Melissa Chamberlin
EDU 327: Teaching to the Standards:
A Capstone Experience for Teacher Candidates
Title of Learning Experience:
Scientific Method Properties
NYS MST Standard: Science (4) - Students will understand and apply scientific concepts,
principles, and theories pertaining to the physical setting and living environment and recognize
the historical development of ideas in science.
Grade Level: 4
Final
May 10, 2011
Melissa Chamberlin
5/10/11
1
New York State Academy for Teaching and Learning
Learning Experience Information Form
Name:
Location:
School:
Melissa Chamberlin
Cheektowaga, NY
mchamber@daemen.edu
School District Name: Maryvale Public Schools
School Name:
Maryvale Intermediate
School Address:
1050 Maryvale Drive
Cheektowaga, N.Y., 14225
Phone:
(716)631-7438
PURPOSE
The purpose of this learning experience is to teach students how and what the scientific
properties are. The students will also learn that the scientific properties are not only for
scientists but for everyday people.
ENDURING UNDERSTANDING
The value of Scientific Properties and how they are used in everyday life.
ESSENTIAL QUESTION
How do we make good detailed descriptions of objects?
GUIDING QUESTIONS



What the properties are?
What are the seven properties?
How do we use the properties to observe and describe objects?
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CONGRUENCY TABLE
Learning Experience Title: Scientific Method Properties
Level: Elementary
New York State Learning Standard: Math, Science, and Technology
NYS MST Standard: Science (4) - Students will understand and apply scientific concepts,
principles, and theories pertaining to the physical setting and living environment and
recognize the historical development of ideas in science.
Grade Level: 4
Area of study: The Physical Setting
Key Idea: (3) - Matter is made up of particles whose properties determine the observable
characteristics of matter and its reactivity.
Performance Indicator: 3.1 observe and describe properties of materials using appropriate
tools
Major Understanding: 3.1B Matter has properties (color, hardness, odor, sound, taste, etc.)
that can be observed through the senses. p. 30
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Scientific Method Properties Congruency Table
Main
Understanding
Matter has
properties
(color, hardness,
odor, sound,
taste, etc.) that
can be
observed
through the
senses.
Instructional
Task
With assistance
from the teacher
the students will
observe objects
(a coin & a
gummy worm)
and describe
objects by their
properties.
_____________
Using the
HOWSCTS
worksheet for
assistance,
students will
practice writing
detailed
descriptions of
the scientific
properties.
Learning
Objectives
The students will
be able to
observe and
learn the
different
scientific
properties.
The students will
be able to write
detailed and
good
descriptions of
the different
scientific
properties.
_____________
_____________
Independently
the students will
create a poster
observing the
different
properties using
their senses.
The students will
make a
hypothesis using
the scientific
properties to
identify the
mystery object
that their
classmate has
chosen.
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5/10/11
Student
Work
Students will use
the HOWSCTS
worksheet and
fill out the Using
the Hands Lens
worksheet.
Assessment
Tool
Pre-assessment:
Students will take a
ten question
multiple choice quiz
on different
subtopics of matter.
Informal
Assessment:
Students work with
partners, small and
whole group
discussion will be
evaluated.
_____________
Students will
observe
household items
such as a phone,
glass of milk, and
celery with their
senses and write
detailed
descriptions of
the different
properties.
_____________ _____________
Students will
create a mystery
object poster, by
choosing a piece
of matter,
observe
properties with
their senses.
The Mystery Object
Poster along with a
four point rubric will
be used to assess
each student’s
ability on the
following attributes:
*Properties
*Observations
* Spelling/Grammar
*Creativity &
Neatness
4
OBJECTIVES



The students will be able to observe and learn the different scientific properties.
The students will be able to write detailed and good descriptions of the different
scientific properties with 95%-100% accuracy.
The students will make a hypothesis using the scientific properties to identify the
mystery object that their classmate has chosen with 95-100% accuracy.
CLASS BACKGROUND
This learning experience was implemented at Maryvale Intermediate in one fourth
grade science class totaling of twenty-one students. All of the students are in a general
education classroom, with one teacher. Some students receive special services; all of the
services are pull out. See the Student Work section and the subhead section Grade Level/Ability
for a full detailed list of the types of services on page 10, you may also refer to the Modification
Table on page 17.
OVERVIEW OF WHAT STUDENTS NEED TO KNOW






Follow directions given by the teacher
Focus and remain on task when working in cooperative groups or partners
Ask for assistance if needed
Use all stages of the writing process
Have an understanding of, and know how to follow all rules and procedures of the
classroom
Please refer to page 22
PRIOR TO IMPLEMENTATION

Students were learning about the classifications of birds and different animals. During
the unit the students have to identify if animals were warm or cold blooded. The
students also had to classify birds based on their habits and the environments they live
in. One the students completed the unit we were able to begin the next unit.
