Cooperative Learning Lesson Plan

Lesson Background:

Your Name: Katie Peterson Grade Level: 2

Subject: Language Arts

Lesson Title: Vegetable Shape (Concrete) Poems

Content Standards:

Iowa Common Core - W.2.5. With guidance and support from adults and peers, focus on a topic and strengthen

writing as needed by revising and editing

Iowa Common Core - K-2 Essential Concepts and/or skills: work appropriately and productively with others to set

goals, demonstrate good listening skills, share thoughts and ideas with others, work positively and effectively with π

Materials Needed: pencils, paper, worksheets, picture cards, group task tags (in teacher materials packet)

Prerequisite Skills: Students must know how to listen, use pencils to write, work cooperatively in groups

Lesson Objective(s):

Academic: In a group, second grade students will be able to come up with at least twelve descriptive words and use

the words to create a collective poem about their particular vegetable.

Social Goals: Students will be able to get into their groups quietly and quickly and listen to their partners.

Cooperative Learning Grouping Structure: Similar to a roundtable, students will collaborate to create a group poem.

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Interaction with Students:

1. Present objectives: Time: 2 minutes

How many of you have a favorite poem? Call on students and write examples on the board. These are all wonderful

poems! What makes a good poem? Call on students, may get responses such as rhyming, flow, descriptive, etc.

Today we get the pleasure of reading a couple of my favorite garden related poems and learn about how they are

written. We are going to work with our friends to come up with at least 12 descriptive words for vegetables and then

create our own poems! We will be practicing getting into our groups quickly and quietly and listen respectfully to our

partners. These are skills I know each of you possess, or have. I look forward to seeing you put them into practice!

2. Present information for the academic goal: Time:15 minutes

Today we are going to talk about vegetables and poems. People write poems to tell stories, or tell about their

feelings, or to describe something. Poems can be short or long, or even a few words. Let’s listen to a few poems

about vegetables. As I read these poems titled Carrots, Pumpkin, and Attack of the Vegetables, see if you can pick

out words or images that the poet uses to describe vegetables. By the way, what is a poet? You got it! A poet is

someone who writes poems, or poetry. I’m going to read a few poems, and while you listen to the poems, think about

how the poet describes the colors and textures of the vegetables. Thank about the shapes, the taste, and even the

sound that vegetables might make. I will read each poem twice. Okay, let’s listen. Teacher reads three poems

(included in packet). Okay, did you get some good images in your head from listening to the poems? What did you

think about? Teacher lets students speak. Now we are going to talk about shape poems. Shape poems are poems

that are written in a fun way to look like whatever it is the poem is talking about. For example, what is this shape?

Teacher shows example of a cat shape poem. That’s right, it’s a cat! And what about this one? That’s right, it’s a

Panda bear. Notice how the words are used to create the shape of the cat, and also of the Panda bear? Here’s

another one. What is this? That’s right, it’s a tree. And here is a vegetable. What kind of vegetable is this? Of course!

It’s a corn cob. The poet uses words about corn to create a picture of corn. It’s called a shape poem.That is what you

are going to deb creating today. You are going to work in groups of four, and you are going to write, or construct, one

poem together, and then you are going to use your poem to create a shape poem of a vegetable. Except you are

going to write your words on lines that form a vegetable, like this example. Teacher shows example of shape poem of

Apple with poem. After we form groups, I will give your group a piece of paper like this with a vegetable on it. You will

have to work together to come up with ideas about how your group’s vegetable looks, sounds, tastes, feels, and

maybe even how it smells. Your recorder will write the words you come up with and then you will all create a poem

out of those words and write it inside of your group’s vegetable, like this example. Teacher shows the example of

another poem written in a vegetable. Let’s take a minute to talk about green beans and then create a green bean

poem on the dry erase board so you can see how you are going to do it in your groups. Teacher moves to dry erase

board. Let’s think of some things about a green bean and I will write your ideas down. This is exactly what your

recorder will do in your group. First, let’s think about what a green bean looks like. What are some words we can use

to describe what a green bean looks like? Teacher calls names and writes down the words that students say.

