ITEC+7530


 * Amy Wilcox**
 * Module 3**

S2P1 Students will investigate the properties of matter and changes that occur in objects.
 * Georgia Performance Standards**:


 * Target Group: **

Age of students: 7-8 Grade Level:2 Content Area: Science


 * Type of Method from table 3.5 **

This lesson uses a variety of teaching methodologies. First and foremost it is meant to be an exercise in inquiry/discover learning. Students work through learning centers to develop and explore the presented questions. Students use concept-mapping to map their ideas/explorations.

This will require the students to sort pictures into categories of solid liquids and gasses using [|http://www.northcanton.sparcc.org/~elem/kidspiration/harhager/matter.htm] Students will also complete a concept map activity:
 * Supporting Technologies ||
 * In addition to whole class viewing of BrainPop, each group will complete an activity found on [|http://www.northcanton.sparcc.org/~elem/kidspiration/harhager/matter.htm]
 * // http://www.norman.k12.ok.us/092/GO/ConceptWeb.dot //** ||


 * Content Objective/ Essential Questions **

// These will be written on the board, introduced to the students, and reflected back to during and after the lesson. //

What are the three states of matter? How can matter change states? How are the molecules different in each state of matter?


 * Key Terms ** :


 * solid
 * liquid
 * gas
 * molecules

// These will also be written on the board and left for the duration of the unit. //


 * Language Objectives ** :


 * 1) The student will be able to use the key vocabulary when talking about the three stages of matter.
 * 2) Students will work together in groups to complete several activities.
 * 3) Students will listen and respond to a video and quiz.
 * 4) Students will discuss and exchange information with each other and the instructor
 * 5) Students wil demonstrate new knowledge when completing an assessment in their copertative group.


 * Preassessment **

This activity is designed to allow for each individual’s thinking, perspective and voice to be heard, recognized and explored. 3. 3.  3.  3. The outer spaces are for each participant to write their thoughts about the topic. Using this preassessment I will be able to tailor my instruction to the needs of my students.
 * 1) Form participants into heterogenous groups of four.
 * 2) Give each group one piece of butcher paper.
 * 3) Ask each group to draw the diagram on the paper.
 * 1) Conduct a Round Robin so that each participant can share their views.
 * 2) The circle in the middle of the paper is to note down (by the nominated scribe) the common points made by each participant.
 * 3) Each group then reports the common points to the whole group.


 * Connections to Prior Knowledge/Building a Background ** :

Teacher demonstrations: GAS: Ask the students if they think gas takes up space. Most do not. The teacher will take a balloon and blow it up in front of the class. The students will be asked, “what is inside this balloon?” SOLID: The teacher will show the students several examples of solids. Pass them around the class and reiterate that solids DO NOT change shape. Encourage the students the try and squish them or squeeze them and see what happends. LIQUID: Have a water bottle, pour the water into a glass. Explain this is a liquid. Pour liquid into several different container. Demonstrate to students how it fills up all available space.

Have the students view [] This will give a simple overview of the three states of matter using cartoon charcters. This will give students multiple representations of the same concept increasing comprehension by ELL’s. Using the visual cues in both the video and the demonstrations will allow ELL’s to connect the vocabulary words to meaning by utilizing nonverbal clues.


 * Lesson Sequence **

This will require the students to sort pictures into categories of solid liquids and gasses using [|http://www.northcanton.sparcc.org/~elem/kidspiration/harhager/matter.htm] Students will also complete a concept map activity:
 * After completing the above activities, the student should be prepared to learn.
 * The teacher will have the students place heterogenously into cooperative learning groups. Cooperative learning groups have been shown to work will when they are small and heterogenous with students having various levels of English language skills.
 * All students will engage in meaningful learning as well as contribute to the success of the group. When students read different materials, each of them is able to provide information that is essential to the overall group understanding. A cooperative learning task is the optimal tool for making use of the unique backgrounds of students, beyond readiness:
 * Each group will complete each lab activity working together.
 * During this lab time, the instructor will observe the students at work. By implementing “kid watching notes” valuable assessment information will be gathered.By working together to complete labs the students will accomplish the following objectives:
 * Oral language development || reading and writing for a purpose || use of technology ||
 * Students will work together in cooperative groups to work through five learning centers focusing on the stages of matter. By allowing the students to work together in heterogenous groups, all learners are supported. || Each activity will have written instructions that will have to be read in order to complete the activity. In addition, each activity requires the students to complete a “lab report” on what was learned during the lesson. This will provide a reason for students to read as well as write. || In addition to whole class viewing of brainpop, each group will complete an activity found on [|http://www.northcanton.sparcc.org/~elem/kidspiration/harhager/matter.htm]
 * // http://www.norman.k12.ok.us/092/GO/ConceptWeb.dot //** ||

Students will follow directions to create a solid, liquid, and gas molecule using torn up construction paper. Solid will be full of “molecules” liquid will be semi-full and gas will have only one or two. Students will drop an alkaseltzer tablet into a small cup of water and observe the bubbles and they “pop”. Students will complete an activity using kidspiration which requries them to sort materials into the three states of matter: [|http://www.northcanton.sparcc.org/~elem/kidspiration/harhager/matter.htm] At the listening center students will listen to a song about the states of matter and then illustrate an accompanying book. Students will keep this booklety and practice reading about the states of matter. Here is a sample of the song: [] With an adult present: Students will observe an ice cube melting. The parent helper will use a blow dryer on the ice cube and the students will discuss the difference in the speed of melting.
 * Centers: **
 * #1 Molecules: **
 * #2 Alkaseltzer Gasses **
 * #3 Kidspiration **
 * #4 Matter Songs **
 * #5 Melt the ice **


 * Concept Web **

Concept webs encourage learners to visually record their learning through an exploration of issues or topic. The process establishes connections and helps the learner organise ideas and understand relationships between different concepts, problems and ideas. The centre circle contains the main concept, problem or topic. Linking ideas or solutions are recorded in the outer circles through the use of key words. Lines may be added to link the connecting circles to each other as well as to the central circle. Images and colours may also be used to enhance the concept map.


 * Example: **
 * // www.norman.k12.ok.us/092/GO/ConceptWeb.dot //**

// This is a really cool web site to create a concept map as a whole class using a projector. I would provide a list of terms such as: // // solid, liquid, gas, molecules, heat, freezing, boiling // // The students would work in groups to place the concepts into the concept map. They could each copy their group map into their science notebook to be used for studying or reference. //


 * Assistive Technology WebQuest **

http://www.slideshare.net/gawilcox/amy-wilcox-mod-6?from=share_email

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