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Grade Level: 3rd |
Unit: States of Matter |
Lesson: Compare and Contrast all 3 states! |
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Date: 11/18/11 |
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, liquids, and gases and name specific examples. |
Objective: SWBAT compare and contrast solids, liquids, and gases on a large venn diagram.
(Monitoring/Assessment:)(Time)
Set: Putting it all together: solids, liquids, and gases: matter!
(5- 10 min)
Read aloud – Full text “What’s the matter in Mr. Whisker’s Room”. As I read I will stop periodically so we can reflect on what we did and learned throughout the unit that is similar to the students in the book.
(whole group – review, facilitate student discussions and reflection.)
(10-15 min)
Whole group large venn diagram chart. The students each have an individual paper to follow along and record on their venn diagram also. Students will come up with similarities and differences of solids, liquids, and gases and we will record them on our large graphic organizer.
(whole group, I will use popsicle sticks to call on students, so every student gets an opportunity to add to the chart. I will collect the individual venn diagrams and review those to ensure the students understood the concept)
(5-10 min)
Revisit our “I know, I wonder” chart. What should we add? Were we right? I will use a red pen to add to our chart or change things we learned we had wrong.
(whole group, raise hand to participate.)
(10 min)
Post-test! I will read it aloud but cannot help with answers. I noted to them that spelling is not an issue as long as I knew what they were trying to say. My mentor teacher did help them with spelling if they raised their hand and needed it.
(students at their individual desks, privacy shields up, no talking unless hand is raised to ask for help with spelling.)
(5 min)
Closure:
2 stars and a wish
(daily formative assessment, what was your favorite thing about learning about the states of matter?)
Materials:
*journals
*Mr. Whisker’s book
*”I know, I wonder” chart
*large venn diagram chart
*individual venn diagrams
*post-tests
*2 stars, 1 wish booklets
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Self-assessment/How do I know if they met: The students were very engaged during our venn diagram activity. They surprised me with the creative things they came up with to put on our chart. For example, a few of them wanted to put things and then draw arrows rotating to show how they move from one state of matter to another. They all followed along on their individual venn diagrams and using the popsicle sticks everyone participated. The students were very successful on the post test. Overall they averaged a 48% increase from pre to post-test scores which is well within my goal range of 30-60%
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Did I meet my objective? Yes or No |
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What worked? I think that having the large venn diagram as well as their individual ones was a good idea. It allowed them to visually see the words as well as write them down themselves and they could add things to their diagram if they did not want to share. Using the popsicle sticks with their names was a great way to ensure everyone had the opportunity to share something and have it added to the class chart if they wanted. The students were also very excited about revisiting our “I know, I wonder” chart. Although it was hanging in the room, most of the students had forgotten what we had put on it and were excited to add to it and even correct things that were now wrong. |
What would I change? The students were really excited about the play-doh and Oobleck from earlier lessons in the unit. I think I would have added more time or another day to include doing that again, especially to celebrate their success on their post tests. |
Adaptations/Modifications
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ESOL Visual and auditory cues. We did a big graphic organizer along with individual ones. I had my ESOL student partner with her study buddy (expert group) about our KWL chart and show her what we had written and corrected in red. |
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TAG Expert groups for students who were pulled out. |
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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/ writing/graphic organizers |
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