1st grade states of matter unit plan - danielle...

1st Grade States of Matter Unit

Lesson #1: States of Matter Scavenger Hunt Objective: Students will explore the classroom for various states of matter. Standards: CCSS.ELA-‐LITERACY.SL.1.1-‐ Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. CCSS.ELA-‐LITERACY.SL.1.1.A-‐ Follow agreed-‐upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). CCSS.ELA-‐LITERACY.SL.1.1.B-‐ Build on others’ talk in conversations by linking their comments to the remarks of others. CCSS.ELA-‐LITERACY.SL.1.1.C-‐ Ask for clarification and further explanation as needed about the topics and texts under discussion. NYS-‐S-‐3.1a-‐ Matter takes up space and has mass. Two objects cannot occupy the same place at the same time. Materials:

• Pencils • Worksheet • BrainPOP video on states of matter

Differentiated Instruction: Instruction will be differentiated in a variety of ways.

• Accountable talk prompts are differentiated. • Student worksheets are differentiated.

Developmental Procedures:

1. Students will watch a BrainPOP video about states of matter. (What is matter? What is a solid? What is a liquid? What is a gas? How can we observe these things?)

2. Students will turn and talk with peers about solids, liquids, and gases they observe in the classroom. (What solids do you see? What liquids do you see? What gases do you see?)

3. Students will hunt around the room for various solids, liquids, and gases and record their findings on a worksheet. (How do you know the solids that you found are solids? How do you know the liquids that you found are liquids? How do you know the gases that you found are gases?)

4. Students will share their results with students in the class. Students will make a class chart of their findings. (What solids did you find? How did you know it was a solid? What liquids did you find? How did you know it was a liquid? What gases did you find? How did you know it was a gas?)

Assessment: Students will be assessed based on a teacher created checklist with unit concepts. Students will be assessed based on their scavenger hunt worksheet. Intervention: Students who struggle to meet the objective will work in a small group with the teacher and create definitions for solids, liquids, and gases. Students will take these definitions with them as they hunt around the room. Enrichment: Students who exceed the objective will compare and contrast a two different states of matter using a Venn diagram.

Lesson #2: State of Matter Posters Objective: Students will create a poster about an assigned state of matter. Students will present these posters to the class. Standards: CCSS.ELA-‐LITERACY.SL.1.1-‐ Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. CCSS.ELA-‐LITERACY.SL.1.1.A-‐ Follow agreed-‐upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). CCSS.ELA-‐LITERACY.SL.1.1.B-‐ Build on others’ talk in conversations by linking their comments to the remarks of others. CCSS.ELA-‐LITERACY.SL.1.1.C-‐ Ask for clarification and further explanation as needed about the topics and texts under discussion. NYS-‐S-‐3.1a-‐ Matter takes up space and has mass. Two objects cannot occupy the same place at the same time. Materials:

• Chart paper • Crayons • Markers • Pencils


• Students will be grouped based on ability level. • Students below or approaching grade level will use a checklist for their poster.


1. Students will discuss with their group their assigned state of matter (solids, liquids, or gases) and what to include in their poster. (What do we know about matter? What do we want to add to our poster? What should everyone’s job be? How can we work together?)

2. Students will work together to create their poster. (What is most important about solids, liquids, or gases? What do you want people to know about your state of matter? What are some examples of your state of matter?)

3. Students will share their poster with the class. (How can we be a good audience to our peers? How can be present our posters and ourselves in front of our peers? How did you work together to cerate your poster? What ideas did you use?)

Assessment: Students will be assessed based on a teacher created rubric. Intervention: Students who do not meet the objective will create a thinking map with the teacher about their state of matter as a method of planning for their poster. Enrichment: Students who exceed the objective will compare and contrast two states of matter using a Venn diagram.

States of Matter Poster Checklist

• Does your poster have a title?

• Does your poster have your names? • Does your poster have the date?

• Do you sentences make sense?

• Did you put a lot of effort into making your poster?

• Is your information only about your assigned state of

matter? • Does your poster have pictures?

Solid, Liquid, Gas Poster Rubric

Content Creativity and Effort

Writing

3 All of my information about solids, liquids, or gases is correct.

I put a lot of effort into my poster and I used many creative ideas.

All of my sentences make sense.

2 Some of my information is incorrect about solids, liquids, or gases.

I put a little bit of effort into my poster and used some creative ideas.

Some of my sentences make sense.

1

Most of my information is incorrect about solids, liquids, or gases.

I did not put any effort into my poster and did not use any creative ideas.

I do not have sentences.

