to add to that? The teacher will then thank everyone for sharing their observations. The Body (30 mins) Direct Instruction (5 mins) Teacher will then ask if anyone knows what the word matter means (Who can explain to us what the word matter means?). Based on the responses that students give, this would be a good time to make sure that students understand the two literal meanings of the word. After sharing, the teacher will ask the students if anyone knows another meaning for the word matter, and explain that in this lesson matter refers to something that occupies a given space. She may provide two different examples of sentences that use the word in different contexts to further deepen their understanding. For example she might pose the following two questions: Whats the matter

Comment [NRB17]: Telling you will send them back if they dont stay on task might be more effective. Comment [K18]: I will take this into consideration and act on it if need be. Comment [NRB19]: I really think you should tap into prior knowledge about solids and liquids, if not gases here. Comment [K20]: Absolutely. The revised lesson will reflect those changes. Since I know my students already know about solids and liquids, it would be good idea to connect to that knowledge at the beginning of the lesson. Comment [NRB21]: This question is too vague to be useful. Comment [K22]: I agree. Asking if they recognize any solids around them might be better. However, this part was removed altogether from the revised lesson plan to focus more on the seltzer water demonstration. See guided practice in the revised lesson. Comment [NRB23]: I think you should simply provide an object (preferably something really interesting) for them to describe. Comment [K24]: I would have done this had I not changed my plan entirely. This might be a good idea for future lessons. Comment [NRB25]: This is a very formal definition and I am not sure it is fully accurate. I think it would be OK to say that matter is what scientists call stuff. If you want to use a more formal definition as well, OK. The problem with your definition here is that gases occupy all space available, liquids fill from the lowest available space but keep essentially the same volume they have had, but solids maintain both volume and shape unless acted upon. Comment [K26]: I see how the formal definition might not resonate with some students. Stuff is a word that they are familiar with.

Tom? and What matter do you think this object is made of? and discuss how they both mean different things.

Comment [NRB27]: I like this! Comment [K28]: I will keep this part in my revised lesson plan because I think it is important to make that distinction. Whats the matter is a question they often hear in the classroom from their teacher, so I know they would relate to it. Comment [K29]: The guided practice will change to students making observations of seltzer water to help them identify the three states. Comment [NRB30]: I do not think you need to pass it around kids know what pencils are like. Comment [K31]: This is such a good point. They use pencils everyday! Comment [NRB32]: This is good Comment [NRB33]: OK all of this should be your hook. But I would definitely start by asking them about solids and or liquids. Comment [K34]: This change will be made in the revised plan. Comment [K35]: Just like the guided practice portion, this section will also change. I think it will be a good idea to have students infer about what type of matter (solid, liquid,or gas) is hidden inside a knotted balloon. I find this more engaging and interesting for the students to do. Details are in the revised lesson plan. Comment [NRB36]: Arent they this way already 3 at each of two tables? Comment [K37]: Yes they are. This was a careless error on my part. Comment [NRB38]: Yes I recommend handing out the worksheet first, and going over directions. Then the materials. Comment [K39]: Yes, I absolutely agree with this! Second graders can get quite fidgety when they are told to pass around papers or handle materials especially balloons! Comment [NRB40]: I also think that you should write this all out in numbered steps, like a recipe, so that you can see where you ... Comment [K41]: Good idea. I will keep it in mind during my lesson. Comment [NRB42]: I am not seeing the data sheet, so it is hard to interpret what you mean here. Does it, for example, ask ... Comment [K43]: The data sheet will be changed to reflect what they are doing during independent practice. It will ask ...

