Day 1 Level: 3rd Grade Subject: Science Title: States of Matter Designer: Alexandra Long Total Time: 45 minutes

S L!s": 3.3: The student will investigate and understand that objects are made of materials that can be described by their physical properties. A) Objects are made of one or more materials.

#$DA Standard: %LD Standard 4: T&e Language of Science' grades 3(5) %nglis& language learners *ill +rocess' understand' or +roduce or use Level 3: Develo+ing: classif, or differentiate among scientific objects or terms based on illustrated sets of features' c&aracteristics' or +ro+erties) Situation Time: 12 minutes Students *ill be in -learning grou+s. and eac& grou+ *ill be given t&ree different bags) ne bag *ill contain a cra,on' one bag *ill contain *ater' and one bag *ill be em+t,) Students *ill feel eac& bag and t&e contents *it&in t&e bags) Students s&ould t&in/ about *a, to describe *&at is in t&e bag and *&at is different or similar bet*een t&e bags) T&e grou+s *ill come bac/ toget&er and describe t&e differences) Students *ill *or/ *it& t&e grou+s assigned b, t&e teac&er) Grou+s *ill consist of four students' *it& one grou+ &aving five students) T&e +redetermined grou+s *it& consist of students are var,ing academic levels but *ill be based off t&e students *&o *or/ *ell *it& one anot&er in a grou+ setting) T&e teac&er *ill revie* t&e im+ortant vocabular, for t&e lesson b, +ic/ing u+ eac& bag one b, one and &aving students describe c&aracteristics of t&e contents) !T&e cra,on is &ard) T&e cra,on can brea/") 0robe 1uestions to students so t&e class comes to a consensus t&at t&e bags contain a solid' a li1uid' or a gas) During t&e bridge' *&en t&e vocabular, is being introduced t&e teac&er *ill as/: ( #&at ma/es t&e cra,on different from t&e *ater2 ( #&, do *e &ave an em+t, bag2 ( #&at are t&e c&aracteristics of t&e cra,on2 ( 3an ,ou t&in/ of *ords t&at *e could use to label eac& bag2

Groupings Time: 1 minute

Bridge Time: 10 minutes

Questions Time: n/a

Exhibit Time: 10 minutes

Reflections Time: 3 ELL Modifications

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Key ocabulary Language ob!ecti es

3an ,ou t&in/ of ot&er exam+les t&at mig&t &el+ us classif, t&ese bags2 ( #&at can ,ou &old in ,our &and2 ( 4o* is t&is object different from t&e *ater2 ( 4o* is t&is bag !&olding bag *it& air u+" different from t&e ot&er t*o bags2 T&e class *ill read t&roug& t&e +oems about eac& state to understand t&e c&aracteristics) T&e class *ill read t&roug& t&e +oem and discuss &o* t&e t&ree states of matter are re+resented t&roug& t&is +oem) T&e states of matter &andout and t&e matter +oem *ill be glued into t&eir S L noteboo/s) To *ra+ u+ t&e lesson and &ave students reflect on t&e vocabular, learned in t&e lesson' students *ill *rite an exam+le of a solid' a li1uid' and a gas) Students *ill be given +ictures and gra+&s *it& exam+les of solids' li1uids' and gases t&at can be glued into t&eir noteboo/s) T&e, *ill also be given a s&eet defining *&at a solid' a li1uid' and a gas are for eas, reference) Solid' li1uids' gas' matter' +ro+erties' c&aracteristics' Materials)

Students *ill use /e, vocabular, *ords' +&rases' and sentences bot& orall, and *ritten to describe t&e t&ree states of matter discussed in t&e lesson) Students s&ould understand &o* to correctl, identif, matter' solid' li1uid' and gas) Supple"entary ( T&ree states of matter &andouts "aterials ( T&eme 0oem: Matter &andouts ( S L 5oteboo/s Students *ill &ave &ard co+ies of bot& s&eets glued into t&eir noteboo/s for reference on *&at a solid' a li1uid' and a gas is) T&e, *ill be able to loo/ at t&e s&eets to understand t&e meaning of matter) 6or t&e %LL students' /e, vocabular, *ill be translated into S+anis&) Building bac#ground Teac&er *ill c&ec/ students. understanding of matter) Students *ill be as/ed to com+are t&e t&ree bags and *ill lead to t&e understanding of solid' li1uids' and gases) Students s&ould ado+t t&ese ne* *ords as +art of t&eir vocabular, usage) Scaffolding T&ere are t*o %LL students t&at need extra guidance techni$ues% *&en com+leting assignments) T&ese t*o students *ill &nteraction be +aired in a grou+ *&ere t&e, are comfortable *or/ing *it& t&e ot&er +eers in t&e grou+) ne of t&e %LL students *or/s as an effective translator and *ill be beneficial for t&e ot&er %LL student during t&is activit,)