DURING IMPLEMENTATION

The students will be completing a three week unit on Matter. The students will learn
about solids, liquids, gases, physical & chemical changes. For the purpose of this
learning experience we will look at the part where the students learn about the
scientific properties. The students will be learning about the seven different types of
properties. The properties include hardness, odor, weight, size, color, texture, shape.
The students will learn how to identify what property is beginning discussed. The
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students will also learn how to write detailed descriptions of the each property. The
students will use a hands lens to look at a gummy worm and a coin. They will practice
writing their descriptions using those objects.
AFTER IMPLEMENTATION

After the lessons on the scientific properties, the students will then learn about physical
and chemical changes that occur in matter. After the unit on matter is completed the
students will be completing a unit on measurement which is a review for the New York
State Math Exam.
KEY SUBJECT-SPECIFIC VOCABULARY REALTED TO THE STANDARDS:
The students should have the basic knowledge of these key science vocabulary words
prior, during and after the learning experience:


Scientific Properties- a set of properties that allow scientists and everyday people to
describe objects only using their five senses.
Seven types of Propertieso Hardness- how hard or soft an object may be
o Odor- the type of smell an object has
o Weight- how much an object weighs (mass)
o Size- how big or small an object is
o Color- what the object looks like
o Texture-how an object may feel
o Shape- the size of the object

Observation-the act of observing something to gain information

Five senses- sight, touch, hear, smell, taste
ASSESSMENT PLAN
Diagnostic Plan: Before starting the new unit, the students will be required to take a ten
question Matter Quiz. The Matter Quiz contains nine multiple choice and one short answer
quiz. The goal of the quiz is too asses the student’s background knowledge of matter,
properties and the types of changes that matter can go through. For the purpose of this
learning experience only five questions were looked at please look at page 10 under the preassessment section.
Formative Plan: Students will work in whole group, small group and partners to verbally
talk about the different scientific properties and how we use them to describe objects. The
students will also receive the HOWSCTS worksheet to serve as a guide through the unit. The
worksheet contains the list of properties and starter sentences to help students describe
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objects. The students will also be observed on a gummy bear and coin with the Using the Hands
Lens worksheet. The students will also complete Objects at My House worksheet. The students
will be required to examine household objects and write detailed descriptions about the object
using the scientific properties.
Summative Plan: The students will create a mystery object poster using the HOWSCTS
worksheet, the four point rubric and the student checklist as a guide. The teacher will score the
students’ poster using the four point Mystery Object Poster rubric. The four point rubric will be
used to assess each student’s ability on the following attributes: observation of the properties
of the object, details included about the properties of matter has using only their senses (skills
addressed in New York State Science Performance Indicator 3.1). The students will refer to the
checklist as a self-assessment when completing the activity at home independently.
It is the student’s responsibility to complete all homework, classroom work, and quizzes.
If one assessment is missed, it is able to be made up but by a specific date, otherwise the
student will be issued a zero. The students also know that I am able to stay after school every
day from 3:30-4:15 for extra help.
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Name:
Mystery Object Project Rubric
Attributes
Scientific
Properties
_____ / 4 points
Descriptions
of properties
_____ / 12points
Creativity/
Neatness
_____ / 4 points
Fantastic
Great
So, So
Needs Work
4
3
2
1
All seven
properties
(hardness, odor,
weight, shape,
color, and texture,
size) are included
on the poster,
clearly labeled,
used in a
complete and
proper sentence.
All seven
properties are
described using
the starter
sentences. Each
property given in
great detail.
All seven
properties are
included on the
poster, not
clearly labeled,
not used in a
complete or
proper sentence.
Missing one or
two properties,
some of the
properties are
clearly labeled.
There is some
use of complete
and proper
sentences.
Missing several
different properties,
no use of complete or
proper sentences.
Properties are not
clearly labeled.
All seven
properties are
described using
the starter
sentences.
Descriptions of
different
properties are
vague and need
some more detail
Use of poster
board, neat, use
of ruler,
missing some
pictures,
pictures does not
match the
description of
the properties.
Includes some
of the starter
sentences and
some detail
when describing
the different
properties.
No properties are
described using the
starter sentences.
Very little or no
detailed is used
when describing the
properties.
Missing several
pictures, some
pictures do not
match the
descriptions of
properties, very
little use of
color.
No poster board, no
ruler to make lines,
not very colorful
and no pictures.
Use of poster
board, neat, uses
a ruler when
necessary, lots of
bright colors, eye
appealing.
Includes pictures
that are
associated with
the descriptions
of the properties.
Total:
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Comments:
Name:
My Checklist
Properties:
Hardness
Odor
Weight
Shape
Color
Texture
Size
Complete Sentence
Each property has a complete sentence.
Detail
I used lots and lots of detail when describing my properties.
Creativity and Neatness
I used lots of bright colors and a variety of materials to support my object.
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STUDENT WORK
Grade Level/ Ability:
These lessons were implemented across one fourth grade science class totaling of
twenty-one students. For the purpose of this learning experience, I chose several student’s
work and assessment results. For the purpose of this learning experience I chose only three
pieces of student work, each piece of student work falls under either the developing, proficient
and distinguished level. I examined all pre and post assessments results.
The fourth grade science class involved in this learning experience:
1.
2.
3.
4.
5.
6.
7.
Total of 21 students: 11 boys and 12 girls
Title 1 Reading Service: 2
504 Plan: 1
OT- for handwriting: 2
Resource room: 6
Counseling services: 1
Age Range: 9-11 years
PREASSESSMENT
The students are given a pre-test called the Matter Quiz during the first ten minutes of the
period. It requires them to answer nine multiple choice questions, along with one short answer
question. For the purpose of the pre-assessment results only certain questions were looked at. All 21
students took the Matter Quiz. The overall quiz has questions dealing with the entire unit. For the
purpose of this learning experience the following questions were examined:
o
o
o
o
o
What are the three states of matter?
A
has a volume and but no definite shape
Which of the following are Scientific Properties?
The Scientific Properties are:
Describe a rock using three of the Scientific Properties
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Diagnostic Pre-Assessment Results
14
Number
of
Students
12
10
8
6
4
2
0
Distinguished 5-4
Proficient 2-3
Developing 0-1
Prior to the Matter Quiz results, most of the students exhibited developing understanding of
the material. Preceding this pre-test, the students were given instruction on key specific vocabulary
related to the material. The students were also exposed to different hands on activities and materials to
help them understand and develop the knowledge on the different types of properties.
POST ASSESSMENT
For the students Post Test Assessment the will be presenting a poster on a mystery object of
their choice. After receiving instruction about matter and its properties, most of the students achieved
proficient understanding of the material. Many of the students excelled on their mystery objects
projects. All of the students were able to achieve the proficient level through their class work and their
project. See student work attachments. The students who received the distinguished stage were able to
identify all of the scientific properties with great detail. These students also were very creative and neat
with their project. The students who are at the proficient level often times didn’t include pictures, or
their descriptions of the properties weren’t detailed enough. There were no students who were at the
developing level. However in the appendices under student work, I placed one of the lowest students
score in developing.
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Diagnostic Summative Post Assessment
Results
20
Number
of
Students
18
16
14
12
10
8
6
4
2
0
Distinguished 94-100
Melissa Chamberlin
Proficient 93-73
5/10/11
Developing 74 and below
12
LESSON BREAK DOWN
Procedure:
The students will be completing a unit on matter. The unit last about three weeks. This
learning experience only focuses on day 1, 2, 3, and 5 of instruction. Day 4 is included, although
it is not focused on. Since the students were required to create a poster they had more time to
complete it instead of homework which comes back the next day.
Overview:
Day 1:
Objective of the day-SWBAT describe the 3 states of matter and find them in the real world
situations
Content: The students will learn that there are three different states of matter solid, liquid and
gas. The students will learn the in order for an object to be a solid the particles most be closely
packed together. In order for a liquid to be a liquid, the particles are loosely packed together. In
order for a gas to be a gas, the particles are not packed together.
Anticipatory Set:
To start this lesson, I will begin by having different objects such as water, pop, a balloon,
pencil and pen placed in front of the classroom. I will show the students the different objects
and ask them to identify them. Most of the students will tell me exactly what the objects are.
Once the objects are identified, I will explain to the students that the objects are pieces of
matter and what types of matter they are. The objects are solids, liquids or gasses.
Modeling:
At this point I will tell the students that there ways to identify solids, liquids and gasses. I
will show the students’ pictures of what the particles look like in the three types of matter. The
students will then receive their matter booklet. I will show the students the expectations of the
matter booklet. The students are required to draw five different pictures of liquids, solids,
gasses. The pictures must be neat, colorful and the picture must be labeled.
Guided Practice
After the students and I have looked at the Matter Booklet. The students will work in
partners using their Science book Physical Setting by Scott Foresman to fill in the What is
Matter Sheet? I will assist students that need them filling in the worksheet or explaining the
information to them. About 15 minutes the students and I will review the worksheet together,
ensuring that we all have the same answers. As we are reviewing the questions we will talk
about the different types of particles solids, liquids and gasses have.
Independent Practice:
The students will complete the Matter Booklet at home for homework.
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Day 2 & 3
Objective of the day-SWBAT describe the properties of several objects using HOWSCTS
(How Or Why Stinky Cheese Tastes Stinky)
Content- The students will learn that like animals we can identify and classify objects based on
properties. The students will be introduced to the seven types of scientific properties that we
will be studying. Also the students will learn the saying How Or Why Stinky Cheese Tastes Stinky
to help them remember the properties.
Anticipatory Set:
To start this lesson, I will have the students pretend that their scientists. I will describe
an object and have the students try and guess what it is. I will make a list of all the different
things that the students said. I will ask the students what they used to decided what the object
is. For example was me telling the students what color, shape or size it was gave them the
answer right away. From there I will explain that I used the properties the object had to
describe it.
Model:
At this time, I will tell the students that as scientists we don’t also need big fancy tools
and machines to help us figure out what something is. As scientists we can use our five senses
or we can use a simple tool like a hands lens. I will introduce the Scientific Properties and the
HOWSCTS poster and worksheet. I will explain to the students I will also introduce the Mystery
Object Poster, check list and rubric.
Guided Practice:
At this time the students and I will complete the Hands Lens worksheet. The students
and I will look at a coin and a gummy worm. I will give the students a coin and a few minutes to
discuss the coins feature with their group. After the students have had a few minutes to look at
the coin, as a class we will discuss all of the properties of the coin and write them down. The
students will then receive a gummy worm and work with a partner to complete the worksheet
and then we will review it as a class.
Independent Practice
The students will then complete a HOWSCTS packet, examining different household
objects. The students are required identify what type of matter it is, write why and describe all
the properties.
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Day 4
Objective of the day -SWBAT identify the difference between physical and chemical changes.
Content: The students will learn that matter changes and there are different types of matter.
The students will be learning about what a physical change and chemical change is. A physical
change means that an object stays the same but way it looks may be different. The students will
learn that a chemical change is when you have a completely different material after something
happens.
Anticipatory Set:
To start this lesson, I will be begin by showing the students the following objects
-cutting a carrot in half –physical change
-cutting a piece of paper in half-physical change
-crumpling up a piece of paper-physical change
-dropping food coloring in water-physical change
-lighting a match- chemical change
-baking soda and vinegar –chemical change
I will explain to the students that the things I was doing are different types of changes. I will tell
the students that there are two different types of changes, physical and chemical changes.
Modeling:
I will show the students how to identify and tell the difference between physical and
chemical changes. The students and I will complete several worksheets dealing with the
different types of changes.
Guided Practice:
Students will pair up in partners, they will each get a set of cards and will decide if the
situation they are given is a physical or chemical change. Once the students have completed the
matching game, we will then review their matches as a class.
Independent Practice:
For homework, the students will complete a worksheet where they are to identify
physical and chemical changes. The students will also answer true or false dealing with the
different types of changes.
Day 5
Objective-SWBAT to identify mystery objects by using the HOWSCTS
Materials-Property Poster and Mystery Objects –brought in by the students
Lesson Flow1. Students will present their objects to the class, after listening to the information about the
objects the students will try and guess what the mystery object is
HW- none
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Physical Space:
When you first walk in the classroom, you will notice that the desks are split up into four
groups. There are two groups of six, one group of five and one group of four. To the right hand
side of the door, there is a blackboard which holds the daily schedule, along with posters and
the check list board. The check list is used for when students do something wrong. The sides of
the classroom are filled with colorful and interactive tools for the students. One of the
blackboards is setup for the student’s time math tests to see how far they get. Another
blackboard is called strive for 5; every time a student reads at least a 100 pages they can put a
book above their name. There is also a board dedicated to the student’s vocabulary words,
homework, important things to know, student of the month, lunch count and the student
helpers for the week. There are two student computers in the classroom that are available for
student use. There is also a mini library system where students can take out books to read. All
the books are labeled by with the Fountas and Pinnell system. To show of student work, there is
an easel that has their name along with various works that they have completed.
RESOURCES:
There are two computers located in the classroom. The computers are used during their free
time. On the classroom list I added two new online sites that they can access.
http://www.kidzone.ws/science/me/outside.htm
http://www.brainpop.com/search/search.weml?keyword=physical+and+chemical+chnages
Since there is a limited amount of technology in the classroom the students were allowed to
type of the sentences that were required for their project. Also the projector is used on a daily basis
between the students and the teacher
MATERIALS:
 Science textbook- Scott Foresmen
 Pre-test quiz
 Matter Booklet
 What is Matter?
 Objects for matter demonstration
 Property Poster (model)
 Rubric and Checklist for Mystery Object project
 Gummy worms and coins
 HOWSCTS sheet and poster
 Hand Lens worksheet
 Object for project demonstration
 Index cards for matching game
 Objects for the different types of changes
 Projector-used daily
 Markers
 Pencils
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

Scissors
Stapler
Teacher Exemplar:
A Teacher exemplar is included in the appendices. The students are not shown the teacher
exemplars of the pre-assessment because it is a quiz. The students are shown examples of the mystery
object poster to help model their own poster.
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MODIFICATION TABLE
This learning experience required modifications to lesson instruction to meet all the student’s
needs. The modifications were applied to make all of the students learning more effective and
successful.
Modification Type
Specific Modification
Rationale
Benefits
Environmental/
Behavior Checklist for Student needs a
The student is able to
Management
different subjects and visual of the goals
control himself in order
daily activities.
that need to be
to complete a task and is
completed each day.
less disruptive to the
class.
Preferential Seating
& proximity
Instructional
Giving breaks in
between lessons.
Books and hands on
activities.
Melissa Chamberlin
Two of the students
have either ADHD or
ADD and need to be
reminded to stay on
task.
Several students have
a hard time going
from subject to
subject and become
very anxious.
Many of the students
need different types
of materials to help
them learn and
understand a topic
completely.
5/10/11
The students are able to
stay on task with the
class, less distracted and
able to be more
involved in the
classroom activities.
Having the students
stand up for 30 seconds
in between lessons or
during a long lesson,
gives the students time
to regroup and gather
their thoughts.
Allows the students to
have different memories
of the information
presented to them in
class.
18
Material
Tasks
Using an erasable pen
instead of pencil
along with a grip.
The student has
trouble holding onto
the pencil, and
pressing down to
make lines.
Line writing paper,
used common in the
lower grades to help
with letter formation.
The student has a
hard time making
letters big enough to
fit on the paper and
readable.
Allows the students
to push each other’s
thinking skills and for
the students to learn
new ways of thinking.
Using both small
groups, partner and
whole group activities
do complete during
class.
The pen allows the
student to see what she
is writing and yet she
can still erase in case
she makes a mistake.
The grip allows her more
control of her pencil.
The students is able to
have a visual and see
how big her letters
should be to fit on the
line
The students are able to
learn communication
skills, better their social
skills and they are able
to obtain more
information.
Behavior Management:
In the classroom there is no student that has a diagnosed behavioral or emotional
problem. However there are a few students who have problems following the basic classroom
rules and cannot get along with other students. To help relieve that problem, certain students
are not allowed to sit next to each other in group work or in different areas. One student has a
behavior chart; at the end of each subject the student can either earn a smiley face or a sad
face. At the end of the student counts up the amount of smiley faces and can earn that many
mystery motivators. For example if the student has five smiley faces then they earn five
mystery motivators.
A behavior plan has been implanted for whole classroom instruction. The behavior
plane that has been implemented called “Mystery Motivators”. Mystery Motivators are given
out to students who do outstanding work, give outstanding answers. Students can earn mystery
motivators by doing what the teacher asked, their homework, participating in school events
and various other activities. Just as fast as the students can earn mystery motivators, they can
also lose them. Students are required to pay mystery motivators, when they lose a paper,
forgot things in their lockers, or forget notebooks. At the end of the week students can place
their mystery motivators in a box and a name will be pulled out and they win a prize.
When a student misbehaves or acts out in class, they receive a strike. The student can
only receive three strikes a day. Once the student receives three strikes they are required to fill
out a stop sheet. The stop sheet makes the student stop and think about what they did wrong,
why it was wrong and how they are going to fix it. The student then has to take it home and get
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it signed. Depending on how serious the behavior is, the student can go straight to the stop
sheet. Students also receive phone calls home, depending on how serious the behavior is.
Time Required:
Planning: 30 minutes per lesson day, due to planning lesson, gathering supplies and creating
worksheets.
Implementation: Five 40 minute lessons
Assessment: 10 minutes at the beginning of one period for the pre-assessment
One full 40 minute period for the post assessment.
Reflection:
This learning experience was done to help introduce matter and matter’s different
properties. The students will be completing a whole unit dealing with matter. This learning
experience was written only examining the part of the unit where the students learn to the
three types of matter, along with the specific types of observable properties.
I developed this learning experience to help me take an in depth look at how I was
teaching. By doing this learning experience, I was able to examine the smallest details of my
lesson. From doing this learning experience I learned different things I needed to improve in my
instruction. One of the things that I learned is that I need to take pre-assessment scores and
evaluate the pre-assessment scores more in depth. Another thing that I learned was about was
making sure that the students all achieve the goals you have set forth for them. I learned that it
is important to constantly assess students to see their progress.
For this learning experience I set forth different objectives for my students. I believe
that all of my students reach the objectives that I had set for them. The reason that I believe
that is when doing formal and informal assessments; I could see the students’ growth in the
topic. I was able to observe the students talking within their groups and with each other about
what we were learning. Many of the students were very interested in the topic. All of the
students thought that the final assessment that I had created (Mystery Object Poster) was the
best project ever. One of my students said that “This project was really cool, we still had rules
to follow but we got to be really creativity!” Due the enthusiasm of the project, classroom
activities and classroom discussion, I believe the students reached all my objectives.
This Learning Experience is beneficial to students outside the classroom in many ways.
One way that it is beneficial is because people are asked every day to describe things. The
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students learned how to write detailed descriptions they can then transfer that knowledge into
a verbal action. For example when they are asked to describe a toy that they saw in a store and
they can’t remember what the name was. The student can use the scientific properties and
describe the object. The learning experience was valuable to the students because they
developed better writing skills. At the time in ELA we were learning on how to write detailed
literary essays. The students were able to work on the skill of adding detail to their sentences
and then could apply that knowledge in ELA.
If I was to re-teach this lesson, there are several things that I would change about it.
One thing that I would change is include a direction sheet for the mystery object project instead
of verbally giving the directions for the projects. The letter home was helpful, but many of the
students’ parents are not as involved in the students’ lives as what they should be. Some of the
parents did not read the letter home or some of the students did not give the letter to their
parents. If I would have included a direction sheet, then the students would have been
responsible for following it. I would also possible make the project an in school project because
some of the projects that came back, I know receive a lot of parental help and support; it was
not all their own student work. Overall I think that the lessons went very well and the students
enjoyed them.
My peer review was on April 17th, 2011 in the room next to the chapel. My peer review
went very well. All of the members of the group were extremely helpful along with the teacher
that sat in on the review. From listening to the review, I made several changes. One of the
changes that I made was making things more measurable. An example would be the objectives
and I added weight to the rubric. I also made changes in my modification table. Instead of just
listing the modifications, I went into detail about the type and reasoning why. Another one of
the changes that I made was I added a parent letter and a student check list.
Melissa Chamberlin
5/10/11
21
Appendices
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Classroom Rules
Letter Home
Classroom Floor Plan
Matter Quiz
HOWSCTS Sheet
Matter Booklet
What is Matter? Worksheet
Using the Hands Lens
HOWSCTS Homework Packet
Distinguished Student Work
Proficient Student Work
Developing Student Work
Melissa Chamberlin
5/10/11
22
Mrs.: Kirby’s Classroom Rules
1. Please raise your hand to speak.
2. Keep hands, feet, and objects to yourself.
3. Please use your indoor voice.
4. Use your materials safely.
5. Put materials back when done.
Melissa Chamberlin
5/10/11
23
February 15th, 2011
Dear Fourth Grade Families:
I would like to start off by introducing myself. My name is Melissa Chamberlin and I am
currently a student teacher in your son/daughters fifth grade science classroom. This
opportunity is the last step I will take before receiving my Bachelors Degree in
Childhood/Special Education from Daemen College and I’m very excited to be here at Maryvale
Intermediate. I am in the classroom working with Mrs. Kirby from the end of January through
the middle of March.
I am writing to inform you that we are beginning a new chapter that focuses on the
matter. The chapter will take in depth looks at the different properties that matter has. The
students will be using tools that Scientist use when describing matter and they will also be using
their own senses and observations to describe the properties that matter can have. The unit it
several weeks long, there will be pop quizzes, a cumulative test and a project. The students are
required to create a mystery object project. The students most choose an item from home and
bring the object in. Once your child has picked the object the student will need to create a
poster that includes the seven different properties. The students will be given a worksheet that
they can reference while making the poster. The properties need to be described in detail and
complete sentences. The only thing that you the parent are to help your child with is providing
them with a piece of poster board. This project is to be done completely by the student.
I’m looking forward to getting to know your child in the upcoming weeks. We will have many
wonderful experiences and opportunities to learn and grow in the days ahead. Please feel free
to contact me at anytime with any questions or concerns. You may reach me through the
schools telephone number or Mrs. Kirby’s email address.
Sincerely,
Melissa Chamberlin
Melissa Chamberlin
5/10/11
24
Classroom Setup
Blackboard
Storage
2 Student Computers
Teacher
Desk
Library Area
U-Shape
Guided
Reading
Table
Projec
tor
Work
Table
Morni
ng
Work
Table
Teacher
Desk
Work
Table
Melissa Chamberlin
5/10/11
25
Assessment Tool Pre-Test
Name
Property/Matter Quiz
1) What are the three states of matter?
a) Solid, liquid, gas
b) Solid, metal, paper
c) Density, volume, weight
2) Matter is something that takes up space and has mass.
a) true
b) false
4) Mass is the amount of matter something has.
a) true
b) false
5) The temperature at which a liquid changes to a gas is:
a) melting point
b) boiling point
c) heat energy
6) A
has volume but no definite shape
a) solid
b) liquid
c) gas
6) Which of the following are Scientific Properties?
a) solid, liquid, gas
b) shape, size, 2 pounds
c) shape, size, weight, color and mass
7) A hypotheses is:
a) results after an experiment
b) wild guess
c) educated guess
8) The Scientific Properties are:
a) only scientists can use them
b) are observable for scientists and everyday people
c) something that can only be done in the science lab
9) What is the Scientific Method?
a) A specific set of procedures and steps that scientists use when conducting an
experiment
b) a guess about something
c) a set of procedures and steps that people can use in everyday life.
10) Describe a rock using three of the Scientific Properties:
Melissa Chamberlin
3/19/11
26
Name:
Acronym
Melissa Chamberlin
Date:
Acronym
Properties
Starter Sentences
How
hardness
It is as hard as . . . .
Or
order
It smells like . . . .
Why
weight
It weighs as much as .
It weighs as little as . .
Stinky
size
It is as small as . . . .
It is as big as . . . .
Cheese
color
It is a bright as . . .
It is a dark as . . .
Tastes
texture
It is a rough as . . .
It is as smooth as . .
Stinky
shape
3/19/11
It is shaped like . . .
27
The Basics of Matter
By
Solids
A solid’s a solid.
It doesn’t change shape.
It can’t move around;
It stays in one place.
Your desk is a solid
And so is your chair
Just look in your classroomWOW! They’re everywhere!
Melissa Chamberlin
3/19/11
28
Liquids
A liquid moves smoothly.
We say that it flows
From one place to anotherHow quickly it goes!
We know that most liquids
Are easy to see.
With no shape of their own,
They’re not like you and me.
Gases
Air is a gas.
We can’t see it, that’s true;
But often we feel it
In things that we do.
It keeps up a kite.
Air fills up a bubble.
Without it to breathe,
We would be in BIG trouble.
Melissa Chamberlin
3/19/11
29
Name:
Date:
What is Matter?
I.
Mass and Volume
a.
Is anything that has mass and takes up space.
b.
the amount of material that matter takes up.
c.
the amount of space that matter takes up.
II.
Physical Properties of Matter
a. A
is something about matter that can be observed and tells
you what the matter is like
b. Matter has 3 states:
,
, and
i. A
has a shape and a volume of its own.
ii. A
takes the shape of its container.
iii. A
, like a liquid does not have a shape of its own.
III.
Mixtures and Solutions
a. A
is two or more substances that are mixed together but
can easily be separated. An example is a
.
b. A
is a mixture in which one substance spreads evenly
through another substance. An example is
.
1. How are mass and volume of an object different?
2. How is a solution different from other mixtures?
Melissa Chamberlin
3/19/11
30
Using a Hand Lens
Name:
Object being Observed:
Use HOWSCTS to describe the object
H-_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
O-_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
W- _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
S- _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
C- _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
T- _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
S- _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Draw a sketch of the object.
Melissa Chamberlin
3/19/11
31
Name
Date:
Directions: Look at the item and fill in the chart using the HOWSCTS. Make sure you write in complete
sentences and use lots of detail
Item
HOWSCTS
H-___________________
O-___________________
W-___________________
S-___________________
Celery
C-___________________
T-___________________
S-___________________
Melissa Chamberlin
3/19/11
32
Item
HOWSCTS
H-___________________
O-___________________
Phone
W-___________________
S-___________________
C-___________________
T-___________________
S-___________________
Item
Melissa Chamberlin
HOWSCTS
3/19/11
33
H-___________________
O-___________________
W-___________________
S-___________________
MILK
C-___________________
T-___________________
S-___________________
Melissa Chamberlin
3/19/11
34
Student Work of Projects
Melissa Chamberlin
3/19/11
35
Distinguished
Name:
Mystery Object Project Rubric
Fantastic
Stellar
So, So
Attributes
Properties of
Matter
Descriptions of
properties
Creativity/
Neatness
Total:
4
All seven
properties are
included on the
poster, clearly
labeled, used in
a complete and
proper sentence.
3
All seven
properties are
included on the
poster, not
clearly labeled,
not used in a
complete or
proper
sentence.
All seven
properties are
described using
the starter
sentences. Each
property given in
great detail.
All seven
properties are
described
using the
starter
sentences.
Descriptions of
different
properties are
vague and
need some
more detail
Use of poster
Use of poster
board, neat,
board, neat,
uses a ruler
use of ruler,
when necessary, missing some
lots of bright
pictures,
colors, eye
pictures does
appealing.
not match the
Includes pictures description of
that are
the properties.
associated with
the descriptions
of the properties
4
Needs Work
2
Missing one or
two properties,
some of the
properties are
clearly labeled.
There is some
use of
complete and
proper
sentences.
Includes some
of the starter
sentences and
some detail
when
describing the
different
properties.
1
Missing several
different properties,
no use of complete
or proper
sentences.
Properties are not
clearly labeled.
Missing
several
pictures, some
pictures do not
match the
descriptions of
properties,
very little use
of color.
No poster board,
no ruler to make
lines, not very
colorful and no
pictures.
No properties are
described using the
starter sentences.
Very little or no
detailed is used
when describing
the properties.
Comments: Wonderful work! What a great object and project! I love all the different
colors and materials that you used!
Melissa Chamberlin
3/19/11
36
Melissa Chamberlin
3/19/11
37
Proficient
Name:
Mystery Object Project Rubric
Fantastic
Stellar
So, So
Attributes
Properties of
Matter
Descriptions of
properties
Creativity/
Neatness
Total:
4
All seven
properties are
included on the
poster, clearly
labeled, used in
a complete and
proper sentence.
3
All seven
properties are
included on the
poster, not
clearly labeled,
not used in a
complete or
proper
sentence.
All seven
properties are
described using
the starter
sentences. Each
property given in
great detail.
All seven
properties are
described
using the
starter
sentences.
Descriptions of
different
properties are
vague and
need some
more detail
Use of poster
Use of poster
board, neat,
board, neat,
uses a ruler
use of ruler,
when necessary, missing some
lots of bright
pictures,
colors, eye
pictures does
appealing.
not match the
Includes pictures description of
that are
the properties.
associated with
the descriptions
of the properties
3
Needs Work
2
Missing one or
two properties,
some of the
properties are
clearly labeled.
There is some
use of
complete and
proper
sentences.
Includes some
of the starter
sentences and
some detail
when
describing the
different
properties.
1
Missing several
different properties,
no use of complete
or proper
sentences.
Properties are not
clearly labeled.
Missing
several
pictures, some
pictures do not
match the
descriptions of
properties,
very little use
of color.
No poster board,
no ruler to make
lines, not very
colorful and no
pictures.
No properties are
described using the
starter sentences.
Very little or no
detailed is used
when describing
the properties.
Comments: Very nice project ! Love the object! Make sure you use a ruler! Give a more
detailed descriptions
Melissa Chamberlin
3/19/11
38
Melissa Chamberlin
3/19/11
39
Developing
Name:
Mystery Object Project Rubric
Fantastic
Stellar
So, So
Attributes
Properties of
Matter
Descriptions of
properties
Creativity/
Neatness
4
All seven
properties are
included on the
poster, clearly
labeled, used in
a complete and
proper sentence.
3
All seven
properties are
included on the
poster, not
clearly labeled,
not used in a
complete or
proper
sentence.
All seven
properties are
described using
the starter
sentences. Each
property given in
great detail.
All seven
properties are
described
using the
starter
sentences.
Descriptions of
different
properties are
vague and
need some
more detail
Use of poster
Use of poster
board, neat,
board, neat,
uses a ruler
use of ruler,
when necessary, missing some
lots of bright
pictures,
colors, eye
pictures does
appealing.
not match the
Includes pictures description of
that are
the properties.
associated with
the descriptions
of the properties
Total:
Needs Work
2
Missing one or
two properties,
some of the
properties are
clearly labeled.
There is some
use of
complete and
proper
sentences.
Includes some
of the starter
sentences and
some detail
when
describing the
different
properties.
1
Missing several
different properties,
no use of complete
or proper
sentences.
Properties are not
clearly labeled.
Missing
several
pictures, some
pictures do not
match the
descriptions of
properties,
very little use
of color.
No poster board,
no ruler to make
lines, not very
colorful and no
pictures.
No properties are
described using the
starter sentences.
Very little or no
detailed is used
when describing
the properties.
2
Comments: Make sure you use a ruler! And give more detailed descriptions but nice
object!
Melissa Chamberlin
3/19/11
40