Unit Lesson Plan - Ram Pages



MatterSecond GradeUnit Introduction:The importance of this unit is matter and its properties. We will be focusing on the different phases of matter, volume, phase changes, measurement, properties of matter, and relating these phases to water. This will lay the foundation for the next two weeks.Objectives:A) General Unit Objectives:The main objective of this unit is the understanding of matter, its properties, and the phase changes that occur, specifically related to water. The skills that are related to this unit are measurement of celsius/fahrenheit, volume, and being able to classify these types of matter in real life. It is important for the students to appreciate and acknowledge that matter is around them and they are able to identify and provide examples for each state of matter.B) Specific Objectives:Day 1: Given a song and KWL chart, the student will be able to identify 2/3 states of matter and their properties.Day 2: Given space in the room, the children will sort themselves in hula-hoops and form themselves correctly based off of which matter is said with 80% accuracy.Day 3: Given the e-book, ‘States of Matter: A Question and Answer Book’ By Fiona Bayrock, the students will make predictions on the main idea of the text before reading and after reading, then, complete a computer activity about the changes in phases with 90% accuracy. Day 4: Given questions, the student will be able to predict and answer questions with 90% accuracy after the in-class activity. Day 5: Given a thermometer, the student will be able to measure with 85-90% accuracy the temperature it takes to change from one state to the other,C) SOLs:Day 1: Science:2.3The student will investigate and understand basic properties of solids, liquids, and gases. Key concepts includea)identification of distinguishing characteristics of solids, liquids, and gases;b)measurement of the mass and volume of solids and liquids; andc)changes in phases of matter with the addition or removal of energy.Fine Arts:2.9 The student will identify melodic patterns that move upward, downward, and remain the same.1. Use the voice, instruments, and movement. 2. Use music terminology. 3. Use the seven letters of the music alphabet.Day 2: Science:2.3The student will investigate and understand basic properties of solids, liquids, and gases. Key concepts includea)identification of distinguishing characteristics of solids, liquids, and gases;b)measurement of the mass and volume of solids and liquids; andc)changes in phases of matter with the addition or removal of energy.English:2.9 The student will read and demonstrate comprehension of nonfiction texts.a) Preview the selection using text features.b) Make and confirm predictions about the main idea.c) Use prior and background knowledge as context for new learning.d) Set purpose for reading.e) Ask and answer questions about what is read.f) Locate information to answer questions.g) Identify the main idea.h) Read and reread familiar passages with fluency, accuracy, and meaningfulexpression.Physical Education:2.2 The student will apply the basic movement concepts to change performance of locomotor, nonlocomotor,and manipulative skills.a) Use the concept of relationships (e.g., over, under, around, in front of, behind, and through) indynamic movement situations.b) Use the concepts of spatial awareness (e.g., location, directions, levels), and effort (time, force,flow) in static and dynamic movement situations.Day 3: Science:2.3The student will investigate and understand basic properties of solids, liquids, and gases. Key concepts includea)identification of distinguishing characteristics of solids, liquids, and gases;b)measurement of the mass and volume of solids and liquids; andc)changes in phases of matter with the addition or removal of energy.English:2.9 The student will read and demonstrate comprehension of nonfiction texts.a) Preview the selection using text features.b) Make and confirm predictions about the main idea.c) Use prior and background knowledge as context for new learning.d) Set purpose for reading.e) Ask and answer questions about what is read.f) Locate information to answer questions.g) Identify the main idea.h) Read and reread familiar passages with fluency, accuracy, and meaningful expression.Technology:2.5Practice reasoning skills when gathering and evaluating data.A.Recognize that technology can be used to solve problems and make informed municate how a decision was made based on assistance from a technology tool.B.Use technology tools to assist with problem solving.Demonstrate how technology can be used to investigate and solve problems in various content areas.Day 4: Science:2.3The student will investigate and understand basic properties of solids, liquids, and gases. Key concepts includea)identification of distinguishing characteristics of solids, liquids, and gases;b)measurement of the mass and volume of solids and liquids; andc)changes in phases of matter with the addition or removal of energy.Math:2.14 The student will read the temperature on a Celsius and/or Fahrenheit thermometer to the nearest 10 degrees.Day 5: Science:2.3The student will investigate and understand basic properties