Lesson #4: Properties of Matter Objective: Students will go through stations and describe various properties of objects. Standards: CCSS.ELA-‐LITERACY.SL.1.1-‐ Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. CCSS.ELA-‐LITERACY.SL.1.1.A-‐ Follow agreed-‐upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). CCSS.ELA-‐LITERACY.SL.1.1.B-‐ Build on others’ talk in conversations by linking their comments to the remarks of others. CCSS.ELA-‐LITERACY.SL.1.1.C-‐ Ask for clarification and further explanation as needed about the topics and texts under discussion. NYS-‐S-‐3.1a-‐ Matter takes up space and has mass. Two objects cannot occupy the same place at the same time. NYS-‐S-‐3.1b-‐ Matter has properties (color, hardness, odor, sound, taste, etc.) that can be observed through the senses. NYS-‐S-‐3.1c-‐ Objects gave properties that can be observed, described, and/or measured: length, width, volume, size, shape, mass, weight, temperature, texture, flexibility, and reflectiveness of light. Materials:

• Marker • Pipe cleaner • Sand • Rock • Tinfoil • Paper towel • Rubber band • Wool • String • Popsicle sticks • Sponge • Cotton balls • Play dough • Wood block • Soap


• Students will be grouped based on similar ability levels. • Students approaching grade level will use a properties reference sheet at each station.


1. Students will be given an object to describe with their partner. (What do you observe about the object? How can the object be described? What are the object’s properties?)

2. Students will travel around the room with a partner to different stations. Each station will have a different object and students will describe the object’s properties with their partner. (What object is in front of you? How can it be described? How does it feel? How does it look? What do you notice about this object? How would you describe this object to someone who has never seen or felt it before?)

3. After completing all stations, students will find another group and share their results with them. (Did you describe the same objects in the same way? Why or why not? Did you describe the same objects differently? Why or why not?)

Assessment: Students will be assessed based on their worksheets. Intervention: Students who struggle to meet the objective will work in a small group with the teacher to create thinking maps about the properties of the objects at each station. Enrichment: Students who exceed the objective will compare and contrast various objects based on their properties using a Venn diagram.

Let’s Discover Properties of Matter

Directions: Write the object on the line of the number station you are at. Write as many words as you can to describe the properties of the object in front of you.

Object Properties 1. ____________________ _________________________________ 2. ____________________ _________________________________ 3. ____________________ _________________________________ 4. ____________________ _________________________________ 5. ____________________ _________________________________ 6. ____________________ _________________________________ 7. ____________________ _________________________________ 8. ____________________ _________________________________ 9. ____________________ _________________________________ 10. ____________________ _________________________________ 11. ____________________ _________________________________ 12. ____________________ _________________________________ 13. ____________________ _________________________________ 14. ____________________ _________________________________ 15. ____________________ _________________________________

Lesson #5: Properties of Crackers Objective: Students will describe the properties of various cracker and chips. Standards: CCSS.ELA-‐LITERACY.SL.1.1-‐ Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. CCSS.ELA-‐LITERACY.SL.1.1.A-‐ Follow agreed-‐upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). CCSS.ELA-‐LITERACY.SL.1.1.B-‐ Build on others’ talk in conversations by linking their comments to the remarks of others. CCSS.ELA-‐LITERACY.SL.1.1.C-‐ Ask for clarification and further explanation as needed about the topics and texts under discussion. NYS-‐S-‐3.1a-‐ Matter takes up space and has mass. Two objects cannot occupy the same place at the same time. NYS-‐S-‐3.1b-‐ Matter has properties (color, hardness, odor, sound, taste, etc.) that can be observed through the senses. NYS-‐S-‐3.1c-‐ Objects gave properties that can be observed, described, and/or measured: length, width, volume, size, shape, mass, weight, temperature, texture, flexibility, and reflectiveness of light. Materials:

• 5 types of crackers or chips • Student worksheet • Pencils • Paper towels • Reference sheet


• Students will be grouped based on similar ability levels. • Students approaching grade level will use a properties reference sheet during the activity.

Developmental Procedures: 1. The teacher will pass around pretzels to students and ask them to turn and talk with their

partner about how the pretzel can be described? (How can you describe a pretzel? How could you describe a pretzel to someone who does not know what it is? How does it feel? What is the size? What is the shape? What else do you observe about the pretzel?)

2. Two students will model how to describe the pretzel and complete the worksheet. (How did you know how to describe the pretzel? How did you observe the pretzel?)

3. Students will observe the properties of various chips and crackers with their partner and record their observations on their worksheet. (What do you notice about these crackers and chips? How do they feel? How do they look?)

Assessment: Students will be assessed based on the completion of the worksheet and how they work with their peers. Intervention: Students who struggle the meet the objective will make a circle map about each cracker or chip in a small group with the teacher. They will then transfer the information from the circle map to the student worksheet. Enrichment: Students who exceed the objective will make a Venn diagram to compare and contrast two different crackers/chips.

First Grader Matter Unit Assessment

1. Students will be given three pictures and determine which is a solid, liquid, and a gas

2. Student will choose from various objects and describe the object’s properties

Rubric: 4: Identifies all three pictures correctly and describes object using 4 or more properties 3: Identifies all three pictures correctly and describes object using 2 properties 2: Identifies two pictures correctly and describes object using 2 properties 1: identifies one picture correctly and describes the object using only one property

1st grade states of matter unit plan - danielle...

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