LEARNING UNIT
Matter

LU Title: Matter

Authors: Debi Popovich, Jean Jackson, Mary Alyce Brinkman

School: New York State School for the Deaf

Grade: 1st

Content Area: Science

 

CONTENT KNOWLEDGE

Declarative

  • List the three phases of matter
  • Define each phase of matter
  • Give 4 examples of each phase of matter
  • Describe how matter changes from one state to another

Procedural

  • Students will recognize and identify the properties of each phase of matter through experimentation
  • Observe daily phenomena
  • Make predictions
  • Record observations
  • Generate questions
  • Use data to draw conclusions
  • Use beginning steps in the scientific process

 

ESSENTIAL QUESTIONS

1. What is matter?

2. How does matter change from one phase to another?

3. How can the knowledge of the three phases of matter be used in everyday situations?

 

CONNECTION TO STANDARDS

STANDARDS

KEY IDEAS

INDICATORS

Student will use mathematical analysis, scientific inquiry, and engineering design as appropriate to pose questions, seek answers and develop solutions

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Students will generate, process and transfer information using appropriate technologies
  • Students will develop explanations of natural phenomena in a continuing creative process.
  • Students will test proposed explanations using conventional techniques and procedures.
  • Students will gain new insights through analysis of observations

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  • Students will use technology to retrieve, process and communicate information
  • Ask why questions in attempt to seek greater understanding of objects and events they have observed
  • Question explanations they hear or read about, seeking clarification
  • Comparing explanations with their own observations and understandings
  • Construct descriptions of objects or events based on their observations
  • Explore phenomena through direct observation
  • Organize observations of events through classification and the preparation of simple charts and tables
  • Interpret organized observation, recognizing patterns, sequences, and relationships
  • Share their findings with others
  • Adjust their explanations and understandings of events based on their findings and new ideas
  • Use a variety of equipment to display and communicate information
  • Access information from printed media, electronic data bases and community resources

 

INITIATING ACTIVITY

The class is preparing to have ice cream for a snack. The teacher should arrange for another individual to call the class out of the room. Upon return, the students will find that the ice cream has melted. The teacher will engage the students in a discussion about what has happened to the ice cream. During the discussion the teacher will take another container of ice cream out of the freezer. The teacher will use the frozen ice cream to continue the discussion and to introduce the students to two phases of matter.

 

LEARNING EXPERIENCES

EXPERIENCES

TEACHER WILL

STUDENT WILL

Experience #1

Objective: Students will be introduced to the topic of matter.
  • Introduce three posters respectively labeled solid, liquid and gas
  • Make connections between the posters and the ice cream activity
  • Engage students in a discussion about what will happen to the ice cube
  • Melt an ice cube over a hot plate
  • Assist students using digital camera
  • Chart properties
  • Predict what will happen to the ice cube
  • Observe what happens to the ice cube
  • Use the digital camera to record what is happening to the ice cube
  • Print and post pictures on appropriate poster
  • Engage in a discussion of the three phases of matter
  • Identify properties of each phase of matter

Experience #2

Objective: Students will review and classify information.
  • Engage students in a review discussion of the three phases of matter
  • Introduce picture cards for classification activity
  • Sort the cards by phases of matter (solid, liquid, gas)
  • Place the cards on the appropriate phase poster

Experience #3

Objective: Students will observe and predict.
  • Provide examples of each phase of matter – rock, water, air
  • Provide a variety of containers
  • Engage students in a discussion about will happen to each item as it is placed in the various containers
  • Take turns placing items in the various containers
  • For air: students will blow up a balloon and then let go of the balloon
  • Record the results on a large classroom chart
  • Draw conclusions regarding the relationship between the different shaped containers and the state of matter within the containers. (How are they the same? Different?)

 

Experience #4

Objective: Students will be introduced to the concepts of displacement. They will experiment, observe and record the events observed.
  • Review the information on shape
  • Pose the question "Can two pieces of matter be in the same place at the same time?"
  • Provide cup, water, 5 rocks and record sheet
  • Hypothesize if two pieces of matter can be in the same place
  • Observe and record by drawing pictures to show what happened each time a rock was added to the cup
  • Use data to draw conclusions about their hypothesis

Experience #5

Objective: Students will collect information on the states of matter and create a poster.
  • Split class into 3 groups (solid, liquid and gas group)
  • Explain poster project
  • Conference with each group
  • Display student made posters
  • Make a poster of their state of matter using pictures, drawings, or digital camera photos
  • Conference with the teacher explaining why they chose the various examples of their phase of matter
  • Present and explain their poster to the class

 

CULMINATING EXPERIENCE

You are a news reporter for the NYSSD Scientific Register. Your editor has asked you to observe the Jello Making Demonstration at the Phases of Matter conference. You will be responsible for…

TEACHER WILL

STUDENT WILL
  • Demonstrate how to make Jello
  • Refrigerate Jello
  • Heat the solid Jello
  • Observe demonstration
  • Record observations
  • Use data to write a short experience story describing each phase the Jello goes through

 

RUBRIC

Rubric for assessing the culminating performance.

CRITERIA/SCALE

4

3

2

1

Content

Addresses all elements of the task.

Includes a lot of excellent details.

Makes connection to knowledge about matter

Addresses most elements of the task.

Includes some details.

Makes some connection to knowledge about matter

Addresses some basic elements of the task.

Includes very few details.

Makes little connection to knowledge about matter

.

Addresses only a few elements of the task.

Details are minimal.

Connections to knowledge are minimal

Accuracy

Phases of matter are correct.

Correctly includes additional drawings to depict changes within each phases

Sequence of events is in the correct order

Phases of matter are correct.

Depicts only the basic phases in the jello making process

Sequence of events is in the correct order

Missing phases of matter

Most of the phases depicted in the jello making process are correct.

Some events are out of order

Missing phases of matter

Only a few of the phases depicted are correct.

Most of the events are out of order.

Presentation

The experience story is well-organized

The story has a clear focus

Grabs the readers attention

Easy to read

Writing is neat and legible

The experience story is somewhat organized

Most of the story is focused

Interesting to reader

Somewhat fluent

Writing can be read with out difficulty

The story is clear enough for a reader to understand the message

The story gets off track several times

Difficult to read

Writing includes some cross outs, eraser marks, and words that are difficult to decode

The story is off track and confusing

No attempt to grab reader’s attention

Very difficult to read

Writing includes numerous cross outs, eraser marks, and words that are difficult to decode