Lesson Name or Number:
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What Do We Know About Solids, Liquids, and
Gases
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Date:
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Feb
11th 2014
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Name:
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Kat Fiddler
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Subject:
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Science-
Solids, Liquids, Gases
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Grade(s):
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2
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Rationale:
This lesson is relevant to
the grade two science curriculum because it allows children to explore
substances using the knowledge they have gained throughout the solids, liquids,
and gases unit. Teachers can use this lesson as a form of assessment in which
students express their knowledge through discussion as well as through their
predictions and conclusions. This lesson includes hands on, auditory, and
visual queues for all types of learners.
Prescribed Learning Outcome(s):
2-2-01 - Use appropriate
vocabulary related to their investigations of solids, liquids, gases.
2-2-15 – Recognize that the
states of solids and liquids remain constant in some circumstances but may
change in other.
Instructional
Objective(s):
The objective of this lesson is to have students learn
to express their knowledge about the three states of matter and use
constructive reasoning in order to come to a conclusion about unknown
substances. This lesson provides students the opportunity to use their newly
learned knowledge in a context that could be similar to a real life experience.
Prerequisite
Concepts and Skills:
For this
lesson, students should have the knowledge that helps us decide whether a
substance is a solid, liquid, or gas. This means that the students will be able
to recall how these three states of matter look, act, and change. This
knowledge would be covered within a variety of learning outcomes such as
2-2-02, 2-2-03, 2-2,04, and 2-2-05.
Materials and Resources:
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Teacher
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Students
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Cornstarch Magic (baking soda & water)
Beaker/ Measuring cup
Examples of liquids (water)
Examples of solid (rock)
Worksheet for students (attached)
Hand washing station
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Pencil
Prediction/ Conclusion worksheets
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Lesson Activities:
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Teacher Activities
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Student Activities
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Time
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Activate:
-Begin by
asking students what they know about the three states of matter
-Have
students guess what will happen when you pour the liquid into the container.
Do the same with a solid object.
-Show
students “cornstarch magic” substance
Acquire:
-Give students
PREDICTION/CONCLUSION charts
-Have a mock chart made
up on the whiteboard
-After students predict, explain to them that
sometimes, solids, liquids and gases stay the same sometimes, and change
other times. Just like when we heat ice, it turns from a solid to a liquid.
When we put pressure on the liquid form of cornstarch magic, it becomes a
solid until we let go and release the pressure.
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Activate:
- Have students
feel/play with the substance (Have hand wash station near by or put in
plastic bags)
-Ask students while
they are exploring the substance if they think the substance is a liquid or
solid
Acquire:
-Have students fill out predictions of what the
cornstarch magic substance could be and explain why in their own terms
-Have students write down in the conclusion side of
their worksheet that sometimes substances can be different states when in
different situations.
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10
min
10 min
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Teacher Activities
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Student Activities
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Time
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Apply:
-Have a
discussion about what other objects can change or are more “flexible”
-Talk about
“flexible” solids like rubber, nylon, Styrofoam etc.
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Apply:
-Have students
write some examples in the conclusion side of their worksheet
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5 min
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Universal
Design for Learning (UDL) and Differentiated Instruction (DI):
This lesson is universal as it is beneficial for all
learners and allows all types of students to succeed. Since the activity has a
variety of sections, we are able to touch on many different styles of learning.
Students who learn kinesthetically benefit from the section of the lesson where
they can feel the cornstarch magic and apply their discoveries to their
learning. Students who learn though auditory means will benefit from the
discussion sections of the lesson. Students who are visual learners benefit
from both seeing the cornstarch magic substance as well as having a worksheet
to document their learning. Students are encouraged throughout this lesson to
learn either independently or discuss with others.
Modifications for this lesson are as for students
within the classroom that may have special needs or learning disabilities.
Students who have sensory issues may not want to touch the substance. These
students will be encouraged to watch others investigate the substance so that
they are able to learn how the substance reacts to pressure. Students who may
have difficulty writing can be encouraged to draw pictures on their worksheets
rather than writing. Students can also express to the teacher or an educational
assistant what their predictions and conclusions about the substance are.
Teachers and educational assistants will be encouraged to circulate throughout
the room while students are making predictions and conclusions and having
discussions with their peers.
Organizational
Strategies:
The teacher and the educational assistant(s) should
circulate the room in order to listen to and facilitate discussions amongst the
children. During the investigation aspect of the lesson, a teacher will
organize the children. The children should be lined up and waiting for their
turn to explore the cornstarch magic. If there is more than one adult in the
room there can be more than one line for the children to wait for their turn.
Children are encouraged to think about what we are learning about while they
wait. The worksheets help the students stay focused by having specific sections
for the different parts of the lesson.
Behavioural
Management Strategies:
In order for the lesson to run smoothly, the teacher
can individually pick students to come up and explore the substance. This
selection can be done using choose sticks (random) or by which children are
sitting nicely (rewarding positive behaviors). The adult supervision and
circulation throughout the room is important to keep children on task and
behaving. If students are not able to stay on task or are acting out they can
be given warnings and if they can still not comply those children will be
removed to a quiet part of the classroom where they can collect themselves and
relax until they are reading to come back and learn with the rest of the class.
Assessment
and Evaluation:
The assessment of this lesson is done in a variety of
parts. In part, the lesson itself is an assessment on how the students apply
their prior knowledge of the unit to a new lesson. Other assessment parts of
this lesson include the worksheet, which is a concrete assessment piece that
will come out of this lesson as well as the active discussion as a class and
between students and their peers. It is important that the teacher pay
attention to the vocabulary the students are using in order to properly achieve
2-2-01.
Extensions:
This lesson provides context for
future discovery lessons. Once children have a base idea of how to discover a
substance and apply their prior knowledge to conclude about a certain object or
substance, it will be easier for the class to discover other new substances.
This can be useful for a variety of inquiry lessons, not only pertaining to
science. The skill of being able to use prior knowledge to learn/find
out/conclude about new things is a universal skill in which this lesson
facilitates.
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Substance Name:
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PREDICTION
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CONCLUSION
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