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MAtter

MAtter. Sarah Conner Fifth Grade ParkLane Elementary. 5 th grade Science core . CHEMICAL AND PHYSICAL CHANGES OCCUR IN MATTER Matter undergoes changes Physical Changes C hemical Changes OBJECTIVES Matter is neither created nor destroyed as it goes through changes

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MAtter

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  1. MAtter Sarah Conner Fifth Grade ParkLane Elementary

  2. 5th grade Science core • CHEMICAL AND PHYSICAL CHANGES OCCUR IN MATTER • Matter undergoes changes • Physical Changes • Chemical Changes • OBJECTIVES • Matter is neither created nor destroyed as it goes through changes • Identifying and evaluating physical changes when they occur • Identifying and evaluating chemical changes when they occur

  3. Analysis-Area of Integration • Math • Measuring and weighing results during experiments. • Calculating differences of measurements during experiments • Writing • Science Journals • Observation responses during experiments • Social Studies • Famous Scientist Report • Reading • “Matter” core reading material for research of unit information

  4. Analysis- Prior skills • Aware that there are things around us that we can see, touch and experience • Ability to define solid, liquid and gas • Write predictions • Make educated guesses when unsure

  5. Learner AnalysisBasic Demographics • 27 students 10-11 years old • 14 girls • 13 boys • Student Breakdown • 5 students are above grade level • 18 students are on grade level • 4 students are below grade level • 2 Resource • 1 Behavioral Issues

  6. Learner AnalysisBasic demographics • Most can complete tasks when asked • Several leaders have immerged over the year • Increasingly independent and want to do well • Some are not sure how to achieve their goals and get frustrated easily

  7. “How do I feel about school??”

  8. Learner Analysis • MATTER: “WHAT I KNOW” • The basic definition of “Matter” • Could Identify most elements of an Atom • Examples of a solid, liquid and gas • Matter : “WHAT I DON’T KNOW” • Properties • Molecules • Identifying Physical Changes • Identifying Chemical Changes

  9. Thematic Unit • 8 lessons • Matter- Word Map • Melting and Freezing Experiment • Sum of the Parts • Dissolving Salt • Chemical Changes • Physical Changes • Teacher Experiment Day • Scientist Research Paper

  10. Implemented lessons • Matter Destroyed nor Created • Sum of the parts • Dissolving salt experiment • Borax and Glue • Physical Changes: • Melting and Freezing Experiments • Water: Three States of Matter • Chemical Changes/Reaction • Chromatography—Mixing and Unmixing Colors • Teacher led Experiments

  11. Lesson activities • EXPERIMENTS • EACH ONE SUPPORTED THE CORE CURRICULUM • MADE IT FUN “HANDS ON!!” • VIDEO • EXPERIMENTS THAT I COULD NOT DO IN MY CLASSROOM • GAVE THEM IDEAS FOR SCIENCE FAIR • SCIENTIST REPORT • AN INSIGHT TO THE HISTORY OF “MATTER” • HELPED THOSE STRUGGLING WITH SOME OF THE VOCABULARY

  12. LEArNER REACTION • Experiments: Excited about experiments and increased knowledge using hands-on activities • Video: Come up with a list of great experiments that could be use later in science fair projects • Scientist Report: 82% of the class was able to complete the report with their group.

  13. Lesson Changes • EXPERIMENTS • INCREASE THE NUMBER OF DAYS IN THE UNIT SO THAT THE EXPERIMENTS DID NOT SEEM RUSHED • REVIEW SOME OF THE STEPS MORE CLEARLY BEFORE SOME OF THE EXPERIMENTS SO THAT THERE IS NO CONFUSION ON THE EXPECTATIONS • DISSOLVING SALT: DO THE FIRST STEPS TOGETHER TO MAKE SURE THAT THE WATER/SALT RATIO WOULD BE MORE ACCURATE AND CONSISTENT FOR EVERYONE.

  14. LESSON CHANGES • SCIENTIST REPORT • Assign the report a few days earlier and give them time to do more research • Create a better outline for each group to follow to make sure that more details are included in the overall product • Group evaluations for the Scientist project

  15. Overall unit evaluation • The lessons built well on each other and allowed for a review as well as introduction to new material • The experiments were engaging and gave the students a hands-on learning experience • The time on the Scientist Report needs to be expanded so that they can do more research. • Group leaders should be more defined so it is very clear who has what job.

  16. My USE OF ADDIE • ANALYSIS • Deeper understanding of my students and what type of activities would work better during the unit • Helped me see the overall picture. Where I was starting and where I wanted to be at the end. • DESIGN • Based on my analysis, I was able to adjust lesson plans to make sure that I was following the map that I wanted to be on. • Able to see what materials that I would need and helped me plan out things more efficiently.

  17. My use of addie • DEVELOPMENT • The unit itself was a Pilot-test for me. I have never really approached any unit with this much thought. • I know that I do all of the steps at different levels but having to go through and test lesson plans and reflect on them in more detail really was enlightening • IMPLEMENTATION • To see the excitement during the implementation phase and getting feedback at every level was great. I can see what worked with my kids and what was not as exciting. • Making changes more efficiently as I go • RESULTS OF SUCCESS!!!

  18. MY USE OF ADDIE • EVALUTION • I have always been one to look back at a unit and say “How did it go??” • More aware of how much I was already evaluating things without knowing it. • Piece by Piece • ASSESSMENTS throughout the unit • End of unit survey with class letting me know what they liked, learned and what they would like to do in the future with what they just learned.

  19. THE END Thank you!!

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