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Grade Level: 3rd |
Unit: States of Matter |
Lesson: Mixing the states of matter! |
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Date: 11/10/11 |
Time: 1:00pm |
Prior Knowledge: the students can define matter, name solid, liquid, and gas, and describe their molecules. They can describe characteristics of and how temperature affect solids and liquids and name specific examples. |
Objective: SWBAT understand and demonstrate that 2 or more states of matter can be put together to make something new by making play-doh!
(Monitoring/Assessment:)(Time)
Set: “Individual White-Boards”
(5 min)
Review with individual white boards. I ask a question about solids, liquids, or molecules and the students can write or draw their answer on their boards and hold them up.
(whole group, I will monitor and make note of who has mostly write answers on their white boards, etc)
(5 min)
Class discussion about mixing solids, liquids, and gases. Can we come up with any examples of when this happens?
(whole group)
(20 min)
Introduce play-doh making. Split students into pre-determined groups of 4 and give them their roles (each step in the process is numbered 1-3 and listed on a chart on the board for them to see what their role is). Go over the expectations and the order in which things should be done. Note: although there are small groups we will be doing each step together at the same time, making our play-doh.
After all the doh is ready, each group takes their doh over to the hot-plate and watch as it is heated and stirred together to make plah-doh.
(management: noise-o-meter on a 3, inside voice, we will not move on to the next step until all groups are ready to move on and being respectful)
(10-15 min)
While the students have an opportunity to play with their play-doh, volunteers raise their hand to discuss how mixing the solids and liquids made something new. Is play-doh a solid, liquid, or gas? What other examples of mixing states to make something new can we think of?
(whole group, students can choose to contribute by raising their hand, voices off unless offering feedback with hand raised. Last few minutes students are given to play with their play-doh and talk with their neighbors at a study-buddy voice. )
Closure:
Journal Reflecting – talk about play-doh, what did we do?
2 stars and a wish – what did you learn about mixing the states of matter?
(Daily formative assessment)
Materials:
*journals
*flour, water, heat plate, wax paper
*2 stars, 1 wish booklets
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Self-assessment/How do I know if they met: The students were able to come up with original examples of mixing solids and liquids to make something new, such as cookies, cake, and mostly baking. They worked well in their groups and were excited to make and play with the play-doh. Their reflections were a little general, most stating that “they made play-doh” instead of talking about mixing the states, but overall, they understood how the play-doh consisted of mixing more than one state of matter. Next steps: The students have a 5 day break before the next science lesson because of inservice, weekend, and other afternoon requirements. We will be doing a review next time to ensure they remember this information and then will begin diving deeper into specifics of gas. |
Did I meet my objective? Yes or No |
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What worked? The groups were all very engaged during this activity and enjoyed making and playing with the play-doh. They were able to grasp the concept of mixing states of matter by actually doing it themselves and seeing the result. Doing this in smaller groups allowed all students to be involved.
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What would I change? The activity did get a little hectic during the middle of it. For the most part, the class was able to stay together, but when it came time to heat the play-doh, some kids were unattended. I needed to have some sort of activity for groups to do while they were waiting for the adult and hot-plate to be ready. Toward the end it worked fine because the students who were done with the hot plate were entertained by their play-doh, but at the beginning it would have been helpful. |
Adaptations/Modifications
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ESOL Specific written out directions, and pictures of activity. |
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TAG I purposely structured the groups with at least 1 student who was exceeding and 1 student who was either struggling, less motivated, or often pulled-out to balance out the groups and allow for peer teaching. |
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Special Needs N/A – The 3 low students are in the LRC during my lesson each day. |
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Literacy Journal reflecting |
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Other
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