Teacher repeats this for “smell”, “taste”, “sound”, and “smell”, or any other words an ideas that describe a green

bean. Okay, these are great ideas you have! Now, lets construct a poem. I’ll think of the first line using some of the

words you thought of as a group, and then you can think of more lines to create a real poem, and I’ll write them down.

The first line is _______. Teacher writes this on the board. Teacher then dictates on the board what the students say

as they create a poem together. Now let’s put those words into this green bean shape I am drawing. Teacher draws

the shape of a green bean and writes the poem inside of the green bean. This is what you will be doing in your

groups today. What questions do you have?

3. Organize students into learning teams: Time: 5 minutes

a. Explain how they’ll practice the social goal?

When you are in your groups working I will be looking to see if you are following our guidelines for working in groups.

Let’s look at our GROUPS poster to review how we are supposed to act in a group. The first thing we need to do is

GET ALONG. That means there will be NO arguing. We will RESPECT OTHERS and listen to ideas. If we have a

disagreement we will work through our issues politely. Everyone will BE ON TASK. You will each be assigned a

job/task. You will need to work with your group to complete your tasks. We will USE QUIET VOICES when we are

working in our groups. Only your group members should be able to hear you talking. Everyone will PARTICIPATE in

their group. They will do their job/task and they will speak during discussions. Lastly, STAY IN YOUR GROUPS, the

only person who can leave the group to talk to me is the Question Master. If materials are needed the Gopher can

leave only to collect supplies.

b. How will you organize the groups?

Teacher will use mixed ability groups for this assignment. Since the unit is on gardens the teacher will break students

into groups by the seasons their birthdays are in. The goal is to have groups of 4-5. If needed the teacher will shift

some people around to insure that all of the groups are close in size and that each group member has a job or a role

in the group. If needed the teacher can create multiple groups for a season. Teacher will post images of the season

on the board with each students name written under the season they are grouped in. That way students have a

reference for the group that they are in.

We will break up into groups based off the season our birthdays are in. I might have to rearrange people to make

sure that our groups are even and that everyone has a task or a job in their group. I am going to write your name on

the board under your groups season incase you need a reference for what group you are in.

c.What group roles will you have?

The jobs for this lesson are…

Idea Referee- their job is to make sure that everyone gets a chance to speak and share. They keep the

group sharing and moving forward.

Brainstorm Idea Recorder- their job is to record a list of the ideas that were brainstormed by the group. Poster Recorder- After group has finished brainstorming. Their job is to record final ideas on the poster. Gopher- their job is get materials for the group. They are also responsible for putting all of that materials

away. They will also submit the student’s work to the teacher. Question Master- their job is to talk with the teacher to get their groups questions answered. They are the

only student who can leave their group to ask the teacher questions. (If there are only 4 students in the

group combine jobs of gopher and question master, that way only one student is allowed to leave the

group.)

I am going to let you pick and assign your roles in the group if you can get along and respect each other. If you can’t

then I will come to your group and assign with your jobs and tasks. If you don’t get the job you want today, that is

okay. We will work in a variety of groups in our class and everyone will do each group job at least once. I am going

to record what job you did today and the next time we are in groups you will be assigned a different group job.

4. Assist team work and study: Time: 20 minutes

Students will have 20 minutes to work on their project. During that time teacher is actively walking the room, asking

questions, and providing feedback. If multiple groups struggling with same problems pausing and providing whole

group instruction.

a. How will you monitor academic progress?

Teacher will use their clipboard during cruising to record observations. Teacher will ask scaffolding

questions to guide students along.

Example: What is a descriptive word again?

How can describe our vegetable? Fruit?

What does it taste like? Feel, smell, look, or sound like?

b. How will you monitor the social goals?

Teacher will use their clipboard during cruising to record observations. If needed teacher will step in and remind

students about the GROUPS poster and guidelines. They will ask them if they tried to resolve their differences prior

to asking the teacher for help in conflict management.

5. Provide recognition: Time: 20 minutes (during work time)

During the lesson the while the teacher is cruising they will provide feedback to the students. Teacher will

compliment and point out great group behavior. The teacher will also compliment academic progress. If students

need guidance the teacher will provide feedback and guidance to support and move the group along. Teacher will

discuss progress with the student groups and let students know where they are at individually.