Re ie'%assess"ent

$f it becomes necessar,' t&ese t*o students can *or/ in a smaller setting *it& t&e +ara+rofessional or t&e teac&er to ensure t&e, understand t&e conce+ts being discussed) T&e *or/s&eets t&at *ill be glued into t&eir S L noteboo/s *it& be su++lemented *it& +ictures so t&at t&ese %LL students can &ave a visual of *&at t&e, are learning about) Students *ill s&o* t&eir understanding of matter and t&e states of matter b, filling out t&eir -exit sli+. *it& exam+les of eac& state)

Day (

Level: 3rd Grade Subject: Science Title: States of Matter

Designer: Alexandra Long

S L!s": T&e student *ill investigate and understand t&at objects are made of materials t&at can be described b, t&eir +&,sical +ro+erties) a" objects are made of one or more materials7 b" +&,sical +ro+erties remain t&e same as t&e material is c&anged in visible si8e7 c" visible +&,sical c&anges are identified)

#$DA Standard: %LD Standard 4: T&e Language of Science' grades 3(5) %nglis& language learners *ill +rocess' understand' or +roduce or use Level 3: Develo+ing: classif, or differentiate among scientific objects or terms based on illustrated sets of features' c&aracteristics' or +ro+erties) Situation Time: 10 minutes T&e students *ill come toget&er as a *&ole class on t&e car+et) 6irst' students *ill ma/e a s&a+e and lin/ arms toget&er) T&e, *ill be instructed to move in +lace but t&e, must remain lin/ed toget&er as a *&ole grou+) 5ext' students *ill +lace t&eir &ands on eac& ot&er.s s&oulders and *al/ slo*l, around t&e room) T&e, can move about and observe t&at t&e, &ave more s+ace to move) 6inall,' students *ill *al/ about t&e room *it&out touc&ing eac& ot&er) T&e, s&ould observe t&at t&e, &ave muc& more room t&an before and are able to s+read out freel,) nce t&e t&ree stages of t&e activit, &ave been com+leted' students *ill return to t&eir des/s and t&in/ about t&e t&ree different t,+es of movement t&at *ere just acted out) T&e, *ill *rite do*n ideas about *&at t&e class *as re+resenting t&roug& t&ose movements) 6or t&e situation and antici+ator, activit,' students *ill be grou+s as a *&ole) #&en com+leting t&e related *or/s&eet activities' students *ill *or/ in +airs t&at are designated b, t&e teac&er) T&e teac&er *ill call on students to give t&eir ideas about *&at t&e movement activities *ere re+resenting) 9e, vocabular, *ill be introduced and t&e visual re+resenting t&e +articles in t&e states of matter *ill be distributed to be glued in t&eir S L science noteboo/s) A com+re&ensive understanding *ill be reac&ed about *&at t&e movement activit, re+resented) ( 4o* did t&e grou+ loo/ during t&e first movement activit,2 ( 4o* did *e loo/ during t&e second movement activit,2 ( #&at c&anged bet*een eac& stage of movement2 ( #&, do ,ou t&in/ ,ou moved more during t&e last stage t&an during t&e first2 ( #&, did *e &ave t&ree t,+es of movement2

Groupings Time: 2 minutes Bridge Time: 10 minutes

Questions Time: n/a

Exhibit Time: 15 minutes

Reflections Time: 3 minutes ELL Modifications

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Key ocabulary Language ob!ecti es

