Elizabeth McCormack
EDUC 140: Fall 2005
Benchmark Lesson #2
Unit Title: Physical Science (Classifying by Properties)
Lesson Title: Making a Venn diagram
Grade Level: 2-4
Purpose:
The purpose of this benchmark lessons it to introduce the Venn diagram as a tool used to record
and share observations. A Venn diagram is a type of graphic organizer that will be used to help
students sort characteristics, elements, observations, etc. by isolating differences and clearly showing
where commonalities lie between two or more subjects. The basic skills of recording and organizing
data, identifying differences and commonalities shared between various subjects, and using the Venn
diagram as one strategy in graphically organizing data will be covered in this lesson. Several
components of this lesson can be used as a “springboard” for future lessons in science and other
subjects. The Venn diagram will be a remarkable tool for students and can be used throughout any
curriculum (literature- characters in a story, comparing stories; social studies- looking at various
societies, cultures, etc.). Also, with regards to the science content covered in this specific benchmark
lesson, connections can be formed to other science topics (see purpose statement below for examples).
The teacher may want to make the following statements in order to convey the purposes of the
benchmark lesson to the students: The purpose of this lesson is to allow you, the students, to figure out
what sets these states of matter apart and what they share in common. We will then learn to use a
Venn diagram to help organize our information. Venn diagrams can be important graphic organizers
that can help you to record and clarify data that you have collected. Also, in learning about the
properties we have observed of these items we can introduce the various states of matter. This
introduction will help us as we classify things by properties and will be useful information when we
tackle topics such as heat transfer, phase changes, and weather.
NSES:
CONTENT STANDARD B:
As a result of the activities in grades K-4, all students should develop an understanding of

Properties of objects and materials
Specifically: “Objects have many observable properties, including size, weight, shape, color, temperature, and the ability to
react with other substances. Those properties can be measured using tools, such as rulers, balances, and thermometers.”
Once again, this content standard of understanding properties of objects and materials is crucial
for the science field and the world. In the science realm, properties of objects and materials are used
frequently to make observations, collect data, compare things, recognize change, classify and group,
and inspire driving questions. In the world outside of the science field, properties of objects and
materials are used to recognize, classify, perceive, explain, and describe the world around us. This
benchmark will enhance students’ understanding of the various properties of objects and materials,
specifically looking at the properties of the three states of matter. Furthermore, it will teach students
ways to organize and sort data they have collected by using Venn diagrams which will clearly establish
distinct and shared characteristics or properties. A graphic organizer is a strategy which can be
implemented in any subject and will help students sort information, such as properties.
Science Content:
The science content presented in this lesson plan is meant to only be a supplement to the
benchmark lesson on Venn diagrams. Venn diagrams, themselves can be considered a strategy used to
organize data in the scientific field. However, the basic science content that will be addressed in this
lesson are the observable properties of the states of matter (solid, liquid, gas). A solid is a material
with a fixed shape and volume, which also includes a preserved external form. A liquid is a collection
of atoms or molecules with no fixed shape but have a fixed volume. A gas is a collection of atoms or
molecules that expand to fit the shape and volume available to it. Aside from these basic terms and the
graphic organizer, more in-depth scientific content will follow as the unit progresses.
Data:
Predictions: As a teacher, one may predict the various types of descriptions students may give or
students’ previous knowledge of the states of matter or the Venn diagram. However, since the activity
is strictly based on students’ individual observations, the predictions should be claimed by the students
as well. Remember to acknowledge all predictions and validate them through revisiting them
throughout the lesson and the unit.
Observations: The students will develop their own observations. Samples may include: wet, dry,
large, small, solid, liquid, gas (if students are aware of these concepts already make sure to prompt
them to think about how they can apply to our organization of our descriptions), hard, soft, invisible,
visible, sharp, soft, etc..
Time and temperature: In this benchmark lesson, these topics are not necessary. Time and
temperature can be addressed as the unit progresses or tied to states of matter when looking at phase
changes (ice, steam, water) through other activities and benchmark lessons.
Physical versus chemical change: Once again, this topic is not directly covered in this lesson but may
play a pivotal role in later lessons or activities. For instance, students can distinguish between physical
properties and chemical properties of the states of matter or create a Venn diagram concerning those
subjects. Or students can investigate that topic with phase changes.
Assessment:
The assessment of students in this activity would be varied. Assessment will be conducted
throughout the lesson in order to appropriately evaluate comprehension and learning. The first form of
assessment would be the activation of prior knowledge. This is necessary to assess what the students
already know and can be completed in the first discussions of the lesson. Another form of assessment
will be provided in monitoring students as they complete their observations. This will give the teacher
an understanding of whether or not students understand what observable properties are and how they
can apply to various objects and materials. Since this is one of the NSES standards addressed, it
should clearly demonstrate if students can use the observations obtained from their senses to formulate,
classify, and recognize various properties. The assessment activity will assess the students
understanding of a Venn diagram. It will be an authentic indication of comprehension as it requires
students to fill in a blank Venn diagram according to their knowledge of the graphic organizer. This
will also be a good indicator of how students use tools such as graphic organizers to sort and classify
data collected. The assessment activity will also demonstrate if students understand how to use the
Venn diagram to show common/ shared and distinct/ individual characteristics. Assessment can also
be obtained during the discussions. This will help the teacher to gauge how the students are receiving
the information and tasks set before them. Discussion is a great authentic way to have students relay
what they have learned from the lesson to the teacher. The manner in which a child is able to
communicate ideas to the teacher is a great indicator of the student’s mastery or not of a given subject.