6. Assessment / Closure: Time: 5 minutes

Include documents for assessing both the academic and social goals. What wonderful work you all have done! Let’s share some of our poems, shall we? If someone from each group

would like to share the poem we can enjoy each others’ work. (Allow students to share their poems. Let them choose

who shares - there should be no pressure, students are not assessed on their presentation.) We have so much

creativity in this classroom. You did a great job getting into your groups quickly and quietly. I appreciate how you

listened quietly to each other and cooperated to make such beautiful poems. Sometimes when we collaborate, we

are able to come up with even better products than we would be by ourselves! I am going to pass out an evaluation

for you to fill out with your group. (Start handing them out) You should all try to agree on the answers to the

questions. Sometimes we don’t agree, and that is okay. If you do not agree, write the number of group members

who answer yes under the “Yes” column and the number who answer no under the “No” column. Class, please return quietly to your seats and “gophers” bring me your list of descriptive words and finished poem so

that we can put them on our bulletin board garden for us all to enjoy.

Social Assessment - Students will be assessed on a four-point scale (see attached) on their ability to work quietly in

their groups, cooperate and complete the assignment. Teacher will fill out assessment as she observes during the

activity (clipboard cruise).

Students will not be assessed on the group work evaluation that they fill out but rather it is incorporated to help them

reflect on their group experience.

Academic Assessment - Because the concept of writing poems is new, the poems themselves will not be assessed.

Rather, they will be assessed on, as a group, coming up with at least 12 accurate descriptive words/phrases.

7. DIFFERENTIATION of Content, Process or Product:

a. Adaptation for students who need extra help, time, or attention? Students may draw pictures to represent

their descriptive words. Students may write word poems instead of complete sentences.

b. Extension for students of high ability? Students will use metaphors rather than direct words. For instance,

instead of writing the color of a vegetable, students must create a metaphor relating to the color they chose, but not

directly mention the color name. Students may write about a less common vegetable, or a vegetable from another

culture.

TOTAL LESSON TIME: 42 - 45 minutes

8. References Consulted (Curriculum books in Drake SOE curriculum lab, previous teachers as resources, online

websites, your past experiences, or your own initiatives, etc):

Picture References:

Groups Poster http://www.pinterest.com/pin/558235316283115924/

Images Used for Reference for Grouping

http://eofdreams.com/spring.html http://feminspire.com/wp-content/uploads/2012/08/summer33.jpeg

http://seasonalhome.files.wordpress.com/2012/09/fr_fp_fall-mantel_closeup.jpg http://jessetherrien.files.wordpress.com/2013/01/winter.jpg?w=800&h=533

Group Roles http://www.dthunter.com/wp-content/uploads/2011/07/IMG_1641.JPG

Group Work Evaluation

Date _____________

Assignment:_______________________________

Members: _____________________ _____________________

_____________________ _____________________

YES NO Comments

1. Did this group

work well together?

2. Did this group

divide its work well

among the

members?

3. Were the

members of the

group able to

share?

4. Did this group

stay on task most

of the time?

5. Did group

members listen well

to each other?

6. Did each group

member get to

share their ideas?

Group 4-Point Assessment Scale

4 – Worked quietly, cooperatively, completed assignment

3 - Usually worked quietly, somewhat cooperative, completed poem

2 – Sometimes quiet, minimal cooperation, completed assignment

1 – Not on task, worked poorly with others, incomplete assignment

Student

Name

Date /

Points

Date /

Points

Date /

Points

Date /

Points

Date /

Points

Date /

Points

Jerry

Jose

Leon

Paul

Hahn

Clara

Pete

Kelly

Paublo

Nina

Lee

Stella

Pierre

Louise

Peter

Descriptive Words

Groups At Least Twelve Present Eleven or Less Present

1________________________

________________________

________________________

2________________________

________________________

________________________

3________________________

________________________

________________________

4________________________

________________________

________________________

5________________________

________________________

________________________

6________________________

________________________

________________________

1

Five-Day Lesson Plan

PHSC 001

Subject: Science

Grade: 2nd grade

Unit: Properties of Matter

I) Logic Flow:

1. All objects have matter. [Day 1]

2. Matter is the substance or substances of which any physical object consists of or is

composed. [Day 1]

3. Matter is not all the same. It differs between objects, even if they appear similar (i.e.

rocks) [Day 2]