of solids, liquids, and gases. Key concepts includea)identification of distinguishing characteristics of solids, liquids, and gases;b)measurement of the mass and volume of solids and liquids; andc)changes in phases of matter with the addition or removal of energy.Math:2.14 The student will read the temperature on a Celsius and/or Fahrenheit thermometer to the nearest 10 degrees.Daily Plans:Second Grade – Introduction to Matter: Day 1Purpose:Today is starting a new 2-week unit about Matter. Today’s focus will be a review about what the students know about matter and phases as well as an introduction to the properties of the states of matter. This will set a foundation for the remainder two weeks.VA SOLs –Science:2.3The student will investigate and understand basic properties of solids, liquids, and gases. Key concepts includea)identification of distinguishing characteristics of solids, liquids, and gases;b)measurement of the mass and volume of solids and liquids; andc)changes in phases of matter with the addition or removal of energy.Fine Arts:2.9 The student will identify melodic patterns that move upward, downward, and remain the same.1. Use the voice, instruments, and movement. 2. Use music terminology. 3. Use the seven letters of the music alphabet.Objectives:Given a song and KWL chart, the student will be able to identify 2/3 states of matter and their properties.Procedure:IntroductionFirst, we will introduce the states of matter giving examples of what is matter and defining what matter is. We will provide different examples of each states of matter, such as chair, table, water, honey, helium, oxygen, etc.Then, we will provide a KWL chart for the students to fill the ‘K’ and ‘W’ part of the worksheet. (V)DevelopmentAfter the students have filled out the ‘K’ and ‘W’ of their worksheets, we will have them focusing on the board where we will play the States of Matter song. We will have the students listen while the song is being played for the first time. The second time, we will ask the students to sing along with the song. In the song, it asks the students to provide examples and asks them questions. We will pause and allow the students to answer the questions given in the song. (A)For struggling students:The student will draw examples of the different states of matter while they are singing along. (T)For advanced students:The students will pick out materials that represent the different states of matter while singing along or to draw examples. (T)SummaryAfter, we will discuss with the students what they have learned from the song and ask them to identify examples of matter within the classroom. Following the discussion, they will fill out the remainder of the KWL chart. (A and V) The KWL chart will be glued in their science journals to keep as a reference.What are the three states of matter?3314700165735What are the properties:-Solid-Liquid-GasMaterials:-KWL worksheets-States of Matter song : The stuff of life is matter. Now here’s a scientific chatter. I’m gonna give it to you nice and straight…when it comes to matter there are 3 states. Solid or liquid or gas. Solids stay put in a single place. When put in something else, they keep their own shape. Your chair is a solid and so is a box. Your shirt is a solid and so are your socks. A table is a solid and so is your phone. A cookie’s a solid and so is a stone. Can you think of any more solids?The stuff of life is matter.Now here’s some scientific chatter.I’m gonna give it to you nice and straight…when it comes to matter there are 3 states.Solid or liquid or gas. Liquids flow when they move around. They take the shape of the container now. Water is a liquid and so is apple juice. Milk is a liquid; it’s good for you! Soda is a liquid and so is gasoline. Salad dressing is a liquid, you see. Can you think of any more liquids?The stuff of life is matter. Now here’s a scientific chatter. I’m gonna give it to you nice and straight…when it comes to matter there are 3 states. Solid or liquid or gas. A gas expands to fill any space. Now peculiar look may come to your face because sometimes gases are invisible. Let me explain…You can’t really see it, but you know it’s there. All around you is a gas called air. The helium in a balloon is a gas and so is the wind as it blows past. Smoke is a gas and so is steam. You’re blowing out gas when you use the AC. Can you think of any more gases?The stuff of life is matter.Now here’s some scientific chatter.I’m gonna give it to you nice and straight…when it comes to matter there are 3 states.Solid or liquid or gas.You can classify matter in other ways, like by color or size or texture or shape. Like color, red, white, blue, orange, black, green, brown, yellow, pink, purple, gray you see. Like size, big, small, or medium. Skinny or wide, think or thin! Like texture, spiky or furry or smooth or bumpy or soft or rut or a lump. Like shape, square, circle, rectangle, star, oval, or triangle. Trapezoids and a hexagons, diamonds and an octagon.The stuff of life is matter.Now here’s some scientific chatter.I’m gonna give it to you nice and straight…when it comes to matter there are 3 states.Solid or liquid or gas.Evaluation Part A:To assess the