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= = =**States of Matter﻿**=

//Mastery Objective: Students will define the three states of matter and compare the basic properties of each.//
>> title="Wordle: states of matter"><img
 * Day 1:**
 * Students will be introduced to the science unit through the use of **Wordle vocabulary**. The visual presentation of the science terms will help to to stimulate prior knowledge of the words before learning how they relate to "states of matter".
 * <a href="http://www.wordle.net/show/wrdl/3956526/states_of_matter"
 * After viewing Wordle, the students will individually post their knowledge/understanding of the meaning of the words on Discussion Board.
 * Review student comments and discuss as a class
 * The class will view a **States of Matter video** to enhance their understanding of the information being presented.
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 * //Curriculum Frameworks Standards Pre-K-5: Strand 3 Physical Science: 5.S.2 Compare and contrast solids, liquids, and gases based on the basic properties of these states of matter.//**


 * //Reading Standard for Informational Text Pre-K-5. 5.4 : Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic of subject area.//**


 * Day 2:**
 * A poem will be viewed and I will orally model the poem, then we will recite the poem as a class. Each student will recieve a copy of the poem in order to practice daily. Repeated readings are a way to improve fluency.
 * Each student will record their reading into teacher recording device.
 * **POEM**
 * Matter, matter everywhere**
 * You find it here and over there**
 * You'll find it in a state, you see**
 * How many states?**
 * Matter has three**
 * Matter-a solid, like ice in a rink**
 * Matter-a liquid, like water you drink**
 * Matter-a gas, which you usually can't see**
 * Like vapor rising from water that's bubbling**

Students will view a video of elementary students performing a song about matter. The video will be an example of an oral presentation given by a class of elementary students. http://www.youtube.com/watch?v=oAqompxk7fY&feature=related

//**Reading Standard: Foundational Skills Pre-K-5. 5.4: Read with sufficient accuracy and fluency to support comprehension.**//


 * Day 3**

View YouTube video which demonstrates the configuration of the particles in the three States of Matter
 * http://www.youtube.com/watch?v=UnBoQe2rsgo
 * The whole class will model the particles as a solid (tightly linked together as a whole), as a liquid (hand in hand walking slowly around room), and a gas (moving around the room without touching each other).
 * Students will then create their own podcast, "Particle Game Dance Party" partnered in groups of three.
 * The podcast can be shared with other classrooms. To involve the community and build a relationship with the families; parents, guardians and siblings can be invited to school for a presentation of their performances. Administrators and staff can also be invited to attend.


 * //Speaking and Listening Standard Pre-K-5. 5.5 : Include multimedia components and visual displays in presentations when appropriate to enhance the development of main ideas or themes.//**

Students will create 2-Column notes using their individual whiteboards Given the Headings: **Object** and **State of Matter** they will copy the following list from the overhead or smartboard. - First column: frog,lemonade, oxygen, chair, water, desk, carbon dioxide, orange juice - Second column: student writes the corresponding state of matter for each object When all eight objects have been classified, distribute paper and have students answer the following prompt. "What is your own definition of matter?" The paragraph must include five, complete sentences.


 * //Writing Standards Pre-K-5. 5.2e: Provide a concluding statement related to the information or explaination presented//**

//**Writing** **Standards** **Pre-K-5**//. **5.6: //With//** **s//ome guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others.//**

Students will answer questions posted on Linoit.com using post-it notes and their whiteboards to assess their comprehension of information presented to date. http://linoit.com/users/joanneg5/canvases/States%20of%20Matter
 * Day 4:**


 * //Reading Standard for Informational Text.//** .**//5.7 : Draw on information from multiple print or digital sources, demonstrating ability to locate an answer to a question quickly or to solve a problem efficiently.//**

As a culminating activity the students will play the Vocabulary Game
 * Day 5:**
 * [| http://www.neok12.com/vocabulary/States-of-Matter-01.htm]**

Each student will record their oral Recitation of the Theme Poem using recording device. Student and teacher will assess improved flluency by listening to their recording. To share the lesson with a wider audience, the class can recite the Poem for another science class.


 * //Reading Standard: Foundational Skills Pre-K-5. 5.4c: Read grade level poetry orally with accuracy, appropriate rate, and expression.//**

Another way to extend the lesson is to make //**Hot Chocolate**// and use the ingredients as a post-test. (Use powdered mix) Students will fill-in the cloze activity given a word bank: //solid, liquid, gas// 1. The water for the hot chocolate is a __?.__ 2. The marshmallows for the recipe are a _? 3. The steam from the hot chocolate is a _ ? 4. When the marshmallows melt into the chocolate, they become a _?. Students will use a whiteboard to answer the questions and orally explain their word choice.


 * //Reading Standard for Informational Text Pre-K-5. 5.3: Explain the relationships or interactions between two or more concepts in a scientific text based on specific information in the text.//**

**Best Teaching Practices:**

 * - Integrate current technology to enhance instruction**
 * - Periodic summarizing, used to support retention and deepen understanding while reading, watching, and/or listening to information**
 * - Students engaged in cooperative learning by producing and creating a podcast, modeled after viewing YouTube video**
 * - Reading fluency improved through repeated readings of Theme Poem.**
 * - Students progress monitored / assessed by recording individual student voices while reciting poem**
 * - Variety of teaching activities to accommodate various learning styles / differentiate instruction**
 * - Use of feedback and praise, specifically noting effort and ability**
 * - Opportunity for the students to interact in cooperative groups and with the teaching staff.**
 * - Students are assessed in multiple ways**
 * - Students engage in a fun activity (hot chocolate) that serves as a review of important concepts.**
 * - Instructional materials are presented in a visual format**
 * - Modeling to provide clarity**


 * Bibliography:**

- Levin, B., Schrum, l. (2009). //Leading 21st Century Schools//. California: Corwin.

- Saphier, J, Haley-Speca, M, & Gower, R. (2008). //The Skillful Teacher//. Massachusetts: Research for Better Teaching.Inc.