TLS 417

Sarah Hirsch
March 2, 2017

Title: Introduce Solids

Grade Level: First and Second

Time: 45 minutes

Materials:
For each student
1 set of solid objects
o 1 plastic triangle
o 1 cloth square
o 1 plastic tube
o 1 wood cylinder
o 1 craft stick
o 1 screw
o 1 wire with plastic insulation
1 ziplock bag
Observation Recording Sheet

For the class

4 ziplock bags
6 basins
18 containters
1 wood cylinder
Water
1 paper bag
1 marking pen
2 sheets of chart paper

Overview/Purpose: The lesson will introduce the students to the concept of the different
phases of matter. Specifically they will be focusing on the properties of solids.

Essential Questions:
What is a solid?
What are the properties of a solid?
How do you know if something is a solid?

Science Standards Integrated:

 First Grade:
SC01-S1C1-01: Compare common objects using multiple senses.
SC01-S1C2-01: Demonstrate safe behavior and appropriate procedures in all
science inquiry.
SC01-S1C2-04: Record data from guided investigations in an organized and
appropriate format.
SC01-S1C4-01: Communicate the results of an investigation using pictures,
graphs, models, and/or words.
SC01-S1C4-02: Communicate with other groups to describe the results of an
investigation.
SC01-S5C1-01: Classify objects by the following observable properties: shape,
texture, size, color, and weight.
SC01-S5C1-02: Classify materials as solids or liquids.
Second Grade:
SC02-S1C1-01: Formulate relevant questions about the properties of objects,
organisms, and events in the environment.
SC02-S1C2-01: Demonstrate safe behavior and appropriate procedures in all
science inquiry.
SC02-S1C2-04: Record data from guided investigations in an organized and
appropriate format.
SC02-S1C4-01: Communicate the results and conclusions of an investigation.
SC02-S1C4-02: Communicate with other groups to describe the results of an
investigation.
SC02-S5C1-02: Classify materials as solids, liquids, or gases.

Content Objectives: Students will engage in group discussions about the properties of a solid.
The students will use their observational skills to discover the properties of solids.

English Language Proficiency Standards:

II-L-2:B-HI-1: The student will demonstrate knowledge of vocabulary by: classifying words into
conceptual categories and providing rationale.
II-L-2:B-HI-4: The student will demonstrate knowledge of vocabulary by: using grade specific
academic vocabulary and symbols within context. II-LS-1:B-HI-5: The student will demonstrate
understanding of oral communications by: responding to social conversations by rephrasing and
repeating information, asking questions, and expressing ones thoughts.
II-LS-1:B-HI-7: The student will demonstrate understanding of oral communications by:
responding to academic discussions by sharing ones views on facts, ideas, and/or events using
academic vocabulary.
II-LS-2:B-HI-5: The student will communicate orally by: asking and responding to academic
questions using complete sentences.

Language Objectives:
Students will listen to multi-step directions to complete an experiment.
Students will orally participate in whole and small group discussions.
 Students will record their responses uses simple checks.
Students will use the appropriate vocabulary and apply new vocabulary when
participating in discussions.

Overall:
Students will be able to discuss the different properties of solids and perform experiments to
discover their properties.
Key Vocabulary:
Solid
Observe
Property
Flexible
Rigid
Rough
Smooth
Transparent
Opaque

Lesson Sequence/ Procedures:

Introduction:
This lesson will be conducted in a combined first and second grade classroom with 26
students. Two of the first graders are English Language Learners. Both of the ELL students are
proficient in speaking English but still need support with spelling and writing.
Before class, put a wood block in one zip bag, 100 ml of water in a second zip bag, air in
a third, and nothing in a fourth. Seal the bags, making sure that the third makes a fat pillow of
air when sealed and that the fourth is flat when sealed. Hide the four bags in a paper bag.
Call students to the rug and tell them that you have some things for them to look at and
think about. Bring out the bag with the wood cylinder. Hold it up for all to see. Ask what
students think is inside. When they report that they see a wood cylinder tell them that scientists
call materials like rocks, solids. We will discuss the different types of vocabulary around solids.
Next introduce the bag with the water and ask for observations. When the students
report that they see water, tell them that materials like water are called liquids. We will discuss
the different types of vocabulary around liquids.
Show the third bag containing air. Students may report that the bag is empty. Bring out
the fourth, flat bag for comparison. Confirm through discussion with the students that there is
air in the third bag. Tell students that materials like air are called gases. We will discuss the
different types of vocabulary around gases.
Tell the students, Everything on the earth is either solid, liquid, or gas. We are going to
find out more about solids today.
Show the students the Observation Recording Sheet and explain what is on it and how
to fill it out.

