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Day 1 - Solids Liquids

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KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT


PROFESSIONAL SEMESTER PROGRAM

STANDARD: (PA/Common Core):


● Standard - 3.2.1.A1- Observe and describe the properties of liquids and solids.

I. Performance Objectives (Learning Outcomes)


● Students will be able to classify solids based on their properties by sorting solids
by color or shape.
● Students will be able to identify solids by completing an exit slip.

II. Assessment/Evaluation plan


A. Formative

Assessment: Documentation Tool: Scale:


(e.g. product, quick (e.g. rating scale, (performance
response, interview) rubric, checklist, levels)
anecdotal notes)

Teacher observation Anecdotal notes based on the


student’s ability to
sort solids based on
their properties
(shape or color)

Science notebook page Rating scale Check/Minus


1 (Exit slip) based on the
student’s ability to
identify solids in a
set.
B. Summative

III. Instructional Materials (includes amount)


● I Have Who Has Solids & Liquids cards
○ https://docs.google.com/document/d/1vPOa2XhKLoKHnF7i2KnwQKqJN
u31bZR-/edit?usp=sharing&ouid=109204602206449163607&rtpof=true&
sd=true
● Science Notebook Cover Page
○ https://drive.google.com/file/d/1wKb5IGqr2WCfI_bTq8EJpf6S4I8rdilV/vi
ew?usp=sharing
● Science Notebook page 1
○ https://docs.google.com/document/d/1-yCXAM_1Kr5fxQ-5Z2PhFaCyBca
8ZRR1/edit?usp=sharing&ouid=109204602206449163607&rtpof=true&s
d=true
● Day 1 Solid & Liquids google slide
○ https://docs.google.com/presentation/d/17oU07-GcKCGa0o6--CDttmnJap
6o4_5VAAaX0s4TMR4/edit?usp=sharing
● Pencil (one per student)
● Clipboards (one per student)
● Solid experiment bags (one per lab group)
○ 1 colored math square block, 2 math stacking cubes, 1 white candy chip, 1
smarties candy, 1 small white shell, 1 wheat thin, 1 blue circle chip, 1
white bead, 1 googly eye, 1 white ping pong ball, and a dice
● Science notebooks (one per student)
● Whiteboard
● Whiteboard marker

IV. Subject Matter/ Content (prerequisite skills, key vocabulary, new content)
A. Prerequisite Skills
● Work cooperatively in a small group.
● Understand and play the game I Have Who Has

B. Key Vocabulary

● Solid- a substance that takes up space and has its own shape
● Compare- to look at things to see how they are the same or different

C. New Content

● Sort solids based on their shape or color properties.


● Identify common solids in everyday life.

V. Implementation
A. Introduction –
● Have students come to join you on the carpet in front of the whiteboard
screen.
● “Friends, this week we are going to be talking about states of matter.”
● “Matter is what is all around us and all matter comes in different forms.”
● “The two types of matter we are going to be talking about this week are
solids and liquids.”
● Display slide #2.
● “Friends look at these pictures, which one do you think is solid?”
○ A student responds, “chair.”
● Ask the same question for the liquid.
● “To learn more about different solids and liquids we are going to play the
game I Have Who Has.”
● “Friends, we have played this in math before with place value. Remember
we need to be quiet and pay attention so we know if someone says our
card. If you read your card remember to sit so we know you had your turn
already.”
● Remind students to look at the picture to help say the sentence.
● Model reading one card before playing.
● Have the students stand up and form a circle on the carpet.
● Hand out a card to each student.
● Tell the student with the card that reads, “I have the first card to read their
card first.” (the card has yellow stars on it too.)
● Tell students to notice if they think they have a solid or a liquid card.
● “Friends, you did an awesome job with this activity.”
● Send the students back to their seats.
● “Who would like to tell me if their card was a solid or a liquid?”
● Call on a few students to share.
● Display slide #3.
● Write their responses under each column (solids or liquids)

B. Development –
● Display slide #4.
● “Today we are going to start learning about solids.”
● “Each of you will be in a lab group and get a bag with these solids.”
○ Colored math square block, 2 math stacking cubes, white candy
chip, smarties candy, small white shell, wheat thin, blue circle
chip, white bead, googly eye, white ping pong ball, and a dice
● “Friends look at these objects, what do you notice about their shape?”
○ A student responds, “I see circles or I see squares.”
● If the students have trouble noticing the shape then prompt and support
them.”
● “Friends, what colors do you see?”
● Students should notice mostly white and black.
● “Okay friends, today you are going to each get a bag of these solids and
you can sort them by either color or shape.”
● Display slide #5.
● “I decided to sort my solids by shape. I put all of the circles in one pile and
all of the squares in another pile.”
● “When you do this you may sort yours like me or maybe you will sort it
by color.”
● “I will be assigning you a lab group to sort your solids and a meeting place
in the room.”
● “When I tell you your group and your spot please go there.”
● “You will also need to grab a clipboard and a pencil with you.”
● “I will walk around and hand each of you a bag then.”
● Hand each group a bag and a science notebook.
● Tell the students to write their name on their notebook.
● Give the students a few minutes to sort.
● Circulate to each group and have the students turn to page 1 of their
science booklet and ask them if they are sorted by color or shape. They
should circle the correct answer on their paper. The bottom will be
completed at the end of the lesson.
● Have the students return their clipboards and go back to their seats with
their science notebooks.
● “Friends, you did a great job sorting your solids today.”
● “Please open to page 1 in your science notebook. Let’s look at our two key
vocabulary words.
● Have the students put their finger on the first term. Read the definition then
have them repeat the definition after you.
● Repeat the same steps for the second vocabulary word.

C. Closure –
● “Friends, who can tell me one of the solids that was in your bag today?”
○ Responses will vary (many different objects were used in the bags)
● “If you look at the bottom of the page you will see a few pictures of
different things. I would like for you to use your pencil and circle all of the
solids.”
● When the students are done circling they can place their science notebook
in the front bin labeled Grading.
● Review each exit slip as a formative assessment.

D. Accommodations / Differentiation -
● For students with reading difficulties, pictures are included on each card to
help the student figure out the words.
● For students with behavior concerns, have them work in a specialized lab
group.
● For advanced learners, have them label the pictures on their exit slip.
VI. Reflective Response

A. Report of Students’ Performance in Terms of States Objectives (Reflection on


students performance written after lesson is taught, includes remediation for
students who failed to meet acceptable level of achievement)

B. Personal Reflection(Question written before lesson is taught.)(Reflective


answers to questions recorded after lesson is taught.)

1. Were my students actively engaged throughout the entirety of the lesson?

2. What aspects of my lesson were implemented differently than I planned?


Why did that happen?

VII. Resources (APA Format)

● Chatterton, C. (2018). Awesome Science Experiments for Kids: 100+ Fun Stem /
Steam Projects and Why They Work (Awesome Steam Activities for Kids) .
Rockridge Press.
● National Science Resources Center. (2014). Solids & Liquids Science and
Technology Concepts.

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