LEARNING-FOCUSED Lesson Plan

Plan for the concept, topic, or skill Not for the class period

Name
:

Huffman Academy

Topic:

Science - Matter & Energy

Learning Goals for this Lesson

Standards:
4-PS3-3, 4-PS3-4.DCI.3a, 4-ESS2-1.CC, 4-PS3-1.CC, ALEX.S.4.15.E.1, ALEX.S.4.15.E.2,
ALEX.S.4.15.E.3, CCSS.ELA-LITERACY.RI.4.1, CCSS.ELA-LITERACY.RI.4.2, CCSS.ELALITERACY.RI.4.3; WIDA Standard: Language of Science
Students Will Know:

How all matter has properties

that can be seen and measured.
How to recognize some of the
specific properties of matter, such as
physical and chemical properties
How energy can be transferred
in various ways and between objects
How to plan and carry out
investigations that can explain the
change of physical and chemical
properties
How to explain events,
procedures, ideas, or concepts in a
historical, scientific, or technical text,
including what happened and why,
based on specific information in the
text.

Lesson Essential Question:

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Students Will Be Able To:

Apply scientific ideas to
explain how energy converts from one
form to another (i.e.: solid to liquid to
gas)
Ask questions and predict
outcomes about the changes in energy
that occur when objects collide.
Make observations to produce
data to serve as the basis for evidence
for an explanation of a phenomenon or
test a design solution
Determine the main idea of a
text and explain how it is supported by
key details; summarize the text.
Refer to details and examples
in a text when explaining what the text
says explicitly and when drawing
inferences from the text.

Activating Strategy:

Key vocabulary to preview and vocabulary strategy:

Solid form, gas form, liquid form, States of

Matter, Physical Properties of Matter,
Chemical Properties of Matter, atoms,
molecules, energy, matter

Lesson Instruction
Learning Activity 1:
Teacher will create a triple Venn Diagram to show the similarities
and differences students suggest. The teacher will then introduce
the concept of matter, showing a notecard beside/beneath the three
items shown in the activating strategy.

Read the Properties of Matter section of the weekly reader. We

know something has matter if it takes up space. Teacher will ask
students if air--like oxygen or carbon dioxide--is matter. Why or
why not? After students have provided answers, the teacher will
blow air in a ziploc bag to show that air is matter, too! Afterwards,
the teacher will go around the room and discuss items around the
classroom, stating which items are solid, which are gas, and which
might be liquid. The teacher will ask students what they think the
items are (in regards to states of matter), and the students should
keep a chart of each of these in Science Journal.

In the vocabulary section of Science Journal, students should add the

following:
Matter - something that takes up space and has weight
States of Matter - the different forms of matter: solid form,
liquid form, gas form
Properties - characteristics or qualities
Physical Properties of Matter - when something can be
observed without changing the matter into something else
Chemical Properties of Matter - when something can only
be observed when matter is changed from one type to another

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Graphic Organizer

Give students a copy of What Are the States of Matter? sheet (page 248
in Giant Science Resource Book) to glue in Science Journal.

Assessment Prompt for LA 1:

Students will answer the following questions after discussing as a
group [no more than 20 minutes allowed]:
1. How do we know if something is matter or not? [It
takes up space and has observable characteristics.]
2. Where is there matter in the room that cannot be
seen? [Possible Answers: inside our bodies, air, germs, etc.]
3. What are some properties matter might have?
[Possible Answers: color, texture, odor, taste, buoyancy,
weight, etc.]
4. What on Earth is not matter? [Answers will vary.
Everything that is something is matter.]

Learning Activity 2:
Read Spotlight section on Archimedes. Students will add new terms to
vocabulary section:
Archimedes - Greek mathematician and engineer who
discovered water displacement and levers
Mathematician - a specialist in mathematics
Engineer - a person who designs and builds machinery
Displace/Displacement - when an object (solid form)
enters water (liquid form), the water is moved away so the object
can take up that space.
Lever - a simple machine that can lift objects that are
much too heavy to lift by hand; a see-saw is a lever.

Read Observing Matter section of weekly reader.

Students will underline specific items: Most matter has three forms: a
solid form, a liquid form, and a gas form. Scientists call these three
forms the states of matter. ...amorphous state, or has no definite
shape. Some properties of matter can be observed without a lot of
hassle. Physical properties can be observed without changing the
matter into something else. The metal in the shovel combines with
oxygen to form rust. Theres a name for properties that can only

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be observed when matter is changed from one type to another.

