Guided Practice: What activities or exercises will the students complete with teacher guidance?
Bell Ringer Activity: Identify Distinguishing Features (15-20 minutes)
Students will use:
- Pictures of the following 6 balls: beach balls, bowling balls, hacky sac, golf ball, pool/billard balls, and soccer ball.
- Students will be given a handout or pictures can be placed on a overhead projector for student to view.
- File attached above (the objects could be changed to use 6 types of shoes, hats, cars, toys, etc.)
- The objective will still be the same: Get students to engage in identifying characteristics of a set of items.
Teacher says to class, "What are some physical properties or characteristics of these 6 objects? What do you see that is alike with these objects? What do you see is different with these objects?"
- Make a chart to compare and contrast the object characteristics. Students will ue handout or may fold notebook paper in ½ to make 2 columns. Label one side "same" and one side "different". Number paper 1-5/10 (teacher's discretion on appropriate number for time frame and class).
- Students will independently list 5-10 characteristics that are the same and 5-10 characteristics that are different. (3-5 minutes)
- Students will pair-share their lists. Have students star, underline, circle or highlight any characteristics that were the same as their partners list. (1-2 minutes)
- As a whole class, have each student share 1 item on their list. Student must identify which category (same/different) and be able to justify answer if necessary. Once an answer has been given, it cannot be repeated. Some students might struggle with this, however the teacher can lead student to areas that have not been addressed. This is a no-opt out activity. Everyone gives one characteristic.
- List all responses on the board, as a visual for students to recognize the magnitude of possibilities.
- After each student has given 1 characteristic, teacher can have students brainstorm any possible areas that the class overlooked. (This extends the activity 3-5 minutes and can be eliminated if necessary).
Physical Properties Powerpoint Activity (will begin on Day 1 and continue to Day 2).
Physical Properties revised.pptx
- Teacher puts definition of physical property on the board.
- A physical property is any characteristic of a material that can be observed or measured without changing the composition of the substance in the material.
- Display power point on white board or overhead projector. The power point contains the 7 physical properties that can be used to identify or characterize matter. Each slide has 3 pictures. Two pictures are examples of the physical property being presented. One picture is a non-example of the physical property being presented.
- Teacher will reveal one picture at a time.
- Students will describe what they see. They can be broad at first, but have students give specific details about the picture. Let 7-10 students make observations until the item is fully described.
- Teacher will reveal the next picture. Students will describe what they see. Let 7-10 students make observations until the item is fully described.
- Next, students will find similarities in the first two pictures. Teacher might have to give probing/leading questions to move students in the correct direction toward the physical property being presented.
- Teacher will reveal the third picture. This picture is a non-example of the physical property. Students will describe what they see. Let 7-10 students make observations until the item is fully described.
- Teacher will then direct students to describe what is different about the third picture in comparison to the first two pictures. This may require teacher using leading questions to get students to probe deeply into one characteristic that stands out. The non-example will help students to recognize what is similar in the first two pictures.
- Teacher should only question the students and not reveal the property until the next slide, which has the name of the property and definition of the property.
- This same procedure will be used on Day 2 to complete the powerpoint presentation of physical properties.
Exit ticket: Explain in your own words, "What happens if you spill a bottle of vinegar vs. bottle of honey? How are these items good examples of viscosity? Which item has a high viscosity? Which item has a low viscosity?" (Minimum of 4 complete sentences) Exit ticket can be used for a participation grade or formative assessment.
Bell ringer Activity: Students will independently:
- List 3 substances that have a high viscosity and 3 substances that have a low viscosity. Encourage students to come up with their own examples and not examples from the powerpoint.(1-2 minutes)
- Students will then pair-share. (1 minute) Teacher will not give review of definition or examples to students before activity. This is a strong indicator of whether students grasp the concept of viscosity. Ask for student volunteers to explain viscosity and give an example of high and low viscosity. (2 minutes)
Total time: 5 minutes
Physical properties power point (continued)
- Teacher goes to 3rd slide to begin presentation.
- Remember the teacher will reveal one picture at a time.
- Follow same procedure as first day until all 7 physical properties are presented to students.
Bell ringer Activity:
- List 3 of the 7 Physical properties and give an example and non example of the properties. (5 minutes) Encourage students to come up with their own examples and not examples from the powerpoint.
Teacher will not give review of definition of the physical properties, however it may be necessary to explain what examples/non-examples are to students before activity.
Teacher may say, "Examples are items that represent the physical property. Non-examples are items that do not represent the physical property."
This is a strong indicator of whether students grasp the concept of physical properties.
Ask for student volunteers to share.
Teacher may choose to list properties on board as the 7 are revealed to accommodate visual learners. It will be necessary to keep probing/ questioning students until all 7 properties are reviewed, even if they did not write them down.
