PHYSICAL PROPERTIES LESSON PLAN

Name: Tara Stegall Date: 02/06/14 Grade Level/Subject: 4th Grade Science Prerequisite Knowledge: All things are made of matter, things have physical properties such as color, hardness, texture, weight, odor, etc. Approximate Time: 50 min. Student Objectives/Student Outcomes: Students will be able to orally list physical properties of matter (color, texture, taste, odor, luster (shiny/dull)) and the state of matter as solid, liquid, or gas. Students will be able to create a physical properties chart to record observations of physical characteristics of unidentified solids and liquids. Students will be able to identify physical properties that can help identify similar substances (sugar and salt taste, baking soda and corn starch texture, water and vinegar odor). Students will be able to explain that different materials have different properties because what they are made of is different. Content Standards:
5-PS1-3. Make observations and measurements to identify materials based on their properties. [Clarification Statement: Examples of materials to be identified could include baking soda and other powders, metals, minerals, and liquids. Examples of properties could include color, hardness, reflectivit , electrical conductivit , thermal conductivit , response to magnetic forces, and solubilit ! densit is not intended as an identifiable propert ." [Assessment Boundary: Assessment does not include density or distinguishing mass and weight."

Materials/Resources/Technology: SmartBoard, small trays, small clear plastic cups, various solids (corn meal, sugar, salt, baking soda/powder, borax, corn starch), various liquids (water, vegetable oil, starch, vinegar), small containers, beakers, graduated cylinders, hand lenses, science notebook, pencil, colored pencils. Exit slip. Implementation: Before class, label small clear plastic cups with letters (to match the master list of solids and liquids, see attached) then fill with small amounts of selected solids and liquids, enough cups for each group to select from 5-6 solids and at least 2 liquids). Store cups in a safe place in room.

Time
10:45-10:50

Opening of lesson: (Hook, behavior expectations) Expectations: Students will listen carefully to answer questions and hear directions. Students will use quiet voices as they work in groups to complete the observation activity. Each student will complete their chart in their science notebook. Students who cannot follow directions or cause disruptions will be removed from the room and given an alternative book assignment. Hook: Show students a cup with a solid and a cup with a liquid, walk around to the groups so that they can see what is in the cups. What do you see? (powder, white; liquid, clear (yellowish if oil, cloudy if starch) How would you describe this (solid)? How would you describe this (liquid)? What are some other ways you might describe these things?

10:50-11:25

Procedures: Include critical thinking questions and accommodations for individual needs What are some properties (characteristics) of matter? How would you describe something? Do you think state of matter is a property? What are the states and what are their characteristics? Explain activity: -In your groups, you will make observations of physical properties of some solids and some liquids. You will record your observations in your science notebook. Open your notebooks to your next empty page and put todays date at the top, then write Physical Properties on the top line. -Now, I am passing out a chart for you to record your observations. Each solid and liquid are labeled with a letter, there is a place on the chart for you to write the letters. You will need to record at least 5 physical properties of 5-6 solids and at least 2 liquids; choose 5 properties to put across the top of your chart. The only property you cannot use today is taste, you are not allowed to taste any of the solids or liquids. - (Model how to make an observation and fill in the chart on the Smart Board) As a scientist, I am going to use my senses to make some observations. This is sample A. I am going to write sample A here on my chart (under the label Sample). These are the properties I am observing: Color, Texture, Odor, Luster, Size; see how I have them labeled up here across the top of my chart? Sample A is a clear liquid, so under color I could write clear and under size I could write liquid because I know that liquids take on the shape of their container, Im not measuring its size necessarily for this lab. For odor, I will carefully sniff over the top of the cup; this has a sour smell to it, very strong. In my chart, I would record sour under Odor. For Luster, I might put reflective or shiny because I can see the ceiling lights reflected in it. Now, I have my observations for Letter A on my chart and I can observe the next sample. -Are there any questions? -In your groups, take about 1 minute to discuss which properties you want to observe and fill in your chart. -Remember to follow the expectations stated earlier so that you have time to make your observations. Listen for my signal to stop. You will have about 15 minutes to make your observations with your group and record the information on your chart. (Call one person from each group to come get the samples; make sure they get 5-6 solids and at least 2 liquids. They will be able to get more if time permits). (As students discuss their observations, visit each group to make sure they are completing their chart and following expectations.)

11:25-11:35

Summary/Closing: (Call a different person from each group to bring the samples back to you, you will use them for the next class the next day.) Ask: Did you observe anything interesting about the solids? The liquids? (allow 3-4 students) Were any of the substances very similar? What physical property or properties could you use to tell the differences? Why do you think matter has different properties? (Pass out exit slips) Please write your name at the top and answer the questions, turn your slip over when you are finished. Next time, we will observe some physical changes and chemical properties of matter.

Student Assessment: Exit Slip: Name four physical properties that we can use to observe matter. Which physical property could you use to tell the difference between: Water and vinegar? Salt and Sugar? Baking Soda and Corn Starch? Accommodations: Physical Property Characteristics and bulleted steps will be available on the SmartBoard. Mixed ability student groups students will work together to complete observation charts Co-Teach Two teachers available for additional assistance as needed. Students who cannot follow directions will be assigned vocabulary and reading assignments from the book, rather than participate in the activity.
List of Items Attached

Credit

Champaign Community School District #4 Science Curriculum

Post Lesson Reflection: Student Interest

Student Motivation

Teacher Knowledge

Teacher Organization

Teacher Articulation

Student Understanding

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