melissa chamberlin · web viewbefore starting the new unit, the students will be required to take a...

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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

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New York State Academy for Teaching and LearningLearning Experience Information Form

Name: Melissa ChamberlinLocation: Cheektowaga, NYSchool: [email protected]

School District Name: Maryvale Public Schools School Name: Maryvale IntermediateSchool Address: 1050 Maryvale Drive

Cheektowaga, N.Y., 14225Phone: (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?


mailto:[email protected]

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CONGRUENCY TABLELearning Experience Title: Scientific Method Properties Level: Elementary New York State Learning Standard: Math, Science, and TechnologyNYS 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: 4Area of study: The Physical SettingKey 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 toolsMajor Understanding: 3.1B Matter has properties (color, hardness, odor, sound, taste, etc.) that can be observed through the senses. p. 30

Scientific Method Properties Congruency Table


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Main Understanding

Instructional Task

Learning Objectives

Student Work

Assessment Tool

Matter has properties (color, hardness, odor, sound, taste, etc.) that can beobserved through the senses.

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.

_____________

Independently the students will create a poster observing the different properties using their senses.

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.

_____________

The students will make a hypothesis using the scientific properties to identify the mystery object that their classmate has chosen.

Students will use the HOWSCTS worksheet and fill out the Using the Hands Lens worksheet.

_____________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.

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.

_____________

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

OBJECTIVES

The students will be able to observe and learn the different scientific properties.


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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 BACKGROUNDThis 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 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.


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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 Properties-o Hardness- how hard or soft an object may beo Odor- the type of smell an object haso Weight- how much an object weighs (mass)o Size- how big or small an object iso Color- what the object looks likeo Texture-how an object may feelo 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 pre-assessment 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 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.


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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.

Name:

Mystery Object Project RubricMelissa Chamberlin 5/10/11

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Attributes Fantastic

4

Great

3

So, So

2

Needs Work

1Scientific Properties

_____ / 4 points

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 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.

Descriptions of properties

_____ / 12points

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

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.

Creativity/ Neatness

_____ / 4 points

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.

Use of poster board, neat, use of ruler, missing some pictures, pictures does not match the description of 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.


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Total:

Comments:

Name:

My ChecklistProperties:

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 WORKGrade 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. Total of 21 students: 11 boys and 12 girls2. Title 1 Reading Service: 23. 504 Plan: 1 4. OT- for handwriting: 25. Resource room: 66. Counseling services: 17. 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 What are the three states of matter?o A has a volume and but no definite shapeo Which of the following are Scientific Properties?o The Scientific Properties are:o Describe a rock using three of the Scientific Properties


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Distinguished 5-4 Proficient 2-3 Developing 0-10

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10

12

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Diagnostic Pre-Assessment Results

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.


Number of Students

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Distinguished 94-100 Proficient 93-73 Developing 74 and below0

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4

6

8

10

12

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16

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Diagnostic Summative Post Assessment Results


Number of Students

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LESSON BREAK DOWNProcedure:

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 PracticeAfter 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.

Day 2 & 3


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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 PracticeThe 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.

Day 4Objective of the day -SWBAT identify the difference between physical and chemical changes.


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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 5Objective-SWBAT to identify mystery objects by using the HOWSCTS Materials-Property Poster and Mystery Objects –brought in by the studentsLesson Flow- 1. 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 isHW- none

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


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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 Scissors Stapler

Teacher Exemplar:


http://www.brainpop.com/search/search.weml?keyword=physical+and+chemical+chnages

http://www.kidzone.ws/science/me/outside.htm

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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.

MODIFICATION TABLEThis 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.


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Modification Type Specific Modification Rationale BenefitsEnvironmental/Management

Behavior Checklist for different subjects and daily activities.

Preferential Seating & proximity

Student needs a visual of the goals that need to be completed each day.

Two of the students have either ADHD or ADD and need to be reminded to stay on task.

The student is able to control himself in order to complete a task and is less disruptive to the class.

The students are able to stay on task with the class, less distracted and able to be more involved in the classroom activities.

Instructional Giving breaks in between lessons.

Books and hands on activities.

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.

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.

Material Using an erasable pen instead of pencil along with a grip.

Line writing paper, used common in the lower grades to help with letter formation.

The student has trouble holding onto the pencil, and pressing down to make lines.

The student has a hard time making letters big enough to fit on the paper and readable.

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

Tasks Using both small groups, partner and whole group activities

Allows the students to push each other’s thinking skills and for

The students are able to learn communication skills, better their social


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do complete during class.

the students to learn new ways of thinking.

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 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


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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 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


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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.

Appendices

1. Classroom Rules2. Letter Home3. Classroom Floor Plan4. Matter Quiz5. HOWSCTS Sheet6. Matter Booklet7. What is Matter? Worksheet8. Using the Hands Lens9. HOWSCTS Homework Packet10. Distinguished Student Work11. Proficient Student Work12. Developing Student Work


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Mrs.: Kirby’s Classroom Rules

1. Please raise your hand to speak.

2. Keep hands, feet, and objects to yourself.


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3. Please use your indoor voice.