4. Physical objects can be described by their various characteristics (texture, hardness,

shape, etc.) [Day 2]

5. Observations can be made of matter changing when various processes are applied. [Day

3]

6. Object states can change their forms with heating and cooling. This is called a physical

change. [Day 3]

7. Objects can undergo physical or chemical changes. [Day 3]

8. Like temperature, other processes can affect objects and their properties. (Examples:

pressure and weathering) [Day 4]

9. Physical objects respond differently to elements, and have unique reactions and

characteristics. Once an object changes, it may or may not be able to change back to its

same original state. [Day 4]

10. Man uses natural objects based on our knowledge, their characteristics and properties

for specific purposes (e.g. pumice stone, granite, graphite) [Day 5]

II) Objectives for students and NSE Standards:

Objectives:

Students will -

1. Observe properties of matter and define matter by its characteristics, properties, and states.

2. Be able to explain the changes in matter as a result of particular processes.

3. Make connections between each day of unit plan.

4. Develop a deeper understanding of the nature of science.

5. Apply knowledge used in individual exploration to understand scientific processes.

6. Use concrete representations provided in class to think abstractly.

NSE Content Standards:

2-PS1-1: Plan and conduct an investigation to describe and classify different kinds of materials by their

observable properties. (Observations could include, color, texture, hardness, and flexibility. Patterns

could include the similar properties that different materials share.)

● PS1.A: Structure and Properties of Matter:

○ Different kinds of matter exist and many of them can be either solid or liquid, depending

on temperature. Matter can be described and classified by its observable properties (2-

PS-1).

2

○ Different properties are suited to different purposes. (2-PS1-2), (2-PS1-3).

○ A great variety of objects can be built up from a small set of pieces (2-PS1-3).

● PS.1.B: Chemical Reactions:

○ Heating or cooling a substance may cause changes that can be observed. Sometimes

these changes are reversible, and sometimes they are not (2-PS1-4).

2-PS1-2: Analyze data obtained from testing different materials to determine which materials have the

properties that are best suited for an intended purpose. (Examples of properties could include strength,

flexibility, hardness, texture, and absorbency.)

● Influence of Engineering, Technology, and Science on Society and the Natural World:

○ Every human-made product is designed by applying some knowledge of the natural world

and is built using materials derived from the natural world (2-PS1-2).

III) Five Day Lesson Plan:

Day One: Exploration of Matter

Objectives:

● Student will be able to explain that all objects have matter. (Exploration and direct

instruction)

● Students will be able to define matter. (Using examples from exploration and direct

instruction)

Materials:

● Examples of solids - cube, paper clip, block, game piece, etc.

● Examples of liquids - water, liquid soap, juice, vegetable oil, etc. (All liquids in containers

with lids)

● Examples of gases - balloon with air, a ball with air inside

● Whiteboard

● Dry Erase Markers

● Pencil

● Eraser

● Rock

● perfume

● Cleaner in bottle

Procedure:

1. Discussion with students about making observations and looking at the characteristics of

an object (provide a physical description of the object.) Lesson begins with an activity,

students exploring examples of solids, liquids, and gases. Students share

characteristics they find with their table groups.

A. Students begin to explore the objects and discuss physical characteristics of

matter. While students are exploring, the teacher will walk around the room and

discuss with pairs of students. The teacher will provide some guiding questions

to further their investigation:

i) Use your senses to make observations. No tasting. What does it look

like? What does it smell like? What does it feel like? Does it make a

sound? Etc.

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ii) Use descriptive words when describing your object. What type of texture

does it have? Explain if it is soft or hard. How does the object change

shape? Can it change shape?

iii) Some of the objects in front of you have things on the inside. What

observations can you make about the stuff on the inside of the

containers?

2) The teacher will have students return all objects to the center of the table before

beginning a discussion about observations of characteristics.

3) The teacher will explain that students were exploring the characteristics of matter.

Matter is what everything is made of. If it takes up space then it has matter. Matter is the

substance or substances of which any physical object consists of or is composed. The

teacher should write this definition on the board.

4) The teacher will record the students’ observations on the board. The teacher will list the

observations into categories (states of matter)

a) What did you notice about how organized these columns?

b) What do you notice about the types of characteristics listed in these columns?