students’ knowledge, the student will fill out the KWL chart identifying 2/3 states of matter correctly and their properties, individually.Evaluation Part B:Did the students meet your objectives? How do you know?Did your lesson accommodate/address the needs of all your learners?What were the strengths and weaknesses of the lesson?How would you change the lesson if you could teach it again?Second Grade- States of Matter: Day 2Purpose:This is the next lesson after the introduction on matter. We will be focusing on identifying phases, classifying materials and relating the materials to matter, as well as focusing on the term of volume. VA SOLs –Science:2.3The student will investigate and understand basic properties of solids, liquids, and gases. Key concepts includea)identification of distinguishing characteristics of solids, liquids, and gases;b)measurement of the mass and volume of solids and liquids; andc)changes in phases of matter with the addition or removal of energy.English:2.9 The student will read and demonstrate comprehension of nonfiction texts.a) Preview the selection using text features.b) Make and confirm predictions about the main idea.c) Use prior and background knowledge as context for new learning.d) Set purpose for reading.e) Ask and answer questions about what is read.f) Locate information to answer questions.g) Identify the main idea.h) Read and reread familiar passages with fluency, accuracy, and meaningfulexpression.Physical Education:2.2 The student will apply the basic movement concepts to change performance of locomotor, nonlocomotor,and manipulative skills.a) Use the concept of relationships (e.g., over, under, around, in front of, behind, and through) indynamic movement situations.b) Use the concepts of spatial awareness (e.g., location, directions, levels), and effort (time, force,flow) in static and dynamic movement situations.Objectives:Given space in the room, the children will sort themselves in hula-hoops and form themselves correctly based off of which matter is said with 80% accuracy.Procedure:Introduction:First, the teacher and the students will review the properties of the states of matter by asking the students questions.What is a gas? Solid? Liquid?Ask for examples for each.What makes the material a gas, liquid and solid?Then introduce the book, ‘What’s the Matter in Mr. Whisker’s Room?’ By Michael Elsohn Ross. Asking the students about what they think the book will be about. (A, V)What do you think the main idea of the book is?How do you know this is the main idea? Give examples from pictures (cover), title… etc.How does this book relate to yesterday’s class?Development:Throughout the read aloud, ask students questions. (A)What types of matter is this book discussing?How do you know?Where was the information found in the book?What does a solid, liquid and gas look in a small space? We will talk about how the term ‘volume’ is the space that makes up the solid, liquid and gas. (Draw on the board) (V) After the book, we will follow- up with the game. The students need to be put in groups and given one hula-hoop per group. The students will form a different type of matter depending on what the teacher calls out. Remind students that some of the times, not everyone is in the hula-hoop. For example, if it is a solid, all students in the group need to fill all the space in the hula-hoop. For a liquid, students need to be able to move in the hula and this could have three of four students in the hula-hoop. The others need to be near their hula-hoop and act like a liquid. For gas, only one student in the hula-hoop and the other students act like a gas molecule near their hula-hoop. (T)For struggling students:The students ask their neighbors about how to create the type of matter and look at the board for the drawn examples. (V)For advanced students:The students will have to give the reasons for why they are in that formation as opposed to another. Summary:After the game, students will show a different type of matter and the reason why they are in that formation with their groups. Then have a discussion about the different types of matter and their volumes.Showing an object and asking how dense is it?… how does it look?… how does it compare to the other states of matter?Materials:Hula hoops, ‘What’s the Matter in Mr. Whisker’s Room?’ By Michael Elsohn Ross on the computer. Evaluation Part A:To assess the students’ knowledge, we will watch the different groups for the accurate formation of each type of matter and the reasoning as a class. Teacher should make a chart of the students who grasp the concept and who do not, while they are presenting.Evaluation Part B:Did the students meet your objectives? How do you know?Did your lesson accommodate/address the needs of all your learners?What were the strengths and weaknesses of the lesson?How would you change the lesson if you could teach it again?Second Grade- Introduction Phase Changes: Day 3Purpose:This lesson will introduce the phase changes that happen in different states of matter and connecting what the students know about water changes to different materials that have changes, but mainly focusing on water.VA SOLs –Science:2.3The student will