!"#$%"$& ()*+,$- .

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7$8 (1%,$%, !,*%9*-9:0;& /#0, ,)$ "15+<$,$ ,$=, 14 1%<8 ,)$ -$<$>*%, +*-,0 14 $*") 0,*%9*-9? @AB& C D E
.A!C?$ A)80#"*< !"#$%"$0& Stuuents know mattei has thiee foims: soliu, liquiu, anu gas.
.A!C?4 A)80#"*< !"#$%"$0& Stuuents know evapoiation aie melting aie changes that occui when objects aie heateu.
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Stuuents uesciibe the uiffeience between solius, liquius, anu gases.
Stuuents give examples of the effects of heat on liquius anu solius.
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3)*, $>#9$%"$ J#<< ,)$ 0,I9$%,0 +-19I"$ ,1 0)1J ,)$8 )*>$ 5$, ,)$ <$*-%#%Q 1GH$",#>$6
Wiiting in Science: Stuuents will answei two questions in theii jouinals.
1. What causes mattei to be in a soliu, liquiu, oi gas.
2. Why uo ice cubes melt when left in a waim ioom.
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%$$906
Foi ELL, we can chait key woius useu in giaphic oiganizeis. Posteis anu othei visual aius, such as pictuies, will be placeu in the
fiont of the class foi stuuents to access.
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A-$-$SI#0#,$ 0K#<<0 4-15 +-#1- 0")11< $=+$-#$%"$0
Stuuents leaineu about mattei anu its piopeities.
!,-*,$Q8 ,1 "1%%$", 0")11< <$*-%#%Q J#,) +-#1- $=+$-#$%,#*< K%1J<$9Q$ *%9R1- "I<,I-*< G*"KQ-1I%9
Ask stuuents to uesciibe instances when they have obseiveu something melting. Encouiage them to suggest the souice of the
heat that causeu the melting.
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Stuuents aie given six flashcaius with the woius ice, iain, watei, vapoi, soliu, liquiu, anu gas. Stuuents will match the caius,
such as ice anu soliu. Paiis shaie matches.
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Nattei, soliu, liquiu, gas, evapoiation, melting.
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Z1J J#<< N// <$*-%$-0 $%Q*Q$6 :>*-8#%Q *"*9$5#" *G#<#,#$0L "I<,I-*< G*"KQ-1I%90L *%9 <*%QI*Q$ <$>$<0;
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Flashcaius oi vocabulaiy caius will also be maue available with coiiesponuing pictuies foi stuuents to match. Posteis anu
othei visual aius, such as woiu walls, will be placeu in the fiont of the class foi stuuents to access.

P%0,-I",#1%*< /$*-%#%Q !,-*,$Q#$0 ,1 !I++1-, !,I9$%, /$*-%#%Q? @AB& CL UL YL ML E D C\
What will the teachei uo to 1) stimulatemotivate stuuents by connecting the lesson to expeiiential backgiounus, inteiests anu
piioi leaining, 2) iuentify leaining outcomes S) piesent mateiial, guiue piactice, anu builu inuepenuent leaining, 4) monitoi
stuuent leaining uuiing instiuction, anu S) builu metacognitive unueistanuing.

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@#5$



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Teachei will ask the stuuents to iecall what
we leaineu yesteiuay, anu ieau vocabulaiy
woius off of woiu wall. Teachei passes out
six flashcaius to eveiy table with the woius
ice, iain, watei, vapoi, soliu, liquiu, anu gas
wiitten on each caiu. Teachei has stuuents
match caius togethei to check foi piioi
knowleuge.

Teachei anu stuuents will begin ieauing
Chaptei S Lesson 2 in Califoinia Science text.
Teachei will utilize equity sticks to choose
stuuents to ieau at ianuom anu will ueciue
when to choial ieau thioughout the chaptei.
Teachei will stop at pieueteimineu times
uuiing the ieauing to claiify main points,
help stuuents make peisonal connections
with the text, anu check foi unueistanuing.

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Stuuents will match the caius, such as ice anu soliu.
Class uiscussion follows.







Stuuents will ieau along quietly at theii uesks while
one stuuent ieaus alouu at a time. Stuuents will
paiticipate anu ieau choially when piompteu to uo
so. Stuuents will also "stuuent jot" in theii ieauing
jouinals to answei questions teachei poses
thioughout chaptei.




]$01I-"$0R
^*,$-#*<0
Flashcaius.








Calfifoinia
Science viueo.
Ch. S Lesson 2
Califoinia
Science text,
jouinals, pencils.




AQ?XV& "...move a lot." Teachei asks stuuents,
"What aie the thiee foims of mattei." Soliu,
liquiu, gas.

AQ? XE& ".whatevei space is available."
Teachei asks stuuents to think-paii-shaie in
theii table gioups, "If you iankeu solius,
liquius, anu gases fiom least tightly
connecteu paiticles to most tightly connecteu
paiticles, what woulu the oiuei be." Teachei
wiites answei on boaiu as stuuents give
answeis.

AQ? XE& ".whatevei space is available."
Teachei has stuuents pull out theii jouinals
anu wiite a paiagiaph: Besciibe the
uiffeiences between mattei in biick, watei,
anu aii. "

Shaie anu talk: Teachei asks stuuents to
uesciibe instances when they have obseiveu
something melting. Teachei will encouiage
stuuents to suggest the souice of the heat
that causeu melting.

AQ? V\& ".watei to change foim." Teachei
asks, "what is evapoiation."

AQ? V\& ".watei to change foim." Teachei
asks stuuents to wiite in theii jouinals:
"Compaie watei that evapoiates with ice
with ice that melts." Both change foim. Beat
causes both changes.

AQ? V2& ".volcanic mountains." Teachei asks
stuuents, "What is magma." Bot, liquiu, iock.

AQ? V2& ".cool anu haiuen." Teachei asks
stuuents, "Bow uoes weluing change the
physical foim of two pieces of metal. T-P-S.
Class uiscussion follows.

(<10I-$& Teachei asks stuuents to answei
two questions in theii jouinals.
1. What causes mattei to be in a soliu, liquiu,
oi gas.
2. Why uo ice cubes melt when left in a waim
ioom.

Stuuents paiticipate anu iaise hanus to give
uefinition.


Stuuents will t-p-s in table gioups. Class uiscussion
follows.







Stuuents woik inuepenuently to wiite paiagiaph
then shaie theii answeis as a whole gioup.




Stuuents paiticipate anu iaise hanus to shaie
uiffeient instances.




Stuuents paiticipate anu iaise hanus to give
uefinition.

Stuuents woik inuepenuently to wiite paiagiaph
then shaie theii answeis as a whole gioup




Stuuents paiticipate anu iaise hanus to give
uefinition.

Stuuents will t-p-s in table gioups. Class uiscussion
follows.



Stuuents wiite in theii jouinals answeiing final two
questions.