5) Matter has many states/forms. The characteristics you gave me describe two states of

matter. One is a solid (label the column) and the other is a liquid (label the column). Ex.

A solid is hard, unmoving, firm; Ex. A liquid is moveable, running, moldable. When

explaining these terms, the teacher will show students physical examples of each. (i.e.

solid-pencil, eraser, rock…liquid- perfume in a bottle, windex, etc…) [Concrete

representations]

6) Have students use their list of characteristics to sort the items. Remind students to use

new terms (i.e. matter, characteristics, solid, and liquid) when describing and sorting the

items. Teacher will walk around the tables and help students sort items.

7) The teacher will have students clean up supplies. Once students have come back to

their tablespaces, the teacher will repeat the definition of matter that is on the board.

Matter has different states and forms. The teacher will have students tell their table

partner one characteristic of a solid and one characteristic of a liquid. Teacher will

remind students that they will be learning more about matter over the next few days.

8) NOS: What did we do today that is like what scientists do? (Make observations, explore,

etc.) We worked together today; science is collaborative. How do you think scientists

work together? Can you give me some examples of things that you did that scientists

might do in teams/groups? (i.e. discuss, share, build on ideas)

Assessment:

Informal assessment: Teacher will make observations and record misconceptions students

have (i.e. only types of matter solid and liquid; not knowing what a gas is). Then use these

observations to guide discussion and future lessons to ensure that all students gain a deeper

understanding of the concept of matter. The teacher will make notes when walking around the

room and during full group discussion. The teacher will not only record content misconceptions

but also misconceptions about the NOS.

Misconceptions to be Addressed:

4

● Matter only exists in two states: solid and liquid

● Because you cannot see gas, it does not take up space

● Unfamiliarity with the gaseous state altogether

Day Two: The Three States of Matter

Objectives:

● Students will be able to identify the three different states of matter.

● Students will be able to list and categorize objects according to their characteristics.

Materials:

● Whiteboard

● Dry erase markers

● Film canister with lid

● Alka-Seltzer tablets

● Water

● Goggles

● Blown up balloon

● Balloon with no air (deflated)

Procedure:

1) Review - connection to day one - talk with a partner sitting next to you. Tell them what

matter is. If it takes space it has matter. Matter is the substance or substances of which

any physical object consists of or is composed.

a) What are the states of matter we talked about yesterday?

b) What are some characteristics of a solid/liquid?

c) What are some examples of solid/liquid?

2) We did a good job yesterday exploring states of matter. But there is another state of

matter that we didn’t get to explore yesterday. The third state of matter is gas.

Observing gas is kind of tricky because sometimes you can’t see it but it takes up space

and has matter.

3) Model a film canister rocket [concrete representation]. Explain to students that you are

going to be putting a solid (alka-seltzer tablet) and a liquid (water) in the canister. After I

put those items in the canister I am going to put the lid on the canister.

a) What do you think is going to happen?

4) Complete the activity. Place the water and the alka-seltzer in the canister put the lid on

the canister. Watch. After about ten seconds the lid will pop off the canister.

5) Discussion:

a) What did you observe?

b) Why do you think the lid popped off the canister?

c) Why did we have to wait for the lid to pop off the canister?

d) What was in the canister that caused the lid to pop off?

e) We learned about a new state of matter today called a gas. How might that

explain what is happening inside the canister?

5

6) Sometimes we can’t see the gas but we can see the effects of the gas. When the tablet

and water mixed they created a gas.

a) How might not being able to see the gas relate to things that scientists do?

b) How do you think scientists overcome not being able to see a phenomenon?

(NOS)

c) How do scientist use prior knowledge (things they already now) to help them

develop ideas? (NOS)

7) Discuss assessment - exit slip.

Assessment:

This assessment requires that everyone keeps quiet. I am going to show you an object on your

paper. I want you to write the states of matter that are present. Show the students a blown up

balloon. This is object #1. Now show students a deflated balloon (object #2). I want you to list

the matter present and explain what is different between object #1 and object #2.

Name: __________________________

Object #1

Object #2

Misconceptions to be Addressed:

● That there are only two states of matter (i.e. solid and liquid)

● If you can’t see something then it doesn’t have matter.