#&ic& state of matter *as re+resented during eac& stage of movement2 Students *ill use t&e /no*ledge t&e, obtained from t&e situation and t&e 1uestioning to dra* in t&e molecules on a *or/s&eet) T&e *or/s&eet consists of : images' var,ing in states of matter) T&e, *ill need to re+resent t&e +articles for eac& image) 5ext' students *ill be given anot&er *or/s&eet titled ;4o* can ,ou classif, Matter2< T&e, *ill *or/ on ans*ering t&e : 1uestions) 0artners *ill be allo*ed for t&ese t*o activities) =ot& +a+ers *ill be glued into t&eir S L science noteboo/s) 6or t&e -exit sli+. students *ill dra* t&eir o*n inter+retations of &o* molecules form in a solid' a li1uid' and a gas) Students *ill be given +ictures of t&e molecules and +articles inside a solid' a li1uid' and a gas) T&e, *ill receive a descri+tion of &o* t&ese molecules move *&en in t&e different states of matter) T&ese +ages *ill be glued into t&eir interactive noteboo/ for eas, reference) Molecules' +articles' solid' li1uid' gas' +ac/ed' loosel,' tig&tl,' s+ace)

Students *ill use +&rases and *ords bot& orall, and *ritten to inter+ret and discuss t&e +articles in t&e different stages of matter) All *or/ com+leted on t&e *or/s&eets *ill be c&ec/ed for accurac, in terms of correct descri+tion of +articles *it& correct state of matter) Supple"entary >isual aids *ill be su++lied for students to &ave "aterials reference to) 0ictures de+icting a solid' a li1uid' and a gas *it& t&eir corres+onding molecules *ill be re+resented) T&e %LL students *ill be given /e, vocabular, terms in %nglis& and S+anis& to ma/e a more concrete connection) T&e *or/s&eets *ill be com+leted *it& extra su++ort for t&e %LL students to full, understand t&e 1uestions being as/ed) Building bac#ground Teac&er *ill c&ec/ t&e students. understanding of *&at a solid' li1uid' and a gas are b, as/ing for exam+les of eac& state of matter) T&e definition of matter *ill be revie*ed) T&e teac&er *ill remind students about t&e a++earance of t&e states of matter and &ave t&em t&in/ about &o* t&e, loo/ different) Scaffolding T&e %LL students *ill *or/ in +artners during t&e techni$ues% ex&ibit +ortion of t&e lesson) T&e +artners *ill +rovide &nteraction su++ort for one anot&er to ensure a com+re&ensive understanding of t&e 1uestions being as/ed) T&e 1uestions can be read aloud to t&e %LL students and

Re ie'%assess"ent

+ictures can be used to ma/e connections and com+re&ension more concrete) T&e teac&er *ill revie* t&e /e, vocabular, terms in t&e large grou+ and &ave students re+eat terms and +oint to re+resentations of eac& term) #&en and if it becomes necessar,' %LL students can be +ulled in for smaller grou+ guided instructional +eriod *&ere t&e, can *or/ one on one *it& t&e teac&er or t&e +ara+rofessional available) T&e %LL students *ill s&o* t&eir /no*ledge and understanding of toda,.s lesson t&roug& com+letion of t&e +icture *or/s&eet and t&e diagram *or/s&eet) Students *ill be assessed on understanding t&roug& t&e reflection time)

Day )

Level: 3rd Grade Subject: Science Title: States of Matter Designer: Alexandra Long
S L!s": T&e student *ill investigate and understand t&at objects are made of materials t&at can be described b, t&eir +&,sical +ro+erties) a" objects are made of one or more materials7 b" +&,sical +ro+erties remain t&e same as t&e material is c&anged in visible si8e7 c" visible +&,sical c&anges are identified)