Guided Practice (10 mins) The teacher will introduce on the desk in front of her three sealed plastic bags on the desk in front of her to the students, one containing a pencil, one filled with water (sealed), and one filled with air that puffs out. She will show the students the first bag with the pencil and ask what state of matter they think it represents. She will then remove the pencil from the bag and will pass it around by asking Does the pencil keep its shape if we do nothing to it? Does it take up space? She will repeat the same process for the plastic bag filled with water that represents a liquid. She may also manipulate the bag so the water changes shape as the bag changes form. She will take the water out of the bag and pour it in a transparent cup to help students see that the liquid will take the shape of the container. Teacher will draw students attention to this by asking What shape is the water in when it is in the bag? What shape does the water fill when it is in the cup? Can you explain a little bit more. Finally, the teacher will repeat the same process with the third puffed up bag and ask students what they think is in the bag. If students say there is nothing in the bag, the teacher may open the bag and flatten it out to invite further curiosity. This will help the students make a connection between air and gas. Throughout the guided practice, the teacher will use the whiteboard to write down the three states of matter as they go through them one by one. Independent Practice (15 mins) After having reviewed the terms solid, liquid, and gas with the students during guided practice, the teacher will break them into two groups of six students, provide each with a set of different materials along with the data worksheet. They will be asked to identify each object and determine if it represents a solid, liquid, or gas. Now you are going to work in a small group with two other classmates. I will pass out a set of materials for each group and your task is to try to identify each object and use your data sheet to record your observations. The teacher will then model and explain how the data sheet is to be used, so the students know what is expected of them (it would be best if the teacher gives these instructions before passing out the materials to keep students engaged as they listen to the directions; giving out the materials first might distract them). As the students work on the activity, the teacher will circulate from group to group to monitor their responses and listen in on conversations. She may want to encourage and remind students to not only consider the actual object but also what may be inside the container (mainly for the liquids and gases). The teacher should also occasionally remind students of how much time they have left to work on the activity. The students will then come together for a brief discussion about their classifications of the different objects. Each group will be given the chance to share an object or two that they found the most interesting or surprising. Students will be asked to comment or ask questions about the presenting groups observations. Teacher will guide the discussion by asking questions such as What state was that matter in? What helped you make that prediction? Can you name another object that would fit into that category? Do the rest of you agree with this groups predictions? At the end of the activity, the teacher will collect all their materials/worksheets to get them ready for a read aloud. The teacher will conclude the lesson by reading the book selection out loud (see materials) to further reinforce the concept of matter and

help them see that everything around them in the world is made of matter in different states; she will make sure to stop and allow them a few moments to answer the questions posed in the book.

Closure (2 mins) Teacher will close the lesson by restating the objective of the day and what they have learned. Today we looked at matter in all three states: solid, liquid, and gas. We made some observations and predictions about the characteristics of materials in each of those three categories. I want to thank everyone for being good listeners and observers. You all did a wonderful job, and I am so proud of everyone for participating. The teacher will then instruct the students to take their pencils with them and quietly return back to their classrooms. Assessment At the end of this lesson, it is important to know whether students have understood the three different states of matter and the properties that define them. The conversations that students have with their partners, their verbal and written responses, and the teachers observations during the lesson will all serve as evidence to assess students understanding. These different forms of evidence will be gathered primarily through active listening and making observations. The teacher will walk around as the students work in their groups to listen in on their conversations by paying close attention to how they describe the different objects and the kinds of predictions they make about the three different states. The evidence of student learning gathered during the lesson will help the teacher determine how well the students are progressing towards the goal for the lesson. Have they gained a basic understanding of the three states of matter? When asked to name other objects that fit into one of the three categories, does their definition work? Is it consistent with what was discussed during the lesson? How well can they apply their thinking to their classmates explanations during the discussion? During the read aloud, the teacher will gauge their understanding of the three different states of matter by their responses to the questions in the book. Anticipating students responses and your possible responses 1 A potential issue that may arise during the activity is the students reliance on their group members to guess the answer and simply copy one anothers responses. If this seems to be happening, the teacher may ask students to take turns guessing, so everyone gets a chance to contribute. 2 Below you will find some possible teacher responses to some anticipated student responses that might come up during the lesson: a. Anticipated response 1: Its solid because its hard. Possible teacher response 1: Can you show me an example of a solid object that is not hard? How do you think thats different from the hard object? Can you explain a little bit more? b. Anticipated student response 2: Theres nothing in it because its empty. Possible teacher response 2: Well, what if I decide to open the bag and flatten it out, what do you think is in the bag now? Accommodations

Comment [NRB44]: I do not see predictions here. Do you mean that they are inferring states of matter? Comment [K45]: Yes I actually mean inferences here. I have to make sure I dont confuse my students because both are so different and important for them to know.

Comment [NRB46]: Balloon? Comment [K47]: This is actually referring to the seal plastic bag I mention in the guided practice portion of the lesson.

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Accommodations for students who may find the work challenging can be considered by making sure they are grouped with students who can help/guide them through the task. Questions such as How would you describe the three states of matter that you have identified? Can you write down some of their characteristics? What are some things that you notice about them? How do they feel/look? Do all the solids look the same? can be posed to students who finish early to help extend their understanding.

Comment [NRB48]: I am really more concerned that this is too easy. Comment [K49]: I agree. The task will change in my revised plan to make it more engaging and challenging for the students.