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Plan for the concept, topic, or skill Not for the class period
Name
:
Huffman Academy
Topic:
Activating Strategy:
Lesson Instruction
Learning Activity 1:
Teacher will create a triple Venn Diagram to show the similarities
and differences students suggest. The teacher will then introduce
the concept of matter, showing a notecard beside/beneath the three
items shown in the activating strategy.
Graphic Organizer
Give students a copy of What Are the States of Matter? sheet (page 248
in Giant Science Resource Book) to glue in Science Journal.
Learning Activity 2:
Read Spotlight section on Archimedes. Students will add new terms to
vocabulary section:
Archimedes - Greek mathematician and engineer who
discovered water displacement and levers
Mathematician - a specialist in mathematics
Engineer - a person who designs and builds machinery
Displace/Displacement - when an object (solid form)
enters water (liquid form), the water is moved away so the object
can take up that space.
Lever - a simple machine that can lift objects that are
much too heavy to lift by hand; a see-saw is a lever.
Students will underline specific items: Most matter has three forms: a
solid form, a liquid form, and a gas form. Scientists call these three
forms the states of matter. ...amorphous state, or has no definite
shape. Some properties of matter can be observed without a lot of
hassle. Physical properties can be observed without changing the
matter into something else. The metal in the shovel combines with
oxygen to form rust. Theres a name for properties that can only
Learning Activity 3:
Read Matter Changes section of Week 3 in Physical Science weekly
reader. Students should underline the following: Matter is always
changing, just like you are, molecules, energy, Living things create
energy from the food they eat, Non-living things, Energy created by the
sun, the wind and the rain changes them, Physical changes are
Assignment
1. Students
will complete
Mystery Matter
section of In the
Lab. Students
will use the
scientific method
throughout the
process. At the
end of the
experiment, after
they create their
polymer, the
students must
write a
paragraph to
explain whether
the matter is a
solid, liquid or
gas, using
terminology
learned
throughout the
lesson. Students
Students will then close their journals and play I Spy using physical and
chemical property details. Students will be provided 1 copy of each of the
following images: ice cube melting, apple, paper towel roll, orange cut in
half, plastic ring floating in water, rusted chains, U-magnet, lit candle,
cheese wedge, bubbles, brick wall, paper clip. This activity will help
students recognize the physical and chemical properties of specific items.
must also
explain what
energy was
need/used in the
experiment.
2. Students
will complete
final assessment
for both Week 2
and Week 3 of
the weekly
reader. Test will
be modified into
one test with
specific
questions
chosen from
both tests and
combined into
one. Test
questions
presented by
Weekly Reader
teacher
resource.
chemical properties of that item. [EX: I spy with my little eye something
that is red, juicy, sweet, that floats in water. The students may say Apple
- Solid Form, and place the image card in the solid section of the Venn
Diagram.]
Summarizing Strategy: