Activity Plan Day #1 Name: Desiree Kristek, Lexi Wood, Belinda Snowden, Hannah Davis, Jasmine Mazariegos Email address: dnkristek@bsu.edu, amwood@bsu.edu, hmdavis2@bsu.edu, bmsnowden@bsu.edu, jemazariegos@bsu.edu Grade: 2nd Grade EDEL 200 Section 06 Classroom Teacher: Mrs. Lowe Topic: What is Matter? Length of lesson: 30 minutes _____________________________________________________________ _ Lesson Objective: The students will, justify, in writing, the explanation of matter. Indiana State Standard: Observe and describe that the properties of materials can change, but not all materials respond in the same way to the same action. Indiana Indicator: 2.1.1. Observe, describe and measure ways in which the properties of a sample of water (including volume) change or stay the same as the water is heated and cooled and then transformed into different states. Content: Matter is everything. Matter takes up space. Matter has three different states. Materials: Sticky-Notes, “The Makeup of Matter” poster, Matter Rap, flipbook, cookie cutter, Play-Doh Motivation: I will introduce the students the Matter Rap, to get them excited to learn about Matter. I will ask the students if they can identify some of the adjectives that the rap uses to identify matter. Goal for the Learner: “Today we are going to learn what the Earth is made of.” After you have learned what the Earth is made up of, you will create a flipbook of your understanding of what Matter consists of. Procedure: Introduce the concept of Matter by showing the Matter Rap. Introduce atoms and model by using Play-Doh and cookie cutter example. Give students Sticky-Notes to place in “The Makeup of Matter” poster. Discuss students’ Sticky-Notes. Students will create a flipbook of what matter is made up of. New Information: The Earth is made up of matter. Matter takes up space and is made up of tiny particles called atoms. Atoms are tiny particles that you cannot see that join together to make up matter. Modeling: Explain that Matter is made up of tiny particles called atoms. Use tiny balls of play doh to fill in a shaped cookie cutter. Then explain that the Play-Doh balls symbolize atoms that make up Matter (the cookie cutter). The Play-Doh balls will already be pre-made. Guided Practice Students will each have six Sticky Notes. Each student will draw three pictures and write three words on the Sticky Notes. As a group, will discuss each child’s favorite note. Students will take turns placing their notes on the “The Makeup of Matter” poster. Practice/Assessment: Students will create a flipbook and list the make-up of Matter. The flipbook will be pre-cut for them into four sections all about Matter. The four sections will be labeled as “I know”, “Reminds me of”, “I wonder”, and “I think”. Evaluation: _________________ understood concept _________________ did not understand concept Activity Plan Day #3 Name: Desiree Kristek, Lexi Wood, Belinda Snowden, Hannah Davis, Jasmine Mazariegos Email address: dnkristek@bsu.edu, amwood@bsu.edu, hmdavis2@bsu.edu, bmsnowden@bsu.edu, jemazariegos@bsu.edu Grade: 2nd Grade EDEL 200 Section 06 Classroom Teacher: Mrs. Lowe Topic: Changing States of Matter Length of lesson: 30 minutes _____________________________________________________________ _ Lesson Objective: The students will arrange marbles into three glass jars to prove their understanding of changing states of matter. Indiana State Standard: Observe and describe that the properties of materials can change, but not all materials respond in the same way to the same action. Indiana Indicator: 2.1.1. Observe, describe and measure ways in which the properties of a sample of water (including volume) change or stay the same as the water is heated and cooled and then transformed into different states. Content: Water can become all three states of matter Water must be heated or cool to change states of matter Water can be used to heat up and cool down items depending on the state of matter it is in. Materials: Empty water bottle, vinegar, baking soda, balloon, Solids, Liquids, Gases video, three empty jars, marbles Motivation: I will show the students the Solids, Liquids, Gases video. The video talks about how each state of matter changes when heat is added or taken away. It also shows that when matter changes its state, it’s really the movement of molecules slowing down or speeding up. Retrieved .from:http://studyjams.scholastic.com/studyjams/jams/science/matter/solidsliquids-gases.htm Goal for the learners: “Today we are going to learn about water and how it can be all three states of matter.” Procedure: Show students the Solids, Liquids, and Gases Video. Review the three states of matter. Introduce the different states water can be in and how water changes into each state. Show students the water balloon experiment. Give students three jars with marbles and have students show the molecules in each state of matter. Discuss why students chose to place the marbles in the jar Have students make a flow chart of how water changes in states of matter to show understanding. New Information: Learning What are the different states water can be in How water changes into each state How I will teach this I will show them each state of matter I will help them understand how each state is different I will explain to them how heating and cooling water can change its state Questions I will ask How does water become a gas? How does water become a solid? How does water become a liquid? What will the molecules look like for each state? Where have you seen each state of matter in your home? Modeling: I will show the students the water bottle balloon experiment. This experiment shows all three states of matter in one simple step. you have a water bottle with a little bit of vinegar at the bottom next you add baking soda quickly cover the top of the water bottle with a balloon and watch it blow up. I will ask the students to identify each state of matter they saw. Guided Practice: I will hand each student 3 marbles to put in the Solid jar; 2 marbles for the Liquid jar; and 1 marble for the Gas jar. The students will place the marbles in each corresponding jar. We will then discuss the movements of the molecules of each state and what they signify. Practice assessment: I will have the students work together to make a detailed flow chart of how water changes states of matter. Students will also write what temperatures these changes happen at. Evaluation: _________________ understood concept _________________ did not understand concept