Scientists call those kinds of properties chemical properties. If
you have to change the matter into something else to observe the
property, its a chemical property. If you can observe the property
without changing the matter into something else, its a physical
property.

Students must then create new section in their Science Journals:

Observing Properties of Matter. Students must then create two
columns: Physical Property and Chemical Property. Students must then
list the properties on page three of the weekly reader. Students will list the
items they see on the page next to the corresponding property, and then,
in groups, come up with at least two more examples of that property.

Assessment Prompt for LA 2:

Students will then work independently to complete the In the Lab
section. Students will create a cinquain poem selecting one of the items in
either the Physical or Chemical properties list from the columns in the
Science Journal from the Observing Properties of Matter section.
Students should write this on the lines provided in the Weekly Reader.
(Teacher should demonstrate what a cinquain poem is and looks like
using example from book.)

(For a Science Grade)

Instructions:
Line 1: noun (subject)
Line 2: two adjectives that describe line 1
Line 3: three action verbs that relate to line 1
Line 4: four words that describe feelings or a
complete sentence about line 1
Line 5: one synonym of line 1 or a word that sums up
the poem

Learning Activity 3:
Read Matter Changes section of Week 3 in Physical Science weekly
reader. Students should underline the following: Matter is always
changing, just like you are, molecules, energy, Living things create
energy from the food they eat, Non-living things, Energy created by the
sun, the wind and the rain changes them, Physical changes are

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Assignment

1. Students
will complete
Mystery Matter
section of In the
Lab. Students
will use the
scientific method
throughout the
process. At the
end of the
experiment, after
they create their
polymer, the
students must
write a
paragraph to
explain whether
the matter is a
solid, liquid or
gas, using
terminology
learned
throughout the
lesson. Students

changes in matters size, shape or state, Chemical changes transform

one kind of matter into another, or change matter into energy. ; in the
MOVING MATTER section, students should underline: atoms,
molecules, The states of matter are determined by how close together
the molecules are, Molecules in matter are constantly moving, In
solids, the molecules are packed closely together, In liquids, the
molecules are farther apart than in solids, and they move around more,
They keep the same volume, but they dont hold their shape, In gases,
the molecules are far apart, and keep spreading until theyve filled up all
the space there is to fill, Gases have no definite shape or volume.

In the Science Journal, students will add new vocabulary:

Physical Change - any change to a substance that
makes it look different, like cutting or folding, or when matter
changes from one state to another and looks different
Chemical Change - any change to a substance that
completely changes it to a different substance
Atom - the smallest particle of any matter
Molecule - a small part of any matter that has the same
characteristics of the substance; made of atoms

Give students copy of Forms of Energy (page 254 in Giant Science

Resource Book) to put in Science Journal. Review forms of energy, and
discuss how each form of energy is used. Which form of energy does our
bodies use? Which form of energy do plants use?
Assessment Prompt for LA 3:

Students will then close their journals and play I Spy using physical and
chemical property details. Students will be provided 1 copy of each of the
following images: ice cube melting, apple, paper towel roll, orange cut in
half, plastic ring floating in water, rusted chains, U-magnet, lit candle,
cheese wedge, bubbles, brick wall, paper clip. This activity will help
students recognize the physical and chemical properties of specific items.

Students will work in groups of no more than 4. Students will be provided

a triple Venn Diagram--solid, liquid, gas--and must place each image card
in the correct spot. If an image card fits more than one form--such as a
melting cube of ice--the students should place the image card in the
space between the multiple forms. As students are ready to place an
image in a spot, one team member will describe the physical and/or

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must also
explain what
energy was
need/used in the
experiment.
2. Students
will complete
final assessment
for both Week 2
and Week 3 of
the weekly
reader. Test will
be modified into
one test with
specific
questions
chosen from
both tests and
combined into
one. Test
questions
presented by
Weekly Reader
teacher
resource.

chemical properties of that item. [EX: I spy with my little eye something
that is red, juicy, sweet, that floats in water. The students may say Apple
- Solid Form, and place the image card in the solid section of the Venn
Diagram.]

Summarizing Strategy:

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