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Grade Level: 3rd |
Unit: States of Matter |
Lesson: Molecules of Solids, Liquids, and Gasses! |
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Date: 11/03/11 |
Time: 1:00pm |
Prior Knowledge: the students can define matter and name each state of matter. They also have successfully classified the states of matter into the correct categories. |
Objective: SWBAT recognize different characteristics of the molecules of each state of matter, including drawing what the molecules would look like under a microscope and verbally describing them. (pre/post question 4)
(Monitoring/Assessment:)(Time)
Set: “Reminder: What is matter?” - as passing out journals
(7 min)
Docu-Cam – What each molecule looks like under a microscope (animated website). Vocab: Molecule, note key characteristics of each state under the microscope. “What do you notice that they are doing? How are the same and how are they different?”
(whole group)
(5 min)
Draw and label each microscopic view in our science journals and as a group come up with 2 key characteristics about each illustration to write under our drawings. Talk about “labeling” in science and labeling our drawings.
(whole group, monitor responses, model on the board my own microscopic drawings)
(15 min)
Hula-Hoop Activity – 4 hula hoops are placed around the room (our microscopes). Add 1 student from each group slowly to each hula hoop and have them think and talk about how they feel (crowded, free, etc) and if they are solid, liquid, or gas. – Refer to picture on Docu-Cam.
Group discussion of molecules changing states and moving from one state to another. Refer back to our drawings in our journal and write key words under each on how we felt as molecules.
(whole group, monitor/encourage responses, management: noise-o-meter at a 2, study buddy voices)
(5 min)
Mr. Whisker’s Room book, read aloud pg 20-23 – Oobleck. How does the Oobleck change state so quickly? What do we think the molecules of the Oobleck look like?
(10 min)
Expectations for Oobleck
Posted Rules:
Play with Oobleck – as we play, think about how it feels, characteristics, how are the molecules changing, etc.
(management: noise-o-meter on a 2 ½ , between a study buddy and inside voice. I will rotate around the room and start conversations between students about what they notice about the Oobleck by asking questions.)
Closure:
2 stars, 1 wish exit slip
(Formative assessment – students: with one of your stars, reflect on Oobleck and molecules, key characteristics, etc)
Materials:
*journals
*website
*4 hula-hoops
*Mr. Whisker’s Book
*Oobleck and Wax Paper
*2 stars, 1 wish booklets
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Self-assessment/How do I know if they met:The students were very engaged during the hula-hoop activity and through the action of pretending to be molecules they were able to identify the characteristics of molecules. I reviewed their journals and most of them accurately drew and labeled their microscopic molecules and had written good describing characteristics about how they felt as each molecule. The students also had good reflections on the oobleck and how “quickly the molecules change from solid to liquid”. Many of them had questions about why this happens and reflected that they wanted to do Oobleck at home and show their siblings and parents how a solid moves to a liquid. Next steps: I will start with a review of the molecules to ensure that they absorbed the knowledge. Since we were rushing at the end of the lesson we will spend some time reflecting on Oobleck as a class and individually. Since next week we will begin to dive deeper into each state of matter we will spend some time tomorrow reviewing. |
Did I meet my objective? Yes or No |
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What worked? The students liked the pictures on the docu-cam of the molecules and I feel that the animated picture really helped them to understand the difference between the way the molecules move and are shaped. They were engaged when describing the molecules and all of them had it written and drawn in their journals. Almost every student raised their hand to contribute a characteristic of the molecules. The students LOVED the oobleck. It was fun for them to get some hands-on experience with the states changing so quickly and I believe by their comments it got their brains thinking about the states of matter changing. |
What would I change? If I did this again I think I would do our 2 stars and a wish formative assessment about molecules before doing Oobleck and then spend time reflecting on Oobleck tomorrow. At the end we felt rushed to get the kids to their next activity (Scholastic News) and so they did not have a lot of time to really reflect, which is why we are spending time on that tomorrow. We also did not do a class definition of molecule because we ran out of time so will have to fit that in tomorrow, which ultimately will be a review day. |
Adaptations/Modifications
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ESOL Today my ESOL student came back into the classroom after the hula-hoop activity. She was able to play with Oobleck and I talked to her about how the states change from one state to another. Her elbow partner was able to show her the docu-cam and she had time to draw her molecules in her journal. We also had made a chart of the characteristics of each molecule so she was able to review that while playing with oobleck |
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TAG N/A |
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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 There was another short read-aloud. The students took notes in their science journals also. |
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Other 2 of the other students missed the beginning of the lesson including drawing the pictures of the molecules. I left it up on the board and doc-cam and they were able to catch up in their journals like my ESOL student when they returned. They did miss the kinesthetic part of the molecules, however because they missed the hula-hoop activity, but were able to see the animation of the molecules and make their own pictures. |
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