investigate and understand basic properties of solids, liquids, and gases. Key concepts includea)identification of distinguishing characteristics of solids, liquids, and gases;b)measurement of the mass and volume of solids and liquids; andc)changes in phases of matter with the addition or removal of energy.English:2.9 The student will read and demonstrate comprehension of nonfiction texts.a) Preview the selection using text features.b) Make and confirm predictions about the main idea.c) Use prior and background knowledge as context for new learning.d) Set purpose for reading.e) Ask and answer questions about what is read.f) Locate information to answer questions.g) Identify the main idea.h) Read and reread familiar passages with fluency, accuracy, and meaningful expression.Technology:2.5Practice reasoning skills when gathering and evaluating data.A.Recognize that technology can be used to solve problems and make informed municate how a decision was made based on assistance from a technology tool.B.Use technology tools to assist with problem solving.Demonstrate how technology can be used to investigate and solve problems in various content areas.Objectives:Given the e-book, ‘States of Matter: A Question and Answer Book’ By Fiona Bayrock, the students will make predictions on the main idea of the text before reading and after reading, then, complete a computer activity about the changes in phases with 90% accuracy. Procedure:IntroductionFirst, the teacher and the students will review the properties of the states of matter by asking the students questions. Then ask students what they know about phase changes and how they think it occurs.What is a gas? Solid? Liquid? Ask for examples for each.What are the phase changes of matter?How does matter change into a different phase?Then introduce the book, ‘States of Matter: A Question and Answer Book’ By Fiona Bayrock. Asking the students about what they think the book will be about. (A, V)What do you think the main idea of the book is?How do you know this is the main idea? Give examples from pictures (cover), title… etc.What are the changes of matter?DevelopmentThroughout the read aloud, ask students questions. (A)What types of matter is this book discussing?How do you know?Where was the information found in the book?What does a solid, liquid and gas change into the other stages? (Draw on the board) (V) After the book, there will be a class discussion. The students need to be called on randomly for comprehension. The discussion should address the different phase changes, the differences between the changes and how water looks in the different phases of matter.For struggling students:The students ask their neighbors about the differences in the phase changes. (A)For advanced students:The students excelling will need to mentor the students that do not understand and help them understand the concepts. (A)Summary:After the story, students will complete an online activity in groups, by having one Ipad to each group with a 90% accuracy. Materials:- ‘States of Matter: A Question and Answer Book’ By Fiona Bayrock on the computer.-iPads, Evaluation Part A:To assess the students’ knowledge, we will watch the different groups for the accurate completion of the activity in class. Teacher should make a chart of the students who grasp the concept and who do not, while they are presenting.Evaluation Part B:Did the students meet your objectives? How do you know?Did your lesson accommodate/address the needs of all your learners?What were the strengths and weaknesses of the lesson?How would you change the lesson if you could teach it again?Second Grade – Melting and Evaporation Day 4Purpose:This lesson is a continuation from day 4, as well as part one of the final lesson for this unit. We will be discussing further into phase changes, specifically melting and evaporation. We will review the different types of phase changes and focus with melting and evaporation, as well as focusing the use of energy, heat, and how it is used to change from one state to the other.VA SOLS:Science:2.3The student will investigate and understand basic properties of solids, liquids, and gases. Key concepts includea)identification of distinguishing characteristics of solids, liquids, and gases;b)measurement of the mass and volume of solids and liquids; andc)changes in phases of matter with the addition or removal of energy.Math:2.14 The student will read the temperature on a Celsius and/or Fahrenheit thermometer to the nearest 10 degrees.Objectives:Given questions, the student will be able to predict and answer questions with 90% accuracy after the in-class activity. Procedure:IntroductionBefore the lesson, write three separate sections on the board. Labeling the first one, ‘what is it?’ The next, ‘what will happen?’ and the last ‘what really happened.’Giving every student several post- it notes, have them write the answers to these questions on one, (the others will be used for other predictions) and put them on the board under ‘what is it?’: (A,T)What is melting?Is there anything you can think of that melts? Has anyone ever eaten ice cream on a hot summer day? What happens to it if it is not eaten?What is evaporation?Can you think of how evaporation looks like in the water cycle?DevelopmentConnecting to what the students already know about melting. Writing examples that the students give on the board, explain to the class that by the end of the lesson we will try to write a class definition of melting and evaporation. The class will gather in the front to observe different materials going through the evaporation phase, after the melting experiment. The students need bring their post- it notes and pencils to the front. Before this lesson, you will need to warm up the hot pad and pot. Keep students at a safe distance and have the taller students in the back so everyone can see. Maybe even having the first row sit in chairs. Pass around an ice cube, ask the students to predict what will happen to the ice and at what temperature will that happen at. Then, start to boil some water on the hot pad. Ask the students to predict at what temperature the water will boil and ask how will you see evaporation with boiling water. Have students put their predictions up on the board under the question, ‘what will happen?’ Once every student has put their prediction on the board, leave the water alone until it boils. At each of the group of desks have one paper plate and ice cube. Have the students observe and write down any notes about melting like what happens when you hold it? Does it slow down or speed up the evaporation process? Draw any findings that they see. (A,V,T)When the water boils, have students gather. Ask the same questions they predicted about and have them explain why they think this using what is happening in/ around the pot. This will be a discussion of where they see evaporation happening and at what temperature does this happen at for boiling water. Explain to them it is not the steam coming out of the pot, but something else that is happening. (A, V) For Struggling Students:Have them think about the examples the class came up with in the beginning and remind them that it is a prediction, so it is okay if their prediction is wrong.For Advanced Students:Raise their hands and ask them to talk about their prediction and what evidence supports it.SummaryAfter the discussion, the class will come up with definitions for melting and evaporation. The students need to use their observations in their definitions and write their answer on their last post- it note. When everyone has their notes up, comprise a class definition based off of words and explanations that most of the students wrote, filling in anything that the students might have missed in their definitions. (V)Materials:hot pad (stove)water in a potice cubespaper platesEvaluation Part A:To assess the students’ knowledge, I will observe their predictions and what really happened with 90% accuracy.Evaluation Part B:Did the students meet your objectives? How do you know?Did your lesson accommodate/address the needs of all your learners?What were the strengths and weaknesses of the lesson?How would you change the lesson if you could teach it again?Second Grade – Condensation and Freezing Day 5Purpose:This lesson is a continuation from day 4, as well as the final lesson for this unit, discussing further into phase changes, specifically condensation and freezing. We will review the different types of phase changes and focus with condensation and freezing, as well as focusing the use of energy and how it is used to change from one state to the other.VA SOLS:Science:2.3The student will investigate and understand basic properties of solids, liquids, and gases. Key concepts includea)identification of distinguishing characteristics of solids, liquids, and gases;b)measurement of the mass and volume of solids and liquids; andc)changes in phases of matter with the addition or removal of energy.Math:2.14 The student will read the temperature on a Celsius and/or Fahrenheit thermometer to the nearest 10 degrees.Objectives:Given a thermometer, the student will be able to measure with 85-90% accuracy the temperature it takes to change from one state to the other. Procedure:IntroductionBefore the lesson, write three separate sections on the board. Labeling the first one, ‘what is it?’ The next, ‘what will happen?’ and the last ‘what really happened.’Giving every student several post- it notes, have them write the answers to these questions on one, (the others will be used for other predictions) and put them on the board under ‘what is it?’: (A,T)Such as:What is melting?What is freezing? Are melting and freezing related?Can you give me an example of a liquid that freezes?Have you seen a cold soda can and how water surrounds it? What do you think that is called?DevelopmentWe will go over the definitions of melting and evaporation to introduce condensation and freezing. We will provide examples, such as water, a liquid, freezing into ice, a solid. Also, how gas can change into a liquid, providing an example of a cold soda can. Also, as mentioned the day before, we will discuss how energy is needed for water to change from one state of matter to the other. Passing around a soda can, we will describe to the student how condensation work. We will have a room temperature soda can and a cold soda can to compare the