Teacher may say, "What physical property(ies) have we left off today? Remember, there are 7 total. Who can find a property, we have overlooked? Can you give me an example of this property? Can you give me a non-example of this property?"
This is a good time to review the definitions with the students to solidify the concepts. Accommodations: A list of definition may be given to students with teacher note accommodations.
Virtual Density Lab: Mass, Volume, Density: Floating Lab 101
Virtual Density Lab Student Worksheet
Lab may be done individually, with partners or in small groups depending on number of computers available.
- Density of water is 1 g/cc. It is automatically the default setting when the lab is loaded.
- Once they have completed the data chart and the lab, have students play with the density of the water to try to make object that floated then sink and visa versa. Students can record the data on the side of the chart or the back. This gives a good perspective of how the density of a solution affects the buoyancy of an object.
- If lab is done as a teacher demonstration, have students predict whether objects will sink or float based on mass.
- Each student will get a lab worksheet to complete.
- Teacher should circulate and make sure that all students are recording data correctly and understanding the virtual mechanics of the lab.
- Teacher might ask students questions like: Which objects floated? Which objects sank? Why do you think that they floated or sank?
- Have students that finish early, adjust the water density and recheck the objects in the tank.
- Debrief the students about the lab. Teacher may say, "What does this lab tell us? How does the density of a solution relate to the mass of an object? What observations did you make?"
Lab worksheet may be used as a formative or summative assessment
Bell ringer Activity: Why would wood not be suitable to make shoelaces?
Students will write 3 sentences to justify their reasoning for the above question.
Teacher can elicit student responses in a variety of ways to make it interesting. This is just a few suggestions:
- Pair share to the right. Pair share to the left. Discuss justification/reasoning to response.
- Have all students that are wearing "red" (pick any color) stand up. These students read your response to someone that is not standing up. Then, go back to your seat. This should happen quickly. Next, have the student that heard the response, stand up and go to someone that has not gotten up yet. Then, repeat or rephrase what they were told by the first student. Then, go back to your seat. The last student will then stand up and give the justification of why wood would not be suitable to make shoelaces.
- Call for 4-5 Student Volunteers to share their justification of why wood would not be suitable to make shoelaces.
- Teacher may say, "Do you notice a pattern in the responses? What is the trend? Why is material selection important?" The ending questions may be done is pair-share format, small group, or as a whole class.
A physical change occurs when some of the properties of a material change but the substance in the material remain the same.
2 types of physical changes: Reversible/ Non-Reversible
Teacher will give example of each through demonstration/ questioning technique
Materials needed: 2 piece of notebook paper
Teacher demonstrates: Holds up notebook paper for students to see, then crumbles the paper into a ball or wad.
Teacher asks students, "Is this physical change reversible or non-reversible? How do you know?"
Answer: Wadding paper is reversible physical change because it can be returned to its original shape and is still the same material. Teacher demonstrates the un-wadding of the paper ball. Then smooth the paper back to the flat original shape. Students may argue that the paper is not in the original state, however it could be pressed and over time flattened out.
Teacher demonstrates: Holds up notebook paper for students to see, then tears the paper in half.
Teacher asks students, "Is this physical change reversible or non-reversible? How do you know? Answer: Tearing paper is a non-reversible physical change because the paper will never be back together the way it originally was before torn.
Students may argue that it can be taped or glued, however that is not its original state.
Small Group Brainstorming Game: Reversible/ Non-Reversible Race
Students are broken into groups of 4 to work together. Each group is given a piece of notebook paper that is folded in half (like a hotdog bun). Each group needs one person to write down the examples. Have that student write "Reversible" at top left column and "Non-reversible" at the top right column.
The object of the race is to get more examples of reversible and non-reversible physical changes than the other groups. A timer is set for 5 minutes. Teacher reminds students that the examples must be valid physical changes. When time is up, the lists are collected by the teacher. She can count the total number and declare a winner. Winners can get to present their list to the class. The groups go through their lists and check off all matching examples.
At the end, each group can present any example not discussed.
Teacher should take time to make sure the examples are clarified for understanding. Have students review the definition of a physical change, if they are unsure. Dialog with students using the thumbs up, thumbs down, thumbs sideways helps students feel less intimidated.
Student Summative Assessment (Last 10-15 minutes of class)
Day 5 -6
This final project may take 2 class periods. Teachers are encouraged but not required to provide basic craft supplies (scissors, construction paper, glue, markers, colored pencils, etc), computers for typing in Word Type documents, and video camera for taping submission.
Closure and Group Project: Develop a children's game, book, song or skit that could be used to teach elementary school aged children the 7 physical properties using definitions and examples. Directions and rubric are in the Independent Practice section.