Science+Model+Lesson

Here is the lesson plan for science. Please upload it along with the powerpoint. I have made two copies of the lesson plan. Read through it. Our final activity uses HOTS and will be done in the interactive notebook. It was also suggested to add TPRs to the lesson. I put them in after the diagram slide of solids, liquids, and gases as volunteers, Then in small groups after the individual solid, liquid, gas slide. Hand-outs for the What am I activity. Place both files in folder 4.

Newest version( 7.19.10 - all I did was tweek my areas in the poweroint. I added a train that animates to show smoke. (Murray)

I modified the last version to put in the animation on the review and the timing on the activity portion of the lesson.

Hopefully this is the final draft 7/18/2010. Please check it over one time. I will fix whatever is necessary I will also put my handout and poster on this page to be checked. Thanks. Candace - If you put the pictures on the review slide I will take care of animating them. Here is an example of what it can look like.

Candace - What do you think of this as a starting point for the "What am I?" handout? Students would draw what they see in the boxes provided. I thought it would be a good idea for the age and for ELs to include sentence starters and a word bank for the writing portion of the activity. I know they need to be adjusted but I wanted to give you an idea of what I had in mind. Revisions made during 7/13/2010 meeting Slide 5 modified so that the order of the clip art matches the order of the words on the slide.

HOW IS THIS? What do you guys think of this idea? I was digging around and found this idea.... (See discussion tab for comments)

I took 20 ice cubes and put each one in a snack size baggie. (After viewing Bill Nye's film the day before on "Phases of **Matter**" where we learned about the fact that energy is needed for **matter** to change states.) I told the students we would be going outdoors and I wanted them to leave the ice in the baggie, leave the baggie closed, not to put it in their mouth and to make the solid ice change to a liquid as quickly as possible. The race was on. We were in the shade when I passed out the baggies. They almost immediately went into the sun. I could here them discussing the fact that heat would help melt the ice. Some students shook their bags and others put them down on the hot blacktop. This part of the experiment took less than 10 minutes.

When they showed me their new found liquid I took it from them, opened the bag and added an effervescent tablet and then zipped it closed again.( generic Alka seltzer) I said," Watch what happens now." The bags puffed up with gas in less than 10 minutes. They got so excited. Some did not understand what was happening at first, but the word spread quickly. They will never doubt again that gas takes up space. A few students must have sprung a small leak because it did not work, but their bag was not dripping water. I added another tablet, but still no results. So, next year I will have some fresh baggies with a little water so they can experience success on part two as well.

I allowed the students to pop them before we went back indoors, but we did pick up our trash to throw away in the classroom. Then we wrote about what happened in our science journals. We said we had a solid then a liquid and then a gas in our baggie. I have not told them yet that there was a chemical reaction when we put the tablet in the water. That will come later in the unit. =Lesson Topic: States of Matter=

Alabama Course of Study Science Grade 2 []
1.) Identify states of matter as solids, liquids, and gases. • Describing objects according to physical properties, including hardness, color, and flexibility • Describing changes between states of matter Examples: - solid to liquid-melting, - gas to liquid-condensing, - liquid to gas-evaporating, - liquid to solid-freezing • Measuring quantities of solids and liquids

IDEAS I have an idea for a science experiment for the students using marbles and a pan or container to demonstrate solids, liquids, and gases on a molecular level. For a solid, fill the bottom of the container with marbles. Take out a few for a liquid and the students will see how the marbles (molecules) roll around each other. For a gas they will take out several marbles.

Use excerpt from the book //Berenstain Bears' Science Fair// to introduce the lesson

On-line age-apropriate sites and iteractive activities: [] [] [] [] [] [] []#!