temperature using a thermometer. Also, we will pass around water in cups as well as ice cubes in cups to also understand the concept of freezing and measure the temperature of each. (A, V, T)For Struggling Students:From day 3, the students will play the computer game where they manipulate with condensation and freezing and ask them to go over their post-it notes.For Advanced Students:The student will provide examples of condensation and freezing and working more hands on with the thermometer.SummaryAfter the discussion, I will model to the students how to use a thermometer to measure temperature. The students, with supervision, will be split into groups, based on their tables, where they will have a thermometer, a cold and room temperature soda can, water, and ice and determine the temperature for the change of phases. (V, T)Materials:ThermometerCupsWaterSoda cansIceEvaluation Part A:To assess the students’ knowledge, they will be able to determine the temperature from reading it off the thermometer with 85-90% accuracy.Evaluation Part B:Did the students meet your objectives? How do you know?Did your lesson accommodate/address the needs of all your learners?What were the strengths and weaknesses of the lesson?How would you change the lesson if you could teach it again?Unit Evaluation: ? ? ? ?Name:MatterPart A: Multiple ChoiceFill in the circle beside the correct answer?1.What is an example of a solid???Book??Table??Chair??All of the above2.What shape is a liquid???No shape??Round??Takes the shape of the container??Flat3.Which one of these is NOT a gas???Helium??Juice??Air??Oxygen4.How can a gas become a liquid???Freezing??Melting??Condensation??Evaporation5.Freezing is...??Solid to liquid??Liquid to gas??Gas to Solid??Liquid to solid6.What is it called when water changes from a liquid to gas???Freezing??Melting??Condensation??EvaporationPart B: MatchingWrite the letter of the correct match next to each problem.1.?Condensationa.?Changing from liquid to gas2.?Meltingb.?Changing from gas to liquid3.?Volumec.?A substance that takes the shape of its container4.?Evaporationd.?A substance that has a definite shape and size5.?Solide.?Changing from solid to liquid6.?Matterf.?Device used to measure temperature7.?Freezingg.?Changing from liquid to solid8.?Gash.?A substance that has no shape or size of its own9.?Liquidi.?Anything that takes up space and has mass10.?Thermometerj.?Amount of space occupied by matterPart C: Short AnswerExplain, using words or pictures, the volume of a solid, liquid and gas.Choose TWO of the phase changes and describe them. Provide an example using water. Resources:Day 1: -KWL worksheets-States of Matter song : The stuff of life is matter. Now here’s a scientific chatter. I’m gonna give it to you nice and straight…when it comes to matter there are 3 states. Solid or liquid or gas. Solids stay put in a single place. When put in something else, they keep their own shape. Your chair is a solid and so is a box. Your shirt is a solid and so are your socks. A table is a solid and so is your phone. A cookie’s a solid and so is a stone. Can you think of any more solids?The stuff of life is matter.Now here’s some scientific chatter.I’m gonna give it to you nice and straight…when it comes to matter there are 3 states.Solid or liquid or gas. Liquids flow when they move around. They take the shape of the container now. Water is a liquid and so is apple juice. Milk is a liquid; it’s good for you! Soda is a liquid and so is gasoline. Salad dressing is a liquid, you see. Can you think of any more liquids?The stuff of life is matter. Now here’s a scientific chatter. I’m gonna give it to you nice and straight…when it comes to matter there are 3 states. Solid or liquid or gas. A gas expands to fill any space. Now peculiar look may come to your face because sometimes gases are invisible. Let me explain…You can’t really see it, but you know it’s there. All around you is a gas called air. The helium in a balloon is a gas and so is the wind as it blows past. Smoke is a gas and so is steam. You’re blowing out gas when you use the AC. Can you think of any more gases?The stuff of life is matter.Now here’s some scientific chatter.I’m gonna give it to you nice and straight…when it comes to matter there are 3 states.Solid or liquid or gas.You can classify matter in other ways, like by color or size or texture or shape. Like color, red, white, blue, orange, black, green, brown, yellow, pink, purple, gray you see. Like size, big, small, or medium. Skinny or wide, think or thin! Like texture, spiky or furry or smooth or bumpy or soft or rut or a lump. Like shape, square, circle, rectangle, star, oval, or triangle. Trapezoids and a hexagons, diamonds and an octagon.The stuff of life is matter.Now here’s some scientific chatter.I’m gonna give it to you nice and straight…when it comes to matter there are 3 states.Solid or liquid or gas.Day 2: Hula hoops‘What’s the Matter in Mr. Whisker’s Room?’ By Michael Elsohn Ross on the computer.Day 3: - ‘States of Matter: A Question and Answer Book’ By Fiona Bayrock on the computer.-iPads, 4:Day 5: -ThermometerBeakersBoiling waterSoda cans ................
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