Main Activity:
 Organize students into groups of four-five students (group configuration) and give each
student a worksheet. Assign the student with the longest hair to be the GETTER. Tell the
students that each of them is going to get four solid objects. Their job is to observe the objects
(note how they look, feel, smell, and what sounds they make) and to share their observations
with their neighbors. Have the getter from each table go retrieve their basin from the back
counter. Give students 7 minutes to investigate and record the four objects in the basin.
After they have investigated, ask them what they found out how the objects look and
how they feel. After several students have commented, tell them, Things we know about
objects by looking at them or feeling them are properties of the objects.
Tell the students, Each table will get three additional solid objects to observe. Compare
the properties of these objects to the properties of the first ones; how are they the same and
how are they different? Now have the GETTERS get the three containers from the back
counter and give the students 7 more minutes to make observations and recordings of the new
objects.

Closing:
When time is up, have the students return the materials to the basins and containers.
Have the GETTERS return the materials to the back counter and have the students join you
back at the carpet (group configurations). Select an object from the set and hold it up. Say,
Give me a word that describes a property of this object. Write the property on the class word
bank. Continue the process, holding up a succession of objects, generating a large list of
properties of solid objects. Finish out the lesson with a discussion about What is a property?
and How do we know what the properties of solids are?. Collect the students Observation
Recording Sheets and begin the lunch dismissal process.

Assessment: The students will demonstrate understanding through the closing discussion.
They will use the new vocabulary correctly and appropriately. The recording sheet will also
demonstrate their understanding of the concepts discussed and experimented with.

ELL Accommodations: The experiment involves a hands-on approach with materials that the
students are already familiar with. The teacher will control their speech appropriately for the
students proficiency levels. The vocabulary will be posted on the board when it is reviewed.
The teacher will be circulating around the room to check for understanding and to provide any
additional supports. Teacher will maintain the appropriate level of challenge in the questions
asked. Students will work in whole and small groups to better understand new concepts. The
teacher will provide visuals when introducing the materials and demonstrate some of the
vocabulary.
 Content How to teach it? Student Sheltered Strategies
Participation

Introduction Discuss the different Think, discuss what Wait time.

phases of matter. they think a solid is.
Discuss the Have them think Group Configurations
about what each
differences between
vocabulary word Personal
solids, liquids, and could mean. Connections/ Prior
gases. Knowledge

Go over the Hands on materials

observation recording
sheet and do a few
examples with the
students.

Introduction of new
vocabulary

Main Activity Lead group Students will be Group configurations

discussions at the divided into groups of
tables. four or five. Hands on materials

Integrate all language

Allow students to Students will you skills.
freely explore. hands-on practices to
learn about the
Provide support properties of solids.
where it is needed.
Students will use their
Introduction and language skills to
application of new discuss with
vocabulary members of their
group.

Students will
experiment with the
materials to find out
their properties.

Assessment Explain what is on the Students will fill out High student
observation recording the observation engagement
sheet. recording sheet.
Assessment of
Students will comprehension
 Check for participate in small throughout.
engagement and and whole group
participation in discussions. Hands on.
discussions.
Integrate all language
skills.
Check for
comprehension of the Use supplementary
vocabulary. materials effectively
(Recording Sheet)

Closure Come together as a Share with class. Assessment of

class and ask for a comprehension
few volunteers willing Think about question throughout.
to share what they and respond.
found about the Reviews key
different materials. Provide other concepts.
examples of
Write the properties materials. Wait Time
discussed on a word
bank.

Extend their thinking

about the different
properties and ask for
similar materials that
have the same
properties.