4. Use your materials safely.

5. Put materials back when done.

February 15th, 2011

Dear Fourth Grade Families:


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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


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Classroom SetupBlackboard


2 Student Computers

Library AreaU-Shape Guided Reading

Teacher Desk

Teacher Desk

Work

Table

Work

Table

Projector

Storage

Morning Work Table

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Assessment Tool Pre-Test

Name Property/Matter Quiz

1) What are the three states of matter?a) Solid, liquid, gasb) Solid, metal, paperc) Density, volume, weight

2) Matter is something that takes up space and has mass.a) trueb) false

4) Mass is the amount of matter something has.a) trueb) false

5) The temperature at which a liquid changes to a gas is:a) melting pointb) boiling pointc) heat energy

6) A has volume but no definite shapea) solidb) liquidc) gas

6) Which of the following are Scientific Properties?a) solid, liquid, gasb) shape, size, 2 poundsc) shape, size, weight, color and mass

7) A hypotheses is:a) results after an experimentb) wild guessc) educated guess

8) The Scientific Properties are:a) only scientists can use themb) are observable for scientists and everyday peoplec) 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 experimentb) a guess about somethingc) a set of procedures and steps that people can use in everyday life.

10) Describe a rock using three of the Scientific Properties:


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Name: Date: Acronym 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 colorIt is a bright as . . .It is a dark as . . .

Tastes texture

It is a rough as . . .It is as smooth as . .

Stinky shapeIt is shaped like . . .


http://www.google.com/imgres?imgurl=http://www.imageenvision.com/150/27622-clip-art-graphic-of-a-swiss-cheese-wedge-mascot-character-waving-a-blank-white-advertisement-sign-by-toons4biz.jpg&imgrefurl=http://www.imageenvision.com/cliparts/cheese&usg=__M35SKXI_9xMhae8lb9H0k2MOZdI=&h=150&w=150&sz=37&hl=en&start=15&zoom=1&tbnid=uITKBwr6HzRmTM:&tbnh=120&tbnw=120&ei=Do5HTenRCsH58AaWorCPBw&prev=/images?q=clip+art+cheese&um=1&hl=en&rls=com.microsoft:en-us:IE-SearchBox&rlz=1I7GGLL_en&biw=1003&bih=571&tbs=isch:1&um=1&itbs=1&iact=hc&vpx=551&vpy=276&dur=607&hovh=120&hovw=120&tx=85&ty=64&oei=B45HTe3KOMT48Aavh6zCBg&esq=2&page=2&ndsp=15&ved=1t:429,r:7,s:15

28

By

SolidsA solid’s a solid.

It doesn’t change shape.It can’t move around;It stays in one place.

Your desk is a solidAnd so is your chair

Just look in your classroom-WOW! They’re everywhere!


The Basics of Matter

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LiquidsA liquid moves smoothly.

We say that it flowsFrom one place to another-

How quickly it goes!

We know that most liquidsAre 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 itIn things that we do.

It keeps up a kite.Air fills up a bubble.

Without it to breathe,We would be in BIG trouble.


30

Name: Date:

What is Matter?

I. Mass and Volumea. 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 Mattera. A is something about matter that can be observed and tells

you what the matter is likeb. 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 Solutionsa. 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?


31

Using a Hand Lens Name: Object being Observed: Use HOWSCTS to describe the objectH-_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

O-_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

W- _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

S- _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

C- _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

T- _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

S- _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Draw a sketch of the object.


32

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

Celery

H-___________________

O-___________________

W-___________________

S-___________________

C-___________________

T-___________________

S-___________________

Item HOWSCTS


33

Phone

H-___________________

O-___________________

W-___________________

S-___________________

C-___________________

T-___________________

S-___________________

Item HOWSCTSMILK H-___________________


34

O-___________________

W-___________________

S-___________________

C-___________________

T-___________________

S-___________________

Student Work of Projects


35

Distinguished

Name:


36

Mystery Object Project RubricAttributes Fantastic

4

Stellar

3

So, So

2

Needs Work

1Properties of Matter

All seven properties are included on the poster, clearly labeled, used in a complete and proper sentence.










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: 4

Comments: Wonderful work! What a great object and project! I love all the different colors and materials that you used!


37

Proficient

Name:


4

Stellar

3

So, So

2

Needs Work

1


38

Properties of Matter















Total: 3

Comments: Very nice project ! Love the object! Make sure you use a ruler! Give a more detailed descriptions


39

Developing

Name:


4

Stellar

3

So, So

2

Needs Work

1


40

Properties of Matter















Total: 2

Comments: Make sure you use a ruler! And give more detailed descriptions but nice

object!


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