GEMS project

Matter

Christy Cagle & Sofia Garza

Description

Concept Map

Elementary Science Methods Home

5E Lesson Plan # 4

AUTHORS’ NAMES: Sofia Garza
TITLE OF THE LESSON: Collecting Solids And Liquids
TECHNOLOGY LESSON (circle one): Yes
DATE OF LESSON: 10-28-08 (Tuesday)
LENGTH OF LESSON: 30 min
NAME OF COURSE: 2ND Grade General
SOURCE OF THE LESSON: Matter- Solids, Liquids & Gases: GEMS© Teacher’s Guide for Grades 1-3 from Lawrence Hall of Science: Activity #4 (pgs 57-67); www.lhsgems.org
TEKS ADDRESSED:

Science 2.1(a) 2.2(b)(d)(e)(f) 2.3(a)(b) 2.5(a)

2.1 (a) Demonstrate safe practices during classroom and field investigations
2.2 (b) Plan and conduct simple descriptive investigations
2.2 (d) Gather information using simple equipment and tools to extend the senses
2.2 (e) Construct reasonable explanations and draw conclusions using information and prior knowledge
2.2 (f) Communicate explanations about investigations
2.3 (a) Make decisions using information
2.3 (b) Discuss and justify the merits of decisions.
2.5 (a) Classify and sequence organisms, objects, and events based on properties and patterns

CONCEPT STATEMENT: Matter is anything in the Universe that has matter and takes up space. Students can explore these ideas as they measure objects on spring scales to determine whether or not they have mass. They will also use their fingers to test if they take up space. In a closing demonstration with a balloon filled with carbon dioxide, they will learn that gases are matter too. (GEMS Guide: Matter)
PERFORMANCE OBJECTIVES: Students will be able to:

Learn that matter takes up space and has mass,
Apply the definition of matter by testing a variety of objects,
Use spring scales to determine if objects have mass,
Learn that all solids and liquids are matter,
Support arguments with evidence,
Follow directions, work cooperatively in groups, and record data

RESOURCES:
For the class:

Solids and Liquids display from previous sessions
1 calibrated spring scale (up to 100 grams)
about 12 sentence strips
1 black wide-tip marker
1 indelible marking pen (to mark spring scales)
1 lightweight object, such as a pencil
1 heavy object, such as a ring of keys
1 very heavy object, such as a large rock
2 identical balloons
Materials to make carbon dioxide (see “Getting Ready,” Step 6, page 60)
1 tablespoon vinegar
1 teaspoon baking soda
1-tablespoon measuring spoon
1 vial or pill bottle
1 funnel

For each pair of students:
•     1 spring scale (see Note About Spring Scales, page 59)
•     1 fold-top plastic sandwich bag
•    1 paperclip or binder clip
      For each student:

Journal from previous sessions
1 copy of What’s the Matter? Student sheet (page 67)

SAFETY CONSIDERATIONS: Students will

Be sure to use items such as balloons for activity purpose only
Caution students to treat the spring scales respectfully
Keep everything away from their mouths
Use the broom and dustpan to clean up spills appropriately
Wash hands

SUPLEMENTARY MATERIALS, HANDOUTS:
• What’s The Matter student sheet (GEMS guide p. 67)
• Journal from previous sessions

Engagement: Introducting Matter		Time: 5 min
What the Teacher Will Do	Probing Questions	Student Responses Potential Misconceptions
Tell class some things in the Universe belong in a group called *matter.* Hold up Matter sign but do not post.
Say for a thing to be matter, it must take up space.	What does it mean to take up space?	Students may think things that they do not see take up space are not classified as matter.
Demonstrate how objects take up space.	Ask, Does a pencil take up space?	Students may not think a pencil takes up space since they usually see it placed with not much around it most times.
Show class how pencil does take up space.	Can you pinch your fingers together when you hold a pencil between your fingers?	Yes, if they are holding the pencil in a manner where they could pinch their fingers as well. No, if they pinch their fingers the way teacher has demonstrated.
Tell students this will be the “finger test” they will be using to test for matter.	Can anyone show me how to test if your library book has matter?	Students will volunteer to show the class Their library book does have matter.
Tell the students that to be matter, something has to have mass. Mass means it is made of “stuff.”	How could you test whether this pencil has mass?	Accept all ideas that are given.
Put the “have mass” sign near the Matter sign.
Introduce gravity by handing a student the pencil so they may see how heavy it is. Explain that gravity is the pull between to objects like the Earth and the pencil. Gravity is pulling t he pencil toward the ground. If it was not made of “stuff”, gravity would not pull on it.	Does anyone have any questions?	Students may not be clear on gravity, so you can give one or two more examples.
Test for mass using scale. Say that because of Earth’s gravity, we can test if an object has mass (is made up of “stuff”). If it weights something, that is evidence that it has mass.	How can well tell if something has mass?	Students will respond that it will weigh something.
Demonstrate how to use the scale. Explain that scale is designed so that spring stretches out if something is on it. If the spring stretches, there is evidence that the pencil has mass.	What will happen if you put a pencil into the bag clipped to the scale?	The pencil will pull down on the bag, which will pull down on the spring inside the scale.

