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Students will be able to sort, classify and chart objects by their observable properties. They will learn to identify the three forms of matter and will be able to predict and identify changes in matter.
Children learn about the world around them through their senses. In their explorations of physical objects the students will observe, make predictions, and record the information. These activities are carefully guided with instruction to lay a foundation of knowledge of the three kinds of matter and their characteristics in the physical world.
1. Demonstrate a positive learning attitude.
5. Understand and use basic concepts and skills.
6. Communicate clearly in oral, artistic, written, and nonverbal forms.
By learning about physical characteristics the students will be able to understand and make connections to the weather, water, living/nonliving things, and the seasons.
Invitation to Learn:
In a whole‐group activity, have the students come up and pull an item from a bag. The teacher writes the name of the item and draws the item. The students generate their observations of the item. Ask the students to tell or describe what they know about the item.
Example: An aluminum pie tin properties are: silvery, shiny, round, crinkled, bendable, shaped like a pie, makes a sound when tapped, holds pie filling.
Use a chart to record their comments. The teacher uses the chart paper to make the following chart.
|Item ‐ Drawing of item||Item ‐ Drawing of item||Item ‐ Drawing of item||Item ‐ Drawing of item|
Check for understanding of what the term "properties" means.
Day Three through Day Five Exploring the Three Forms of Matter
Today students will be moving around the room to different exploration stations to learn about each kind of matter. The students are to explore, predict, and record their findings through a guided approach from either a parent helper or the teacher. After the children have had the opportunity to explore and predict the physical characteristics of a particular kind of matter, hold a debriefing and clarifying discussion to teach the specific qualities of each kind of matter.
Set up exploration centers with parents' help so that parents can help guide instruction and management. It is suggested to set up one exploration center a day for the students to rotate through. The teacher may decide on how to facilitate this activity. Each student can be given a clipboard, pencil and graphic organizer to record his/her observations of each kind of matter.
Solids Center: At this station have a small pan of water, scale, tape measure, and a hammer. The students use these tools to investigate the characteristics of each item. Suggested items: rocks, small toys, feathers, sponges, sugar cubes, paper, paper clips, metal screws, nails, yarn, brick, bobby pin, clay, ice, candy, gum, small balls, paper, pencil, crayon, eraser, rubber duck, leaf, cork, metal toy car, etc.
The liquids center has four individual parts to it. They are (1) mixing solids and liquids, (2) sink and float, (3) water displacement, (4) how liquids react to tin foil, paper towel, and wax paper. (The last shows how water repels, absorbs, and dissolves. )
Liquids Center: Have a pitcher of water and different small containers to put the different liquids in.
Solids Liquids Gases Characteristics: Characteristics: Characteristics: Examples: Examples: Examples:
Lesson and Activity Time Schedule:
Activity Connected to Lesson:
EXPLORATION CENTERS: See the Instructional Procedures for a detailed explanation of the centers.
The materials needed are listed below and are also listed in the Lesson Materials.
1‐Family Matter Graph‐Have the students families record the kinds of matter they eat or smell, for a week. Send home a recording sheet for recording Solids, Liquids and Gas.
Observe the students as they are learning about the physical characteristics of objects. Do they have the ability to observe and communicate orally and in written form about their observations? Do they have the ability to synthesize their knowledge and connect it to the qualities found in the various forms of matter? Are they engaged in the process of inquiry and exploration?