Instructional Project 5 - LESSON PLAN

Name: Aykut Gundogan

Date for the Lesson Plan: 4/10/2017

Lesson Plan Type: Cooperative Learning

Grade Level: 5th Science

Subject: Matter and Energy Classifying Matter, Properties of Water, and Mixtures

Time: 45 minutes

TEKS objectives:

5.5A classify matter based on physical properties, including mass, magnetism, physical state (solid,

liquid, and gas), relative density (sinking and floating), solubility in water, and the ability to conduct or

insulate thermal energy or electric energy;

5.5B identify the boiling and freezing/melting points of water on the Celsius scale;

Accommodations to meet diverse learner needs:

ESL/SPED Accommodations

Give oral and written instructions

Checking for understanding

Reminding students to be on task

Decision to work independently, with a partner, or with a small group

Give additional time on exercises that include reading or writing

Not grading based on grammar

Small group testing for quizzes and tests

Additional time on tests and quizzes

Adequate time to compete for homework assignments

Situation close visuals, helpful students, or teacher

Access to vocabulary or bigger print questions

GT Accommodations

Active Exploration Activities

Higher level thinking questions

Opportunity for further enrichment through the 6th-grade website and Accelerated Learning

Unit or Lesson objectives:

Students will be able to:

Observe water changing between the different phases and explain energys role in this process.

Identify the boiling and freezing/melting points of water on the Celsius scale and use this

information to determine waters characteristics at a given temperature,

Determine that in some mixtures the physical properties do not change while in others the

substances may undergo a physical change and be able to determine the properties changed

ELPS:

1(A) Use prior knowledge and experiences to understand meanings in English

1(E) internalize new basic and academic language by using and reusing it in meaningful ways in speaking

and writing activities that build concept and language attainment;

2(C) learn new language structures, expressions, and basic and academic vocabulary heard during

classroom instruction and interactions

3(D) and 3(E) speak using grade-level content area vocabulary in context to internalize new English

words and build academic language proficiency and share information in cooperative learning

interactions

Instructional Strategies

*Daily Outline * Academic Vocabulary

*Collaborative Learning *Word Wall

*Discussion *Concept Map

*Video *Inquiry

Key Vocabulary

Matter Mass
Volume Melt
Physical Property Physical State
Solid Liquid
Gas Magnetism
Temperature Conductor
Insulator Solubility
Relative Density
Classify Melt
Melting Point Evaporate
Boiling Point Condensation
Freeze Freezing Point
Ingredient Mixture
Physical Change Solution
Dissolve

Materials:
Science Notebooks Characteristic cards
Various tools for measuring and observing worksheet (titles solid, liquid, gas)
Golf Balls Salt
Ping Pong Balls Water
Ice Beans
5 empty water bottles Plastic Cups
Glass Beakers Hot Plates
Circuit Materials Rubbing Alcohol
Vegetable Oil Corn Syrup
Density Cube Sets Sand
Flour Powered Sugar
Projector Teacher laptop

ENGAGEMENT

I started to my lesson with a question. I bring students attention to the announcement: you know,

everything is made of matter. Ask the students, "If everything is made of matter, how do we know matter

exists?" Through a couple offers, we decide matter exists in the structures, for example, solids, liquids,

and gasses. Next, I ask students to write a report about that what is the identify characteristics that

distinguish solids, liquids, and gasses. I give out all students three column chart and the pack of

characteristic cards and I ask students to work with their group to arrange the characteristics under titles

solid, liquid, gas on their worksheet. As I walk around and check their answer. After, I ask every group

one characteristic identify. I asked what you think of water. Is it solid or liquid? Provide the students with

a frozen water bottle and ask them to record their observations as it sits out on their table. Provide them

with a thermometer and hand lens to assist with their observations. What is happening and what is causing

these changes? I listen to pertinent discussions about the characteristics as they figure out where to place

the card on the worksheet. At that point, I ask the students What are physical properties? When a

student provides you with an example ask them to write it on the board. Provide the students with a golf

ball, ping pong ball and a Venn diagram. Tell them to compare and contrast the balls using some of the

physical properties on the board. Ask them if they need any tools to help them with these observations

(examples: hand lens, thermometers, balances, etc.) and provide those tools so they can make those
observations. Students will create a mixture of two different kinds of beans and then a mixture of salt and

water. Then students will compare and contrast the two mixtures.

EXPLORATION

I hand out students with a variety of different item and a data table. Working as a group they will

decide the items mass (utilizing a triple beam balance), magnetism (utilizing a magnet), state of matter

(using their sense of sight and touch), capability to sink or float in water (using a plastic bowl and water)

and ability to conduct or insulate electricity (by placing each item in a circuit). At that time students will

observe and takes note how different powders or grainy substances react when placed in water. I ask them

do they dissolve. Are they water soluble? Students will be seeing how frozen water performs when sugar

and salt are added. They will take notes their perceptions in their science notebook. What is occurring to

the ice and why? Next, I give each group three different clear liquids in fixed containers and ask them

which fluid is water? How can you tell? Is there a test that figures out which fluid is water? (Put the fluids

in the cooler overnight and have students observe them the following day.) Which liquid is water? Did

their answer change?

EXPLANATION

Around then, when the class decides the contrasts between the conditions of matter: solid, liquid,

and gas states, I demonstrate a fast summary (utilizing parts in the video) of physical characteristics on

each one. As a class, we will read a few students notes and they will practice effectively reading by

stopping to talk about main ideas and highlighting essential information. I ask the students create a

vocabulary foldable or graphic organizer in their science notebooks for all their Matter and Energy

vocabulary words.

ELABORATION
Once class defines and identifies physical characteristics of a solid, liquid, and gas. Students will watch

different of wood types, plastics, and metals float or sink in water or other fluids including vegetable oil

and corn syrup. At that moment, they will layer the liquids and make a density column. Students will

watch that changing the size of an item won't affect whether or not the item floats or sinks since density is

mass per unit volume. Students will then find out about buoyancy and this activity student will decide

whether different objects sink or float in water. I give students with the phase change graph of water and

have students answer questions using the graph.

EVALUATION (Summative Assessment)

I ask class summaries the lesson today. I draw them in conversations by encouragement them with

questions like, "Let's think about a solid. How is it different from a liquid and gas? Students reply to the

assignment given at the start of the unit. They will be tested on this topic. They supposed to answers all

questions it will be gone over in class. I pull out characteristic cards and worksheet. I collect notebooks at

the end of class and check for student understanding.