# Name

```Activity Plan Day #1
Name: Desiree Kristek, Lexi Wood, Belinda Snowden, Hannah Davis,
Jasmine Mazariegos
Email address: [email protected], [email protected],
[email protected], [email protected], [email protected]
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,
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).
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: [email protected], [email protected],
[email protected], [email protected], [email protected]
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
 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
```
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