Exploration conduct learning stations		Time: 15 min
What the Teacher Will Do	Probing Questions	Student Responses Potential Misconceptions
Review the lesson.	Ask, “How do you know the pencil is matter?”	It takes up space and has mass.
Show how to record on the What’s The Matter? Sheet. Go over the list on the left-hand column. Show them where to record “yes” or “no” for the three questions.	Use the pencil as the first example. Ask, “Does it have mass?, Does it take up space? Is it matter?”	Students will answer yes to all three questions if they understood.
Point out blank spaces on the sheet. Say that these are there so they can test other things they like.	Does everyone understand?	Students will begin to ask questions if they need clarification
Say that when it is time, take your What’s the Matter? sheets and a pencil and walk to a station with your partner	How will we get to our stations?	We walk
Tell students that they can visit the stations in any order.
Emphasize the importance of taking turns with the scales.	Ask, “Are we taking turns with the scales?”	Students should reply “yes.”
Discuss and emphasize resources they can use for help	What else can we use to help us decide?	[Class display board] [Journals] [Talk with partner]
If there are no questions, designate partners and allow students to go to their stations
Circulate room to make sure that Students are applying the class definitions Students are recording their answers before moving on
Give a five (5) minute warning: Make sure that each pair is able to visit sand station before time is up
Have students come back to desks for discussion

Explanation		Time: 5
What the Teacher Will Do	Probing Questions	Student Responses Potential Misconceptions
Have students keep their What’s the Matter sheets and gather for class discussion.
Begin class discussion.	Ask, “Did anything surprise you?”	Students may comment that the big Styrofoam object had relatively little mass and the tiny metal had a lot of mass.
Continue class discussion.	Ask, “What is one thing you tested that is matter? For each response, ask how they know it is matter.	It has mass and takes up space.
Class discussion.	Ask if they found any solids that are not matter? Any liquids?	Students will respond if they tested these samples.
Discuss the water in the balloon.	Can you put your fingers together when you hold it? Does it have mass?	The answers should be “no, you can’t pinch your fingers together” and “yes, it does have mass.”
Tell the class that all solids and liquids are matter. Move the large Matter sign to above Solids and Liquids signs in your display.	Ask what the students know about all solids and liquids.	They are all matter and all have mass and take up space.

Elaboration Testing “Air” and What’s Not Matter?		Time: __5 min______
What the Teacher Will Do	Probing Questions	Student Responses Potential Misconceptions
Explain that they will hold a thumbs up or down to show their response.	Is air matter?	Students will probably show a thumbs down because they cannot see air take up space.
Show them an empty, deflated balloon. Put it on the spring scale and record how many grams it shows. Hold up the carbon dioxide-filled balloon you prepared. Tell them the balloon by itself has the same amount of mass as the other balloon, but this one has been filled.	Is everyone following?	Students will respond accordingly.
Explain what’s in the balloon. Tell the students the balloon has been filled with carbon dioxide and now we will test it for mass.	Does anyone know what carbon dioxide is?	Expect to hear different answers.
Take the empty balloon off the scale and replace it with the CO2 filled balloon.	Ask, “Does the filled balloon have more mass than the empty balloon?	If yes ask why. The stuff in the balloon has mass.
Have students test this idea.	Ask the students to use their fingers to test if the air in the room takes up space.	Students may still not understand the idea.
Challenge students.	Ask, “Is air matter?”	Yes, because it has mass and takes up space.
Put balloon and the sign saying “air” under the Matter sign.
Review what’s not matter.	Ask if the students can think of things that are not matter.	Students may have a difficult time with this idea. Give some examples if necessary.
Explore other things that may be matter.	Ask for a volunteer to stand in front of the class. Ask students if they think people are matter?	Students will respond.
Put your hands on either side of the volunteer’s head and pretend to push really hard.	Do people take up space?	Students should see that you can’t put you’re fingers or hands together so they will say yes.
Lift the student or pretend to try and say how you have felt weight.	Do people have mass?	Students will say yes because they have seen the demonstration.
Conclude the discussion	Ask again if people are matter.	Yes, because they have mass and take up space.
Place the “people” sign under the Matter sign.

Evaluation		Time: ____All 30 min____
What the Teacher Will Do	Probing Questions	Student Responses Potential Misconceptions
Check for understanding as the lesson progresses.	Is everyone following me?	Yes or no depending on the level of understanding.
Circulate the station.	Ask the student what in class we have studied to check for reasoning behind answer.
Review student sheet.