Magical matter! 5th grade science lesson PDF

Preview

Summary

This is a science lesson that uses the 5E model to teach students about the traits and characteristics of matter...

Description

5E Lesson Plan Template WGU Feb 2021 Elliot Popenhagen General Information Lesson Title: Magical Matter Subject(s): Science Grade/Level/Setting: 5 Prerequisite Skills/Prior Knowledge: -Students must know the basic terms such as “matter” and be able to identify when the phases or states of matter -Students will need to know how to use a digital kitchen scale and how to tare the scale to get accurate measurements. (this is something I would teach in a previous lesson)

Standards and Objectives State/National Academic Standard(s): NY State Physical Science: 5-PS1-2. Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances the total amount of matter is conserved.

Note: Students will learn about the relationship of mass and physical state in this lesson. They will not be using a graph.

Learning Objective(s): During the experiment portion of this lesson, students will be asked to make a prediction of how the mass of matter changes as it goes through phase changes. Students will use ice, water and chocolate to determine if their mass changes as their physical states change. Students are required to perform this task with 100% accuracy.

During the assessment portion of the lesson, students will be given a short quiz with 5 questions.

Students must get 3 out of 5 questions correct to pass the summative assessment. Materials

Technology

-A few digital kitchen scales (based on # of groups)

Redefinition: Students will watch a short video about the conservation of mass. This would not be possible without technology and it serves as a tool to engage the students.

-Containers/plastic cups/tupperware -ice or ice cube tray -hair dryer -pencils or pens -Safety goggles

Augmentation: instead of a physical demonstration (which could be lengthy/messy) the students will participate in a virtual demonstration animation.

-Chocolate pieces or chips -Water -salt -Plastic beakers Language Demands Specific ways that academic language (vocabulary, functions, discourse, syntax) is used by students to participate in learning tasks through reading, writing, listening, and/or speaking to demonstrate their understanding. Language Function: Students will question what happens to the mass of objects and liquids as they change states.

Vocabulary: State-of-matter, solid, liquid, change, form, mass, matter, increase, decrease, molecules, dissolve

Discourse and/or Syntax: Students will practice discourse by talking to each other and assisting one another in the experiment phase of this lesson as well as explaining their reasoning during the follow up from the inquiry portion

Planned Language Supports:

Students will be given a list of key terms that they must write down in their journal to reference later. Students will be given written instructions as well.

Instructional Strategies and Learning Tasks

Engage:

Activity Description/Teacher

Student Actions

Have students watch this video:

Share your thoughts out loud or record them in your journal

Introduction to conservation

(Note: Although this website is members only the short clip on the home page explains this concept pretty well)

Ask them to share their thoughts and questions

Introduce the investigation and explain basic safety tips, how to use a scale and how to record answers

Ask them what we know now? What do you think will happen to the chocolate when it is heated? Will it weigh the same?

What happened to the sugar? What do you think will happen when we melt the chocolate?

Split the class into groups for the next portion Explore:

Explain that students are expected to melt the chocolate and ice. Students should melt chocolate on its own and then melt the ice into the container with water. Have students stir salt into water as well. Students should record their discoveries as they go. Students need to record the before weight as well as the weight after the changes occur.

Explain:

1. What happened to the weight of the ice cubes once they melted? 2. What happened once the salt was added? 3. Did the mass of the chocolate change when it was melted?

Elaborat Show students this video to explain why the mass was conserved when e: the ice melted.

Now that we know what happened, let’s talk about why it happened!

“What happened to the ice when it melted and how did the weight change?’

Conservation of Matter video

Go to the assigned group table and work with other students to conduct this investigation.

Take a few minutes to discuss these questions with your partner and write down your ideas in your journal

Students will respond to the questions and share their thoughts and questions.

Evaluate We did not do any freezing today but students must understand the : concept is the same. Ask students to talk with a partner what they think would happen to the water if we froze it. The show this animation.

Watch the animation and discuss how freezing and melting are similar and what the molecules do.

Freezing

Differentiated Instruction Consider how to accommodate for the needs of each type of student. Be sure that you provide content specific accommodations that help to meet a variety of learning needs. Gifted and Talented: Encourage students to try other substances or hypothesis what would happen as the states of matter change. Prob gifted students during explain step to predict what will happen when a substance is frozen and to describe what happens to the molecules as matter changes phases. ELL: This is a very physical based lesson so the concept should be evident to ELL students as well. I will hand out a list of basic terms and make sure to highlight the key words for the lesson in the beginning of the lesson.

Students with Other Special Needs: This lesson would be challenging for students with visual impairment. I will accommodate this student by having the students make verbal explanations and describe the change and the weight of the substances. Assessment Formative The experiment will act as the formative portion of this lesson. I will walk around the room during the experiment to hear where students are and to help probe the student for questions and to encourage higher thinking. Students will be graded based on their participation and must achieve this with 100% accuracy.

Summative (Quizzes, Tests, products)

Summative assessment will be a combination of the graph and of a short 5 question quiz. One question on the quiz will be to explain what the graph shows. Graph must accurately depict the conservation of mass.

Part Two: reflection

B. I chose this hands-on investigation for this lesson because it supports the state standard of students understanding the law of conservation of mass. Students can work with materials hands on to discover that certain changes do not change the mass of a substance but other changes such as mixing will add mass as two substances are combined. This aligns with the hands-on learning objective because students are required to explore the conservation of mass through this experiment. Students will be graded based on their participation in the experiment. The formative assessment will allow me to guide students so they can achieve 100% and pass the lesson. This supports student engagement because students are able to pick which substances they would like to use and students work together to come to a conclusion. C. During the experiment portion of this lesson I will walk around the room to conduct a formative assessment by observing what students are doing well and asking them questions to further learning. This aligns with the hands-on learning objective because students are not given the answer and must come to the conclusions themselves. If a students seems to be struggling during the formative assessment I will spend time with that group or student during the experiment to see what they are having trouble with and I will either reteach that portion to the group or specific student. If I observe a number of students stuck on the same concept, I will

have the class pause the experiment so I can go over the information correctly or clarify the concept. D. I chose a 5 question quiz as the summative assessment for this lesson. This assessment will insure that all student meet the New York state standards for 5th grade physical science. The learning objective for the summative assessments states that students will be required to get 3 questions correct in order to pass this lesson. These questions are about what happens as matter changes states and asks students to make predictions about how other substances would react to these changes. I will use the results from the summative assessment to determine weak spots in the lesson. This will aid in the identification of students who may be struggling as well and I will make sure to help those students with similar concepts in future instruction. If a large number of students do not perform well on the exam, I will make sure to review these concepts at the beginning of the next class period to make sure all students are on the same level of understanding before continuing.

References

American Chemistry Society (2019). Mass is Conserved in Freezing. ACS.org. https://www.acs.org/content/acs/en/education/resources/k-8/inquiryinaction/fifth-grade/iceconservation-of-mass.html. Accessed Feb 20 2021 American Chemistry Society (2019). Mass is Conserved in Physical and Chemical Change. ACS.org. https://www.acs.org/content/acs/en/education/resources/k-8/inquiryinaction/fifthgrade/conservation-of-mass.html. Accessed Feb 20 2021 Generation Genius (2021). Conservation of Matter. Generationgenius.com. https://www.generationgenius.com/law-of-conservation-of-matter-for-kids/. Accessed Feb 20 2021....