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Metaphorical Expression Lesson Plan Science 2 States of Matter 60 Minutes Bree Bosse

Instructional Unit Content Standard(s)/Ele ent(s) !ontent Area Standard S"P#. Students will investigate the properties of matter and changes that occur in o !ects. a$ "dentif# the three common states of matter as solid$ li%uid$ or gas. TAG Standard Creative Thinking & Creative Problem Solving Skills %$ &he student uses analogies$ metaphors$ and'or models to explain complex concepts. Su ary/&'er'ie( &he focus of this lesson is to give students the opportunit# to develop new insights and provide powerful explanations of the different states of matter and how matter can change from one form to another. Enduring )nderstanding(s) (t the end of this lesson the student will understand that Ever#thing is made of matter and can change. &hings can e done to matter which ma# change their properties. )ot all matter changes the same wa#. *hanges occur and affect our surroundings. Matter has some characteristics that sta# the same at all times ut others var# with the conditions. Ph#sical changes in matter are necessar# in order for the materials to suit our needs. Essential *uestion(s) +hat are the three t#pes of matter, +hat are the ph#sical attri utes of solids$ li%uids$ and gases, -ow can matter change from form to another, Concept(s) to Maintain E'idence o+ ,earning +hat students should .now/ Solids$ li%uids$ and gases are the three common states of matter 0

Solids have a definite shape1 li%uids and gases ta.e the shape of their containers. "ce melts. Sugar and salt dissolve when stirred in a glass of water. (ll matter ta.es up space and has mass. (ll matter does not change in the same wa#.

+hat students should e a le to do/ 2escri e the ph#sical attri utes of solids$ li%uids$ and gases. "dentif#$ descri e$ and classif# the three states of matter/ solids$ li%uids and gases according to their properties. "dentif# how changes affect the properties of matter. 3 serve$ predict$ and descri e the changes that were applied to matter. *hange and descri e the changes that occur in matter # tearing$ dissolving$ melting$ s%uee4ing$ etc. Suggested -ocabulary Matter 5as Li%uid Solid *hange Properties 2issolving Melting &emperature Procedure(s) Phase 0/ .oo/ 0. Students will participate in a !arousel 0rainstor ing Acti'ity. Students will inspect the %uestion posed at each station 6mental stretchers handout7$ develop'record all ideas on *arousel Brainstorming note ta.er$ and rotate to expand ideas at another station. 8eview the three t#pes of metaphorical expressions experienced # the students/ direct analogies$ personal analogies$ and compressed conflicts. Explain to the students that 9toda# in science we are going to learn a new concept using these three t#pes of metaphors.: Phase 2/ E1a ine the !ontent 2. Set the Scene: &he instructor will as. students have #ou ever dran. a soda, +hat does the soda come in, +hat does soda feel li.e, +hat comes out of the can when #ou open it, +hat happens after #ou drin. a soda, ;. Pose the Essential *uestion. 9+hat are the three t#pes of matter,: -ow is our essential %uestion connected to our discussion a out the world around #ou, <. Acti'ate 2no(ledge/ 8ead aloud 9Matter Matters: a out the three states of matter 6or another oo. a out matter7. Show video segment a out states of matter 6Brainpop =r. or stud# !ams7 and discuss further$ challenging students to relate states of matter to a can 2

of soda. "n groups$ students will read a out and discuss the states of matter 6using science leveled readers7. Students will complete the content organi4er Phase ;/ Analogies >. Direct Analogy/ Students will identif# the similarities and differences states of matter and can of soda. "n groups of < record how the# are ali.e and different using the 2irect (nalog# handout. 6. Personal Analogy/ Students will compare themselves to the states of matter. "ndividuall# record the answers to the following %uestions/ +here can #ou e found, -ow do #ou feel, -ow do #ou feel when #ou change, -ow would #ou feel if #ou were a le to change to something else, Students will write a paragraph$ poem$ or song in the first person a out their life as a state of matter. ?. !o pressed !on+lict/ *andidates will rainstorm anton#ms of states of matter in order to create compressed conflict phrases. Phase </ Synthesis Acti'ity @. *andidates will generate another direct analog# # completing the following sentence/ States of Matter are like 33333333. 5ive at least ; reasons wh# the states of matter are li.e the item in #ours sentence. Su ari4ing Acti'ity Exit &ic.et/ +hat are the three t#pes of matter, +hat are the ph#sical attri utes of solids$ li%uids$ and gases, Resource(s)/ Science leveled readers on matter Science &ext oo. Brainpop =r. video http/''www. rainpop!r.com'science'matter'solidsli%uidsandgases'preview.weml Stud# =ams http/''stud#!ams.scholastic.com'stud#!ams'!ams'science'matter'solidsA li%uidsAgases.htm Anchor Te1t(s): Super Science: Matter Matters! B# &om (dams Technology: Stud# =ams Brainpop =r. .andouts: -andout 0/ Mental Stretchers -andout 2/ Mental Stretcher )oteA&a.er

-andout ;/ -andout </ -andout >/ -andout 6/ -andout ?/

*ontent 3rgani4er 2irect (nalog# 3rgani4er Personal (nalog# 3rgani4er *ompressed *onflict 3rgani4er Exit &ic.et

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