Phases of matter and thinking scientifically (Preliminary)

<body topmargin=0 leftmargin=0 marginheight=0 marginwidth=0> <table cellpadding=0 cellspacing=0 border=0><tr> <td valign="top" colspan=2 height=56 BGCOLOR="#003333" TEXT="#F7F7FF" bgproperties="fixed" background="011a0a03.jpg"> <div> Phases of matter and thinking scientifically (Preliminary)</div> <div> </div> </td> </tr><tr> <td valign="top" width=135 BGCOLOR="#003333" TEXT="#F7F7FF" bgproperties="fixed" background="21fa0c01dduajq.jpg"> <div> <A HREF="index.htm" TARGET="_top" TITLE="Educators Science and Math Institute Ser"><U><B>Educators' Science and Math Institute Series</B></U></A></div> <bR> <div> <A HREF="id2.htm" TARGET="_top" TITLE="About the Series"><U><B>About the Series</B></U></A></div> <div> <A HREF="id117.htm" TARGET="_top" TITLE="Goals"><U><B>Goals</B></U></A></div> <div> <A HREF="id3.htm" TARGET="_top" TITLE="Institutes"><U><B>Institutes</B></U></A></div> <div> <A HREF="lesson_plans_prepared_by_esmis_participants_.htm" TARGET="_top" TITLE="Lesson Plans"><U><B>Lesson Plans</B></U></A></div> <div> <A HREF="id53.htm" TARGET="_top" TITLE="Links"><U><B>Links</B></U></A></div> <div> <A HREF="id138.htm" TARGET="_top" TITLE="Photo Albums"><U><B>Photo Albums</B></U></A></div> <bR> <div> <A HREF="http://www.ed.mtu.edu/search.htm" TARGET="_top" TITLE="http://www.ed.mtu.edu/search.htm"><U><B>Search</B></U></A><A HREF="http://www.ed.mtu.edu/search.htm" TARGET="_top" TITLE="http://www.ed.mtu.edu/search.htm"><U><B> ESMIS</B></U></A></div> <bR> </td> <td valign="top" height=424 BGCOLOR="#EEEEEE" TEXT="#080000"> <div> <I><B>Educators’ Science and Mathematics Institute Series</B></I></div> <bR> <div> <B>Lesson Plan</B></div> <bR> <bR> <div> Submitted by: Sara Keinath (Preliminary)</div> <bR> <bR> <div> Subject and Grade Level: Science, 3<FONT SIZE="1" COLOR="#000000" FACE="Arial" >rd</FONT> and 4<FONT SIZE="1" COLOR="#000000" FACE="Arial" >th</FONT> grade</div> <bR> <bR> <div> Descriptive Title: What’s the Matter: Phases of matter and thinking scientifically</div> <bR> <bR> <div> Overview: </div> <bR> <div> Students will observe phases of matter, changes in patter, perform an experiment about these topics, and explore the differences between physical and chemical changes in another experiment.</div> <bR> <div> Purpose:</div> <bR> <div> For students to understand the basic phases of matter (solid, liquid, gas) how they can change, and how that change is different from a chemical change.  All of these activities will incorporate the theme of thinking scientifically.</div> <bR> <div> Objectives (Learner Outcomes):</div> <bR> <div> By the end of this unit, students will be able to:</div> <div> list the three phases of matter</div> <div> describe how matter changes phases (physically)</div> <div> understand how a chemical change is different</div> <bR> <div> Resources/ Materials:</div> <bR> <div> water, container for water (beakers), hot plate, cups (plastic or dixie), data sheets, Elmer’s glue, borax (laundry detergent), wooden sticks, baggies</div> <bR> <div> Activities and Procedures:</div> <div>  </div> <div> I am going to set the scene by telling the students we are going to be scientists today, w we will do this by thinking like scientists.  We will brainstorm on what this means (observing, describing, using our senses).</div> <bR> <div> Demonstration: I will show the students the three phases of water and ask them to describe each one.  We will discuss how water can change, and still be the same.  We will also discuss how water changes phases (melting, boiling, freezing).</div> <bR> <div> Experiment 1: With the children in small groups, I will distribute to each group a beaker of water and some data sheets; some groups will receive hot water, and some cold water.  I will then add an ice cube to each beaker and ask them to draw what happens.  I will encourage them to be as descriptive as possible, adding words where necessary.  As a group, we will discuss what happened and ask the question: “Did the temperature of the water affect the state of the ice cube?”</div> <bR> <div> Experiment 2: Now we will discuss the concept of chemistry.  I will explain that some changes in matter are physical (like we just explored) and some are chemical (they actually change the matter into something new.)  I may demonstrate this with paper (tear paper up--physical change; burn paper--chemical change) if they struggle with the differences.  Then we will perform the second experiment to observe a chemical change.  Each student will be given a cup with the glue solution in it.  We will discuss what state it is.  Then I will show them the Borax and ask what state it is in.  Then I will add the Borax to the water and we will describe what happens.  Next, I will add some of the Borax solution to each student’s glue cup, and they will mix it.  I will encourage them to keep making scientific observations.  Then I will tell them to pick up the new substance with their hands, and tell me what it feels like--SLIME!</div> <bR> <div> Closure--Tying it all together with real-world application:</div> <bR> <div> Discussion of changes in matter</div> <bR> <div> Assessment Strategies:</div> <bR> <div> Concept map as a group</div> <bR> <div> Standards Addressed:</div> <bR> <div> Science: Strand IV, Standard 2, Benchmark 1 “Describe common physical changes in matter— size, shape, melting, freezing, dissolving”</div> <div> IV.1.2.   Measure weight, dimensions, and temperature of appropriate objects and materials</div> <div> IV.1.1.  Classify common objects and substances according to observable attributes</div> <div> II.1.1. Develop an awareness of the need for evidence in making decisions scientifically</div> <div> I.1.1. Generate reasonable questions about the world based on observation</div> <div> I.1.2. Develop solutions to unfamiliar problems through reasoning, observation, and/or experiment.</div> <bR> </td> </tr></table></body>