Integrated Thematic Lesson Plan
Jackie Davis and Pat VanDriessche
Revised by Jackie Davis, 8-2000
Davis-Jackie@placesmail.pinellas.k12.fl.us
San Jose' Elementary

Properties of Matter


Standards: Sunshine State Standards 3 - 5 NET Standards

Science: The Nature of Matter Math: Measurement Reading/Language Arts Technology
1.The student understands that all matter has observable able, measurable properties. 4. The student selects and uses appropriate units and instruments for measurement to achieve the degree of precision and accuracy required in real world situations. Standard 2: The student constructs meaning from a wide range of texts T.1.2.1.1 Basic operations and concepts 2. Use a variety of media and technology resources for directed and independent learning activities
SC.A.1.1.2 Recognizes that the same material can exist in different states
MA.B.4.2.2 Selects and uses appropriate instruments and technology, including scales, rulers, thermometers, measuring cups, protractors, and gauges to measure in real world situations
LA.A.2.2.5 The student reads and organizes information for a variety of purposes. T.4.2.6.4 6. Use telecommunications to access information
SC.A.1.1.3 Verifies that things can be done to materials to change some of their physical properties, but not all materials respond the same way LA.A.2.2.7 The student recognizes the use of comparison and contrast in a text.

SC.A.1.2.5 Knows that materials made by chemically combining two or more substances may have properties that differ from the original materials
Standard 2: The student writes to communicate ideas and information effectively







Technology Resource Requirements: Computer with CD-ROM and floppy drive, Word processing program, TV and VCR, Internet access


Subject Area(s):Reading, Writing,, Science, Math, Technology


Grade Level
: 3rd grade


Short Description
: This an introduction to forms of matter. The activities are hands-on and require students to work individually, with partners, or in cooperative groups. Students will explore forms of matter through reading, hands-on science activities, and research on the internet.


Approximate Time Required: 2-3 weeks

Gain Attention:
Science Demonstrations: Dress up in a lab coat and wear funny glasses - introduce yourself as a wacky scientist. First, show students "Disappearing Pepper". Dip one end of a toothpick in soap before the students arrive. Fill a small clear plastic container with clean water. Sprinkle pepper over the surface of the water. Place on the overhead projector and students will be able to see what happens projected on the screen. When you tell the pepper to "stay", insert the clean end of the toothpick in the water. The pepper does nothing. Tell students you are now going to make the pepper run away. Insert the soapy end of the toothpick into the center of the container. The soap will break the surface tension of the water and the pepper will scatter to the outer edges of the dish. Students will record their observations and tell why they think the pepper moved. Finally, give each student a square piece of wax paper and a toothpick. Tell them you are going to give them a drop of mysterious liquid for them to explore it's properties. Brainstorm whole group what are possible properties. They will record their observations in their notebooks for discussion later. The mysterious liquid is water with food coloring added. Use an eyedropper to distribute to students. Don't tell them it is water until later. Use Kagan Pair-Share structure for partners to discuss observations with each other. Spin spinner to decide who shares at each team.



Learning Objectives:
Students will learn that matter has properties that can be observed, described, and measured. They will learn that matter can change states-liquid, solid, and gas. They will also learn that matter can undergo physical or chemical changes.

Tasks:

1. Begin with a KWL chart. Teams brainstorm "K"(what they know about forms of matter). Use Kagan structure "Round Table" and then share and record on class chart.

2. Share county expectations with students. Add their questions. Make a "W" list (what they want to learn) and record on a class chart.

3. Determine how we are going to find out and plan activities based on students' questions.
"L" what they learned will be addressed later.

4. Do whole group demonstrations to gain attention.

5. Begin activities in "Icky, Sticky, Ooey, Gooey Chemistry" booklet. To make booklet, give each student 2 pieces of plain white 81/2" by 11" paper. Fold in half and staple twice in the fold to make a booklet. Write title and name on front cover. Students can decorate the cover after they have finished all the activities. This will serve as a review using visualization.
"What Made the Balloon Inflate?" Use a plastic water bottle, a balloon, 30ml baking soda, 60ml vinegar per pair of students. Student pairs measure and pour ingredients. Put baking soda inside the balloon using a funnel. Pour vinegar in the bottom of the bottle. Carefully place the balloon over the top of the water bottle causing the baking soda to fall into the bottom of the bottle. Students will record observations in their booklet. They will include why they think the balloon inflates. They will also draw a diagram with labels to show what happened.

6. "Goop" Each student needs 20 ml of Elmer's glue, 10ml of liquid laundry starch, a small plastic cup, and a popsicle stick or plastic spoon. Students will work in pairs to help each other accurately measure and pour ingredients. Pour glue into plastic cup. Pour laundry starch into the glue and stir. Students experiment with "Goop", testing for stretch, bounce, break. Students record observations about the properties of "Goop" in their booklet and determine the kind of change that occurred. At this point, students probably won't have infomation about chemical or physical change. Ask them to write what they think happened and leave space for them to go back after they have more information and add to or correct what they wrote. Include a reflection - What went well?, What would they do differently? Students can take "Goop" home in small zip bag.

7. "Slime" Each student needs 60ml of liquid polyvinyl (polyvinyl crystals available from Nasco and must be made into a liquid solution beforehand by the teacher). They will also need 30ml of a Borax and water solution (1/4 cup of Borax to 1 quart water). They will need a small plastic cup and spoon also. Students work together in pairs to help each other measure and pour accurately. Pour polyvinyl into a cup, then add the Borax solution and stir. Students will experiment with "Slime" testing for stretch, bounce, and break. Students record observations about properties of "Slime" in booklet and determine the kind of change that occurred. Leave space so students can add or correct information as they learn more. Include a reflection- What went well?, What would you do differently?" Students can take "Slime" home in a small zip bag.
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8. During writer's workshop, students write comparing and contrasting "Goop" and "Slime".

9. Students view video "Forms of Matter" by Bill Nye the Science Guy. Students take notes on sticky notes and add information learned to our class KWL chart.

10. For Reading instruction, use The World of Matter by Ron Cole, Newbridge Educational Publishing, 1997- Students will complete a graphic organizer (web). Use the Table of Contents as main idea headings for their web.(2-3 class periods)

11. Web Quest

12. Vocabulary word card- This is a modified CRISS strategy, a concept definition map used for vocabulary building. Students will make a vocabulary card for each of the following words: liquid, solid, gas, physical change, chemical change. These cards are part of their ongoing theme vocabulary and will be made into vocabulary books for each student at the end of the year. These words are also used as challenge words for spelling.

13. Complete the "L" portion of the KWL chart using all notes as well as the Data Disks. (Complete after finishing assessment)


Assessment
:
Data Disk - Use a large 12" circle of white construction paper divided into 6 equal sections with a 3" circle drawn in the center. The students put their title and name in the 3" circle. In each of the 6 sections, the students are to record information about what they've learned about the forms of matter using key vocabulary words. Include properties of matter, states of matter, and kinds of changes in matter. After they write their information in each section, they add an illustration to support their text.

Rubric for Data Disk-Create a rubric with students for the Data Disk. Examples of items they might choose for the matrix are: six sections complete, facts accurate, six illustrations, illustrations colored, neat handwriting, etc. It is important for the students and the teacher to work to create the rubric together.
See example of a rubric.