● Clarification of the gaseous state

Day Three: Processes that Cause Physical and Chemical Changes

Objectives:

● Students will be able to observe and discuss how processes changes water into different

states. (solid, liquid, gas) [Demo/discussion]

● Students will be able to identify/demonstrate a chemical vs physical change. [Activity]

6

● Students will be able to describe and differentiate between a chemical vs. physical

change in the natural world around them. [Assessment]

Materials:

● A big bowl full of ice cubes

● Boiling water

● Seran wrap

● Large beaker

● Baking soda

● Eye dropper

● Vinegar

● Newsprint, magazines, paper etc

● Crayons, markers, water, scissors

Procedure:

1. Discussion with students about chemical vs physical changes that can happen to matter-

DEMOS

a. Start with physical change and demo of ice, boiling water, to show the melting of

the ice, and the collection of the steam showing how steam changes to

condensation [concrete representation].

i. What elements do you think are at work in the conversion of matter in this

demonstration?

ii. What types of processes are causing the conversion of matter to different

states?

iii. What are the different states of matter that you’ve observed during this

demonstrations? Connection to day two

iv. How are the different states achieved? What types of things are

added/taken away to cause the changes?

v. Which parts of the “environment” are allowing you to see all the different

states?

vi. How would your observations change without the plastic wrap? (get them

to being able to visualize the gaseous state)

vii. In what ways is this like what real scientist might do to see a phenomenon

that they would usually see? (NOS-model building)

viii. What might be the value of using a model to understand a phenomenon?

ix. What would happen if we put the bowl into the freezer? Why? (NOS-

making predictions)

x. How is this similar to adding the hot water to the bowl?

1. temp-either increase or decrease, can cause a change in states

b. Place baking soda in a bowl-add vinegar drop by drop

i. What do you observe happening? Connection to day two

ii. What do you think is happening to the baking soda?

iii. How is this like what happened yesterday with the canister rocket?

7

iv. What types of things are you seeing happen with the baking soda that

you couldn’t see yesterday in the film canister?

v. How were you limited in your observations yesterday with the film

canister? (NOS-science is limited)

c. Add more vinegar to increase bubbling…. [Concrete representation]

i. What is one of the main differences between this demo and the film

canister yesterday? (gas being contained and building pressure vs not

contained today)

ii. Now that you can “see” what is happening (changing to gaseous state) in

what ways are you changing or adding to your observations/knowledge

from the canister rocket yesterday? (NOS-science is cumlative/learning

from “wrong” ideas) Connection to day two

iii. How is our classroom discussion, with our many different

ideas/viewpoints, like how scientists work together to figure out a

problem? (NOS-science is collaborative)

d. Add enough vinegar so that the baking soda is dissolved/suspended/changed

i. Discuss how this is a chemical change because the baking soda has

changed from solid to suspension along with the release of CO2

(bubbles), and doesn’t go back to solid baking soda.

1. unlike steam will return to liquid water-physical vs chemical

change.

2. Hand out the paper, magazines etc.

a. Ask students to think about physical changes-do activity #:

i. How are the changes you made to the original paper a physical change?

1. insure that these are all physical and not chemical changes

b. Ask the students to think about chemical changes -do activity #2:

i. What are some of the ideas you came up with for a chemical change to

the paper?

ii. Why are these changes chemical instead of physical changes?

1. if there are some chemical and physical changes, be sure to set

those straight for the students.

3. Have students collect their science journals and take a walk outside for their assessment

(see below), if there is not time on this day-start the following day with the assessment.

4. Give each student a piece of paper, newsprint, or pages from an old magazine.

Challenge them to work in groups of 2-3 and create as many physical changes to the

paper as possible. (ie: tear, cut, color, crumble, wet etc) Encourage them to be creative.

After they have exhausted their options, have each group share a few examples of their

changes with the whole class, and explain why this is a physical change.

