ecel 517 digital photo journal

DIGITAL PHOTO JOURNAL

By Christina Lorance

PROPERTIES OF MATTER

WH

YD

IDI T

AK

ET

HIS

PH

OT

O?

- I took this picture

to show how a

variety of states of

matter can happen

all at once.

- This picture has a

solid (ice) that is

melting into a liquid

form (water).

- The solid wax of

the candle is being

melting into a liquid.

The flame of the

candle is also

showing how

matter can turn into

a gas.

-The liquid water in

the teapot is being

boiled. The liquid is

turning into steam

when it gets very

hot.

- Matter can be

anywhere and in

many different

forms.

NJ CORE CURRICULUM CONTENT

STANDARDS

5.2.2.A.1 Sort and describe objects based on the

materials of which they are made and their

physical properties.

5.2.2.A.2 Identify common objects as

solids, liquids, or gases.

5.2.2.B.1 Generate accurate data and organize

arguments to show that not all substances

respond the same way when heater or

cooled, using common materials, such as

shortening or candle wax.

http://www.njcccs.org/search.aspx

HOW TO USE THIS PHOTO TO TEACH YOUNG

STUDENTS ABOUT SCIENCE

First, I would have the students individually try to identity which objects in this photo are a solid, a liquid, or a gas.

Next, I would have the class compile a list of the objects that they think could be a solid, liquid, or gas.

I would explain to the class what the differences are between solids, liquids, and gases and that they can be called properties of matter.

Then I will explain that matter is everywhere around us, but it can come in different forms or properties.


STUDENTS ABOUT SCIENCE CONTINUED…

I will also explain that not all objects react to being heated or cooled in the same way. I may do a little demonstration by heating up different objects and see if they all react in the same way.

Finally, I will have the students come up with objects that they have at home or in the classroom that have different properties of matter. I want them to be able to determine the difference of objects based on their physical properties.

Explain

what

properties

of matter

are

represented

in the

burning

candle.

HEREDITITY AND REPRODUCTION/

EVOLUTION AND DIVERSITY

WH

YD

IDI T

AK

ET

HIS

PH

OT

O?

- I took this picture to

show that there are

similarities in

animals. One of the

penguins in the

picture could be a

parent and the rest

could be their

offspring.

-There may be some

minor differences, but

for the most part the

penguins often

resemble their

parents.

-The penguins in this

picture have features

on their body that

enable them to live in

their environment. I

want the students to

see the differences of

the features that the

penguins have in

comparison to the

everyday birds that

we see in our yards.


STANDARDS

5.3.2.B.2 Compare how different animals obtain

food and water

5.3.2.D.1 Record the observable characteristics

of plants and animals to determine the similarities and differences between parents and their offspring

5.3.2.E.1 Describe similarities and differences in

observable traits between parents and offspring

5.3.2.E.2 Describe how similar structures found

in different organisms (e.g., eyes, ears mouths) have similar functions and enable those organisms to survive in different environments.




First, I would have the students compile a list of what they may already know about penguins.

I would ask the students to tell me what features the penguins have that can help them live in their environment. How are they different from the birds that we know?

Then, I would explain to the class about the similarities that animals can have to their parents. Look at the penguins and how similar they are.



In groups, I would ask the students to draw pictures of other animals that they know of that look similar to their parents. I want them to explain how those features that are similar can help the animal live in the environment that they are in.

I will share with the class a picture that I have of my cat and her mother and show how similar they are to one another.

Could these

penguins live in

your house? Why

or why not.

Explain what

features the

penguins have

that could allow

them to live in

your home or not

to live in your

home.

LIVING AND NONLIVING

WH

YD

IDI T

AK

ET

HIS

PH

OT

O?

-This photo shows how living and nonliving things can be in one environment together.

-The living flowers can be resting on the nonliving fence. The bees on the flowers are also living. There is a boat in the background that is nonliving.

-The flowers in this picture are alive because of the sun that is being absorbed through its leaves and the water from the soil that it is planted in.

-The habit in this pictures can support the growth of the flowers because it is in an area where it can get sun and water. It also has plenty of room to grow.


STANDARDS

5.3.2.A.1 Group living and nonliving things

according to the characteristics that

they share,

5.3.2.B.1 Describe the requirements for the care

of plants and animals related to

meeting their energy needs.

5.3.2.B.3 Explain that most plants get water

from soil through their roots and

gather light through their leaves.

5.3.2.C.2 Identify the characteristics of a habitat

that enable the habitat to support the

growth of many different plants and

animals.http://www.njcccs.org/search.aspx



First, I would explain to the class the difference between living and nonliving things. I would explain that things are living when they can get nutrients and water from their environment and grow.

Next, I would have the class get into pairs and come up with some examples of living and nonliving things.

I would then explain that the flower in this picture is living because it is getting its food and water from its environment. And because it is getting the food and water it needs, the flowers will grow.



As a whole class experiment, I want each student to plant their own flower seed in a plastic cup.

The students will make sure that their flowers are in the sun and have enough water so that it can grow.

When the flowers have started to bud, I will have the students take their flowers home to plant with their parents.

Explain

how the

flower in

this picture

is living or

nonliving.

Provide

examples.

FORMS OF ENERGY AND THE SUN

WH

YD

IDI T

AK

ET

HIS

PH

OT

O?

-This photo shows

how the sun can

produce shadows

when there is

something solid

blocking its light. In

this case, the trees

are creating the

shadows from the

sun.

- The section of the

street that is in the

full sunlight will be

much hotter than

the parts of the

street that are in

the shadows.

- The light from the

sun allows the

trees, grass, and

flowers in this

picture to grow

because it is

producing energy.


STANDARDS

5.2.2.C.1 Compare, citing evidence, the heating

of different colored objects placed in

full sunlight.

5.2.2.C.2 Apply a variety of strategies to collect

evidence that validates the principle

that if there is no light, objects cannot

be seen.

5.2.2.C.3 Present evidence that represents the

relationship between a light

source, solid object, and the resulting

shadow.




I would first ask the students to tell me what is causing the shadows on the street.

After they have given me their answers, I will explain how the light from the sun can create a shadow if something solid is in the way.

Next, I will have the students explain to me how the sun is good for the trees and the grass in this picture. The goal is to get them to tell me that the sun creates energy and heat for the plants.



I would demonstrate how shadows work by bringing the class outside along with different shaped objects. Some of the objects will be solid and others will not be. The students will guess which objects will create the shadows before I actually do the demonstration.

My last activity will be to have the students work in pairs and trace their shadows in chalk on the sidewalk outside. This will teach them that their bodies are solid and can block the sunlight.

If you were

walking down the

street without

any shoes or

socks on and it

was a hot day,

where would you

rather walk?

Would you want

to walk on the

shaded part of

the street or in

the full sunlight?

Explain your

reasons.