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Grade Level: 3rd |
Unit: States of Matter |
Lesson: Properties of Liquids and temperature changes! |
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Date: 11/09/11 |
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 name specific examples. |
Objective: SWBAT list 3 characteristics of liquids and predict how to quickly turn a solid into a liquid. (pre/post question 3, 5 and 6)
(Monitoring/Assessment:)(Time)
Set: “As I pass out journals, be thinking about why our solid scentsy turned to liquid? What happened to the solid to make it turn to a liquid?”
(10 min)
Class chart – What happened to our solid scentsy and why?
-melted, predictions
-heat (so we can conclude that temperature makes a state change to another state)
-molecules (we can conclude that heat makes the molecules move faster or slower, thus making it change states)
(whole group, voices off, I will record on class chart and students can keep track in their journals, students will raise hands to contribute)
(10 min)
Follow-up to our Gallery Walk. 2 groups yesterday were not done with their posters. Allow those groups to present their posters to the class, etc.
(whole group, will split into 2 groups so each of the remaining groups can present their poster to smaller groups. This also will allow the students to get up and move some.)
(10-15 min)
Ice-Melting activity! Each group of 3-4 (there are 5 groups total) will get a plastic baggie with an ice cube in it. The groups will predict on a worksheet with their group how they can best make their ice cube melt the fastest. They can use any resources inside the classroom that are safe. They also will predict how long it will take them to melt their ice cube and record that on their group sheet. Each group has a team-leader, a recorder, and a time-keeper. Steps posted in the room:
(management: noise-o-meter on a 3, inside voice, I will circulate the encourage teams and listen for their suggestions and see how they are melting their ice cubes)
(10-15 min)
Come back together as a group. How did we melt our ice-cubes? Which groups were most successful and why? HOW did the heat melt the solids? Why?
Group Chart – characteristics of liquids. How are they different from solids? What do we know about liquids and what are examples of liquids? Chart includes class ideas of characteristics and examples.
Class definition of liquids. Think about our definition of solids, can we use that to make a definition of liquids.
(whole group, students can choose to contribute by raising their hand. )
Closure:
Journal Reflecting
2 stars and a wish – focus on heat affecting your ice and characteristics of liquids
(Formative assessment – what did you learn about heat affecting solids and characteristics of liquids?)
Materials:
*journals
*ice cube in plastic bag
*definition chart
*2 stars, 1 wish booklets
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Self-assessment/How do I know if they met: The students were excited about the ice melting activity. They all predicted their ice would melt with heat, but then when reviewing their journals, majority of them were able to say that it will melt to liquid because heat changes the molecules. Liquid characteristics and examples were easy for the students to identify and they had a long list of things from their world that are liquids on the chart. Next steps: Originally I had planned another day on liquids when I first designed my 10 days; however, the students have picked up on identifying liquids and describing them very quickly. Today on my formative assessment at the end of the day more than a few students asked about combining solids, liquids, and gases and what happens. Instead of spending more time on liquids alone, tomorrow we will combine solids and liquids to create something new! |
Did I meet my objective? Yes or No |
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What worked? The groups of 4 worked very well for the ice-melting activity. Also, it was a good idea to have roles in the groups so that the students each had a job to complete during the activity. For the most part, the groups did a good job and listening to all group members ideas and allowing everyone to participate in some way. They were extremely creative in their ideas including using the classroom heater, hot water from the sink, and some of them even sat on their ice to make it melt faster. There was also great participation in our whole group discussion of characteristics and examples of liquids. |
What would I change? Having the roles in the groups was helpful; however, I should have spent more time explaining exactly what each group member’s job is, maybe including non-examples. I under-estimated the time that it would take for the melting activity so we were rushing at the end. |
Adaptations/Modifications
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ESOL N/A today |
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TAG I purposely structured the groups today 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/ predicting |
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