#$DA Standard: %LD Standard 4: T&e Language of Science' grades 3(5) %nglis& language learners *ill +rocess' understand' or +roduce or use Level 3: Develo+ing: classif, or differentiate among scientific objects or terms based on illustrated sets of features' c&aracteristics' or +ro+erties) Situation Time: 20 minutes %ac& grou+ of students *ill be given t*o +ieces of scra+ +a+er) T&e, *ill be c&allenged to create as man, +&,sical c&anges for t&e +a+er as +ossible) !ex: Tear' cut' color' crum+le' *et it)" 4ave eac& grou+ s&are a fe* of t&eir exam+les *it& t&e *&ole class) 5ext' students *ill *atc& t&e teac&er demonstrate a c&emical c&ange ((( *it&out being told so) 4ave students loo/ at a bo*l of ba/ing soda and a bo*l of vinegar and *rite do*n *&at t&e, see) 5ext' combine t&e t*o toget&er in a large bo*l) 4ave students ta/e notes' dra* +ictures' and t&in/ about *&at t&e, sa*) Students *ill be assigned grou+s b, t&e teac&er.s discretion for t&e +a+er ex+eriment) Students *ill t&en *or/ as a *&ole grou+ to *atc& t&e teac&er demonstration) Students *ill *or/ inde+endentl, to fill out a +&,sical and c&emical c&anges s&eet) Students *ill receive a s&eet of +a+er *it& descri+tions on it about *&at a +&,sical c&ange and *&at a c&emical c&ange is) As a class' *e *ill read t&roug& eac& descri+tion and ans*er an, 1uestions students ma, &ave) Students *ill be given a -mini boo/. t&at &as +ictures and text tal/ing about +&,sical and c&emical c&anges) T&e, can use t&is mini boo/ as a reference tool for understanding) ( #&at did ,ou do to t&e +a+er2 ( #&at did ,ou notice as ,ou made c&anges to t&e +a+er2 ( #&at t,+es of t&ings c&anged2 ( Are t&ere an, ot&er c&anges ,ou could ma/e to t&e +a+er t&at ,ou &aven.t done ,et2 ( #&at &a++ened to t&e ba/ing soda *&en t&e vinegar *as added2 ( 4o* *as t&e +a+er c&ange different from t&e ba/ing soda c&ange2 ( #&at do ,ou t&in/ &a++ened t&at caused t&e ba/ing soda to react2 ( #&at t,+es of observations did ,ou ma/e during eac& ex+eriment2 Students *ill fill out a *or/s&eet t&at as/s 1uestions about +&,sical and c&emical c&anges) T&e students *ill be given time to *or/ in t&eir grou+s to come u+ *it& com+re&ensive ans*ers to t&e 1uestions) T&e class *ill

Groupings Time: 1 minutes

Bridge Time: 10 minutes

Questions Time: n/a

Exhibit Time: 12 minutes

Reflections Time: 2 minutes ELL Modifications

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Key ocabulary Language ob!ecti es

come bac/ toget&er to revie* t&e ans*ers) #or/s&eets *ill be glued into t&eir S L science noteboo/s) Students *ill fill out an exit sli+ including ? exam+le of a +&,sical c&ange t&e, made to t&e +a+er and ? observation made about t&e ba/ing soda) Students *ill receive boo/lets t&at are made s&o*ing +ictures on eac& +age of *&at is being discussed) T&e to+ics covered include +&,sical and c&emical c&anges) T&ere *ill be numerous exam+les of eac& to &el+ students understand t&e differences) T&e +ictures *ill s&o* &o* t&e +&,sical and c&emical c&anges &a++en) 0&,sical c&ange' c&emical c&ange' matter' difference

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Students *ill use +&rases and sentences bot& orall, and *ritten to describe +&,sical and c&emical c&anges t&at occur) All +&rases and sentences s&ould be correct in terms of addressing a++ro+riate information !ex: +&,sical c&anges described correctl,") Supple"entary Students *ill be given +ictures of +&,sical and c&emical "aterials c&anges to &el+ ma/e connections) 9e, vocabular, *ords *ill be translated for t&e %LL students to full, understand) Guidance *ill be +rovided during t&e situation activit, to &el+ student build t&eir /no*ledge of different t,+es of +&,sical c&anges) #&en necessar,' %LL students *ill *or/ *it& t&e +ara+rofessional or teac&er to build com+re&ension of t&e to+ic) Building bac#ground Teac&er *ill build u+on student understanding of t&e states of matter) T&e teac&er *ill ensure students understand *&at c&ange is) Scaffolding T&e %LL students *ill *or/ in +artners during t&e techni$ues% ex&ibit +ortion of t&e lesson) T&e +artners *ill +rovide &nteraction su++ort for one anot&er to ensure a com+re&ensive understanding of t&e 1uestions being as/ed) T&e 1uestions can be read aloud to t&e %LL students and +ictures can be used to ma/e connections and com+re&ension more concrete) T&e teac&er *ill revie* t&e /e, vocabular, terms in t&e large grou+ and &ave students re+eat terms and +oint to re+resentations of eac& term) #&en and if it becomes necessar,' %LL students can be +ulled in for smaller grou+ guided instructional +eriod *&ere t&e, can *or/ one on one *it& t&e teac&er or t&e +ara+rofessional available) Re ie'%assess"ent T&e students *ill s&o* t&eir understanding b, successfull, describing t&e differences bet*een a +&,sical and a c&emical c&ange b, correctl, filling out t&e *or/s&eet differentiating bet*een t&e t*o)