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Unit Lesson 1

Students will investigate whether common items are solids or liquids by observing their properties. The lesson begins with reviewing properties of solids and liquids. Students will then work in groups to classify items like shaving cream, jelly, and syrup as solids or liquids in their science notebooks, explaining their reasoning. Finally, the class will discuss their findings.

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101 views4 pages

Unit Lesson 1

Students will investigate whether common items are solids or liquids by observing their properties. The lesson begins with reviewing properties of solids and liquids. Students will then work in groups to classify items like shaving cream, jelly, and syrup as solids or liquids in their science notebooks, explaining their reasoning. Finally, the class will discuss their findings.

Uploaded by

api-342151589
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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TCNJ Lesson Plan

Unit lesson 1- Solids and liquids Investigation

Student Name: Samantha Bolognese

School Name: Lawrenceville Elementary

Grade Level: 1

Host Teachers Name: Mrs. Potter

Guiding and/or Essential Questions:


How can we tell the difference between solids and liquids?
What are the properties of solids?
What are the properties of liquids?
Pre-lesson Assignments and/or Student Prior Knowledge
Students will have discussed both properties of solids and liquids. Students may still have
misconceptions about the substances in the lesson because they are not clear as to their state of
matter.
Standards:
2-PS1-1. Plan and conduct an investigation to describe and classify different kinds of materials
by their observable properties.
2-PS1-2. Analyze data obtained from testing different materials to determine what materials have
the properties that are best suited for an intended purpose.
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.

Learning Objectives and Assessments:


Learning Objectives
Students will be able to recall properties of
solids and liquids.

Students will classify items as solids of liquids.

Assessment
Class will review properties of both solids and
liquids to guide them through activity. Teacher
will assess students for verbal responses for
correctness.
Students will make decisions on the state of an
item through careful observation. Teacher will
assess student work for completeness and
accuracy of classification chart.

Students will be able to explain why the items


are a specific state of matter.

Students will explain their reasoning for their


categorization based on the reviewed properties
discussed previously. Teacher will assess
student answers for effort and rational
responses.

Materials/Resources: (List materials, include any online or book references and resources)
What is the World Made of?
Zip-lock bags
Shaving cream
Jelly
Plastic wrap
Syrup
Science notebooks
Plan for set-up/distribution/cleanup of materials:

Teacher will have materials prepared in zip-lock bags


Teacher will distribute one material at a time to each group
Teacher will have one student from each group clean up each group before next
material is distributed
Teacher will have paper towels station at each group to save time and cut down on
movement in the classroom during activity

Step-by-Step plan:
1. Lesson beginning: Teacher will lead students to the rug as they enter class from P.E.
Once students are in their assigned spots on the rug and are giving their attention teacher
will say, We are going to review what we know about the properties of solids and
liquids. Teacher will introduce book to the class. Teacher will read, What is the World
Made of? Teacher will ask, What do we know about solids? What do we know about
liquids? Teacher will note these properties on the board. Teacher will say, Today we are
going to have an investigation of a few different materials.
2. Instructions: Teacher will say, Your job as scientists if to test these materials and
determine if they are a solid or a liquid. You will get into your groups, take out your
science notebook and open to page 2 that says, Solid or Liquid Investigation and begin
examining the item on the desk, thinking about the properties we just reviewed. I will set
a timer so you have enough time to record your answers in your notebook. You will
choose solid or liquid and then tell why you picked that answer. Teacher will assign one

student from each group to be the cleanup crew these students will dispose of the
materials when the group has finished with that item.
3. Teacher will dismiss students from the rug by groups to begin activity. Teacher will guide
students through activity and lend extra support when needed. Students may require
prompting or reminders to think about the properties of matter that they should be
looking for. Teacher will have a timer set for 3 minutes. When the timer rings students
will begin filling out chart in their notebooks, there will be paper towels at each group to
wipe off hands if they need. The cleanup crew will remove the items from the group and
teacher will distribute next material and reset the timer. This step will be repeated for
each of the 4 items.
4. Closure: Teacher will have students clean up their groups and return to the rug. Teacher
will review the investigation and discuss each item and why they are either a solid or a
liquid, referring to the previously formed list at the beginning of the lesson. Teacher will
call on students to share their responses. At the end of the discussion the teacher will call
on ready students to pack up and return to their seats.

Key Questions:
What does the material feel like?
Does the material flow/pour?
Does the material take the material take the shape of its container?
Logistics:
Timing: 40 minutes
Read Aloud- 5 minutes
Discussion- 5 minutes
Activity- 20 minutes (5 minutes per material)
Clean-up- 5 minutes
Closing- 5 minutes
.
Transitions:

Students will be lead to the rug after returning from P.E.


Students will be called back to their tables by groups
One student from each group will be designated to throw out material after group
is finished

Classroom Management:

Teacher will instruct students to clean up materials before moving on to next item
Teacher will use a timer for observing/investigating materials so students will
have time to fill in their charts
Teacher will pass materials out to groups as needed to avoid mess

Differentiation

Teacher will move from group to group to answer questions and guide students
Teacher will prompt students to think about the properties of matter
Teacher will give extra help with students who need support with writing

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