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Grade Level: 3rd |
Unit: States of Matter |
Lesson: Solid and temperature! |
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Date: 11/08/11 |
Time: 1:00pm |
Prior Knowledge: the students can define matter, name solid, liquid, and gas, and describe their molecules. They can describe characteristics of solids and name specific examples. |
Objective: SWBAT predict what will happen to a solid when it is heated and why. (pre/post question 5 and 6)
(Monitoring/Assessment:)(Time)
Set: “As I pass out journals, be thinking about what a prediction is. Have an idea in your head and when I am done we will discuss as a class. If you have thought about what a prediction is, tell you elbow partner, do you agree?”
(5 min)
Prediction – what does it mean? Educated guess based on what we know! Why do scientists predict, etc.
(whole group, voices off, I will record on class chart and students can keep track in their journals)
(10 min)
Introduce “Scentsy Wax Warmer”. I will take the tray with the cold wax around for the students to feel. Is it hard, soft, etc? Tell your elbow partner if it is solid, liquid, or gas. Do we all agree? I will show the class that when turned on, the light gets warm below the wax. What will happen to the wax as it gets warm? I will have the students get out their journals and write “Prediction” on the top of the page. I will then ask them to predict what will happen to the solid as it is heated. We will do the “why” later. Set journals aside.
(whole group, I will take suggestions and key words and write them on the chart as we are having this discussion, encouraging students to make their prediction)
(15 min)
Solid poster work time. If students finish early I give them additional criteria to add to their poster (i.e. more examples/non-examples, pictures, creativity, etc)
(partner work, around the room management: noise-o-meter on a 2, study buddy voice, I will circulate the room to answer questions and make suggestions)
(10 min)
Gallery Walk! Half of the students will hang their poster around the room on the wall and their class will come around and view their poster. Students will have journals to keep notes of “good ideas” and “creative things” and anything new they learned about solids, if anything. When complete, the other group will post their pictures and repeat.
(management: noise-o-meter on level 3, inside voices. I will also be circulating the room, looking at the poster and picking up key phrases from the students to assess if they successfully understand solids, etc )
Closure:
Journal Reflecting – let’s look at the scentsy wax! What does it look like now? Record in your journal what it looks like now and if you were right in your prediction. Why? Brief molecule discussion, how the molecules changed because if a solid is heated it turns to a LIQUID! – students came up with this to add into their journals.
2 stars and a wish – focus on heat affecting solids, what happened?
(Formative assessment – what did you learn about heat affecting solids?)
Materials:
*journals
*scentsy wax warmer
*prediction chart
*paper, scissors, pictures, markers/crayons, etc, magazines for posters
*2 stars, 1 wish booklets
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Self-assessment/How do I know if they met: When reviewing the journals all of the students predicted that the solid would turn to a liquid because of heat. The students were able to describe how the packed, slow molecules changed to less crowded and a little quicker because of the heat that was given to them. Next steps: The students have a good understanding of solids, the properties of solids, as well as examples. After today they understand that heat causes molecules of a state to change and that heat causes solid to move to liquid. We will now dive deeper into liquids and gasses. |
Did I meet my objective? Yes or No |
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What worked? The students were still very engaged while finishing their posters. The gallery walk was fun and exciting and a great way to get the kids up and moving and to allow them to show off their creativity.
The prediction was a great way to begin our “making predictions” and experiments because it was very simple and small. It also allowed the students to visually see a solid turning to a liquid in a quick and safe way. |
What would I change? I would spend some more time on the “why” part of a prediction. Some of them were able to predict what would happen but got stuck on the why part. I will continue to work with them on this during future experiments. I also think I will develop a class bulletin board of the posters as a few of the students missed the gallery walk. |
Adaptations/Modifications
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ESOL Large charts/visual learning. Today I paired her with an exceeding student to explain the scentsy predictions and allow her time to predict in her journal. |
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TAG I am going to start using my exceeding students as “expert groups” for students who are struggling and who leave the room for part of the lesson. |
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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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Other
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