5. Next challenge the groups to list ways that they could have the paper go through a

chemical change-they don’t do these just list and share with the class when they have 2-

3 ideas each. (burning, add chemicals etc)

Assessment:

8

● Take the class on a walk around the school, have them take notes in their science

journals of chemical or physical changes in nature. For example: Point out a dying plant

with brown leaves-have them draw a quick picture and determine if this is a physical or

chemical change, and why. Point out a crack in the sidewalk-is this a chemical or

physical change, and why? Find several examples and use these as a formative

assessment to check their understanding of the differences between physical and

chemical changes. When back in the classroom have a classwide discussion. (The

ways in this age group may be more verbal than written)

Misconceptions to be Addressed:

● That liquid water, ice and steam are not the same base matter. (addressed since it is the

only thing in the bowl)

● Temperature is the only process that affects matter. (addressed via chemical change

demo)

Day Four: The Effects of Chemical and Physical Processes

Objectives:

● Students will be able to describe additional processes that affect matter.

● Students will be able to identify the four main mechanical agents of weathering.

● Students will be able to describe the effects of processes that affect matter.

● Students will be able to articulate that processes sometimes result in a permanent, non-

reversible change while at other times objects can transform between states easily.

Materials:

● Laptops/computers (as many as possible, best if one for every pair of students)

● http://marlimillerphoto.com/WE.html

● http://www.earthlearningidea.com/PDF/46_Weathering_final_2.pdf

○ If unavailable, print and use handouts

● Whiteboard

● Sugar cubes

● Mason jar

● Sandpaper

● Lab journal

Procedure:

1. Discuss with students that in addition to temperature and heating, weathering can affect

objects, like rocks.

2. Ask students to talk with a partner sitting next to them about what they think “weathering”

means or if have they ever heard the term before

○ Rationale: Evaluates students prior and background knowledge

○ Misconception: Students may think weathering simply means anything that is

affected by the weather

○ NOS: Science is collaborative

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3. Provide students with a concrete representation of weathering using sugar cubes. Place

sugar cubes into a jar that is lined with sandpaper. Have students take note of size and

shape of sugar cubes aloud. Shake the jar vigorously for a minute or two. Pour

contents of jar out for students to see. Ask students what they observed.

○ How did the sugar cubes change? Size? Shape?

○ Why did the sugar cubes change?

○ What type of environmental force was I simulating as I shook the jar?

■ (NOS: Use of models and visual representations)

○ Review from day three: Was this a physical or chemical change? (Chemical

weathering changes the composition of the rock, be sure students understand

why this was a physical change, not a chemical one.)

■ (NOS: Review from yesterday, science is cummulative and builds)

○ Why did I line the inside of the jar with sandpaper?

■ (NOS: Understanding visual representations as a visualization of things

that can’t be seen)

○ What forces can you think of in nature that cause objects to break down like this?

■ (NOS: Generalization, understanding effects and relationships)

4. List the four main agents of weathering on the board: Wind, Water, Gravity, and Ice

○ How do these agents affect the earth’s materials?

○ Do these agents cause long-term, or short-term effects?

○ Does they cause a permanent change to materials or do you think the rocks and

materials can change back?

○ Misconceptions to address:

■ Only one process can change matter at a time (in actuality processes can

occur simultaneously)

■ Change cannot occur from the natural world

■ Everything can change back to its original state and/or nothing can

change back to its original state

○ (NOS: Science is collaborative, this was a whole class discussion)

5. Students should now get into pairs for investigatory work (perhaps assigned by teacher

so pairs are mixed heterogeneously). Students should go to the following website:

http://marlimillerphoto.com/WE.html. On this website are photos of different types

weathering and physical and chemical changes occurring to rocks. Pairs should

research both the physical and chemical weathering pictures. Students should write

observations in their lab books. Be sure to notate the properties and characteristics you

learned about in day one (hardness, texture, color, etc.)

○ While students are working, teaching should be walking around and discussing

with pairs individually.

■ What types of observations are you making?

■ Is it easier to see a physical or chemical change in the photos?

■ Did your partner make any observations you didn’t?

■ (NOS: Science is collaborative, aid each other in interpretation, students

are making observations to understand relationships)

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6. Class discussion describing the physical and chemical processes occurring across the

photos.

○ (NOS: Science is collaborative)

7. Discuss tonight’s homework at end of class (discussed below). This assessment should

be done individually.