Finally, the assignment for students to complete a Venn diagram on their own will be a great individual
assessment of understanding. This will be an authentic assessment as it will demonstrate the students’
comprehension of the Venn diagram and its function as a graphic organizer, or a tool that can help
represent or categorize different forms of data collected. All of these forms of assessment are authentic
as they carefully take into consideration the standards, goals, lesson plan, and purpose when evaluating
students’ learning. Also, all of these assessments relate directly to the categories stated above and the
Venn diagram in particular, as a tool used by scientists and others alike.
Sample of Assessment Activity:
One idea for assessment is that the students engage in a small group activity which will
evaluate their understanding of the Venn diagram and its function. This assessment can be adapted to
work for individuals or whole class, however, in this section it will be understood as a small group
endeavor. Students will be given a large sheet of paper with a blank Venn diagram on it. Students will
also receive a packet of terms (including titles: states of matter, solids, liquids, gas). Some sample
terms may be observations students have made (if time and materials permit, allow students to re-write
and/ or cut up their own observations to use for the activity). In small groups students will work
together to sort through the terms and apply them with tape their respective parts of the Venn diagram.
Some things to note include: Make sure to review the rules of graphing and inform students that
titles are included (perhaps find those first). Also, you can set up a Venn diagram with two circles or
three depending on the challenge you wish to present to your students. A two circle Venn diagram will
be sufficient for this benchmark, as it focuses on the aspects of graphically organizing information. A
three circle Venn diagram would be more beneficially in assessing students who have a great
understanding of Venn diagrams in the specific categories of states of matter. If you are using two
circle Venn diagrams vary the pairings of states of matter (i.e. solid and liquid, solid and gas, gas and
liquid, etc.). This will ensure that all categories are covered and varied between groups. Also,
separating them may be easier in introducing the third category (i.e. if this solid and gas chart shows
this and the gas and liquid chart shows this, how might we fill out a three circle Venn diagram). A
visual sample of the assessment activity partially completed follows the lesson plan.
Investigations Skills:
Hypothesis: Students will understand the differences and similarities between the states of matter
(solid, liquid, gas) by observing features of each. There is no real set hypothesis for this activity as
students will be held responsible for their own observations only. There is no further investigation
provided in this lesson, but will be addressed later in the unit.
Controls and variables: The teacher will need to ensure that controls are that the samples are visible
and have observable traits. The teacher will control the amount and type of samples, and will also
have to ensure that samples are safe. The variables will be the various samples (various states of
matter). Although the teacher will control which and how much of each sample is provided, it may be
beneficial for several samples of each state of matter are presented. Students may observe different
qualities from different samples of the same state of matter (i.e. water versus syrup).
Rules of Graphing: Students will graph their findings in a Venn diagram. The teacher will inform
students on the rules of graphing as they apply to the Venn diagram. There should be a general title
that is non-redundant, clear labels of each subject in the diagram, clear lines to establish the different
areas of the diagram, and a legend if necessary.
Conclusion: The conclusion will be varied according to the observations conducted by the students.
However, a general conclusion should be established that there are clear characteristics that distinguish
each state of matter and some characteristics that can be shared between two or all three of the states of
matter. Also, it is important for students to reach the conclusion of three states of matter and classify
their observations in regards to those three.
General Idea of Lesson:
- The teacher should have the samples in a manner in which every child is able to see (perhaps
having several stations of samples). Remember it may be necessary to give instruction to the
children not to touch materials.
- The teacher will introduce the lesson and state the purpose.
- Students will be engaged in a short discussion of previous knowledge on how to describe or
classify objects or materials by observable properties.
- A brief modeling session will be conducted in which the teacher points to a sample and calls
upon students to offer an observation (keep this limited to only on or two per sample- the
students should be the ones to conduct the observations individually or in small groups).
- The teacher may want to set-up some ground rules for observations (no drinking, limited
touching, careful handling, etc.).
- Students will be invited to observe the samples provided and record their findings on separate
sheets of paper.
- During observations and recordings teacher will roam around and monitor the work of the
students. (It may be beneficial to probe students into more precise or different observationsi.e. consistency, hardness, is it measurable and how, shape, form, movement, limitations, etc.).
- Students will re-group and discuss observations.
- Teacher will introduce the Venn diagram, model its use, and explain its role/ purpose in the
unit, other subject areas, and general benefits and disadvantages.
- Students will complete the assessment activity in small groups.
- Teacher will reconvene the class and lead a brief discussion of student feedback. (Is it helpful,
what does it do, how can we use it elsewhere, what did you notice, etc.)
- Teacher will explain how the observations made with these samples will tie into the states of
matter (a later lesson will cover this topic more in depth) and how Venn diagrams will play a
role in the unit.
- Students will be assigned to make a Venn diagram for a topic of their choice.
Materials:
- Venn diagram sheets
or blank sheets of paper, protractors, writing utensils
- samples of observable liquids, solids and gases
(suggestions: water, soda, juice; blocks, toys; helium balloons)
- chalkboard or method of display
- assessment activity (all necessary materials- teachers discretion used to create activity)
Sample of Partially Completed Assessment Activity:
Names: George and Sam
Samples of Remaining Words:
- CAN FEEL IT
- STATES OF MATTER
- MADE OF MOLECULES AND ATOMS
- CAN BE DANGEROUS
- HEAVY
- LIGHT