Assessment:

● Worksheet: Tell me all the different types of protential changes in this picture

(photograph 8): http://www.earthlearningidea.com/PDF/46_Weathering_final_2.pdf

○ Explain why it is a physical vs chemical change

Day Five: Objects and How and Why They are Used

Objectives:

● Students use investigation and discovery to make inferences about the purpose of

certain materials

● Students understand the distinguishing qualities that make objects useful

● Students will be able to explain the usage of certain materials in society

● Students will be able to make socio-scientific connections

Materials:

● Pumice stone

● Several pencils with erasers

● Paper

● Sandpaper (connection to day four)

● Small piece of wood

● Lab notebook

● Piece of walnut

● Piece of balsa wood

● Lab tray

Procedure:

1. Begin the period with a whole-class discussion about the usage of materials in society.

Explain that materials are used in certain purposes based off their distinguishable

characteristics and properties. These properties can simply include their hardness and

texture or qualities we learned about on (day one) and/or their ability to resist certain

physical and chemical changes (day three and four).

● (NOS: Science is collaborative, involves making connections)

2. Provide several examples to students.

● (NOS: Concrete representations)

● Pumice stone:

■ What do we use this for?

■ Why is it used for this purpose?

■ What are some positive aspects of this material?

■ What are some negative aspects of this material?

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■ Can you think of something that would work better? (NOS: Science

involves creative thinking, discovery, and imagination; science is

tentative)

○ Demonstrate striking with a pencil on paper, then erasing it a few times.

■ What am I doing?

■ What is the pencil able to do?

■ Why is it able to do it?

■ How does the eraser work?

■ Why do you think I ask you to write in pencil at school?

■ When would using pencils not be a good idea?

■ Why are pencils useful?

■ What are some negative aspects of pencils?

■ What material is in a pencil?

○ Demonstrate sanding a piece of wood.

■ What am I doing?

■ Why am I using sandpaper?

■ What are some of the characteristics of sandpaper? (Connection to day

one/two)

■ Can I use sandpaper on everything?

■ Will the wood change back? (Connection to day four)

■ Do you consider wood durable?

3. Students should now get in pairs for an activity. In their lab notebooks, students should copy

the following chart from the board:

Object Distinguishing Characteristic(s)

Why is it used for this purpose?

Positive Aspects

Negative Aspects

Is there anything that would work better?

1.

2.

3.

4.

5.

Students will have 15 minutes to find five objects, materials, or instruments in the classroom and

fill out the information in the above chart. Students must fill in the chart for at least five

materials. The teacher will be coming around to assist students and ask the following

questions:

● What did you find?

● Do you think everyone finds this object useful? Did both you and your partner? (NOS:

Science has varying opinions)

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● Do you think a better version will be made in the future? (NOS: Science involves

discovery, science is tentative)

● Is this object only used in the United States? Only in classrooms?

● What types of people use this object/product? (Young, old, male, female, etc.)

4. Students should come back together for a brief class discussion and demonstration regarding

tonight’s homework. At the end of class, the teacher will pass around a tray with a piece of

walnut, a piece of balsa wood, and a piece of paper. Students should write down brief

observations of the materials.

Assessment:

Students will write a two paragraph reflection that addresses the following questions:

- Of the three materials shown at the end of class, which material do we use to build

model airplanes? Why?

- What do all of the materials have in common? How do they differ?

- Are there any limitations to the type of wood you selected?

- How does this material response to the four mechanical agents of weathering you

learned about yesterday? (Connection to day four)

- Do we use this material for anything else?

IV) Rationale and Pedagogical Standards:

Rationale:

We designed this unit using many of the teaching practices and principles we learned in class. We used

explicit/direct instruction and asked reflective questions throughout each day’s lessons. Because this unit

was designed for young elementary students, we incorporated several concrete representations. Some

abstract thinking was required, but it seemed most appropriate to utilize concrete examples. The

assessments were designed to challenge the students and further their knowledge from class.

Standards:

24. Identifies potential misconceptions students may hold about physical science concepts.

25. Creates a reasonable logic flow to guide unit planning.

26. Designs activities to confront student misconceptions.

27. Designs activities to concretely represent physical science concepts.

28. Designs a unit that encourages students to make connections among activities.

29. Designs assessments to expose student thinking about physical science concepts.

30. Unit plan includes explicit/reflective nature of science instruction.