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Introduction to Solids
Time Needed: 1 hour 15 minutes
Lesson Overview
- This lesson is about what the properties of a solid are. It is a stand-alone
lesson, and the first lesson that introduces the students to solids. Throughout
this lesson, there will be whole-group discussions (science talk to start),
partner talks (at the end discussion), group work (while investigation the 7
different objects), and individual work (when completing the sentence strips
with their descriptive words of solids). Students will note patterns about
solids based off their investigation. Students will construct an explanation for
the properties of a solid.
Materials
Teacher Materials:
- 15 Sentence sheets handout
- Written labels for each object
- 3 cloth squares of different sizes and textures
- 2 plastic triangles of different sizes
- 2 plastic tubes of different sizes
- 1 wood cylinder
- 3 different craft sticks
- 3 different screws
- 1 insulated wire
Student Materials:
- Pencil
Preparation
- All materials will be placed together on the back table
- Arrange students in groups of 4 for the investigation
- Have one student be the “getter” to get the materials and take them
back to their group
- Have the same “getter” return the materials before the whole group
discussion
Safety
- General safety precautions and responsible behavior is expected
- Same rules as any other time in the classroom expected
Lesson
1 Title: Science Talk/Introduce the I-AIM Stage & Function
driving question Question & Elicit Students’ Initial
Ideas
Step-by-step directions for teaching. Include what students do and what
the teacher says/does.
1. Gather students in a whole group circle on the carpet
2. Tell them we will be doing a science talk and we expect all listening ears on.
3. The driving question will be “How would you describe a solid?”
4. Conduct the science talk
a. Listen to all student ideas without giving an explanation/correct
answer
5. Encourage all students to participate
6. Write down some student ideas on the board so we can compare initial
answers to final answers
Assessment:
In this activity we will be looking for active participation in each student by
expecting an answer or active listening in all students. This will be an informal pre-
assessment by looking to see students initial ideas about solids.
Accommodations/Adaptations:
- As long of a wait time as needed
- Help students clarify their thinking
- “Can you say more about that?”
- “What do you mean by that?”
- “Can you give an example?”
- “Why do you think that?”
- “What’s your evidence?”
- “Does everyone agree with that idea? Why or why not?”
- Don’t force participation, only for those that are comfortable
Assessment:
- Ongoing formative assessment
- Walk around while students are investigating to see if they are noticing
the properties of solids
- Are students noticing that solids have a definite shape/relatively
unchanging shape?
- Are students noticing that solids can be in many different forms?
- Cloth vs plastic tube vs wood cylinder, etc.
Accommodations/Adaptations:
- Support for ELL’S → group work, peer support and translations, hands-on activity, allow
code switching , use of real objects, labels, and collaborative group
Assessment:
- Summative assessment
- Can students fill out the sentence strips with their newly learned
vocabulary words for the properties of a solid?
Accommodations/Adaptations:
Sentence frames
Adaptation: Sentence frame not record observation sheet
Use of real objects and cultural artifacts
Assessment:
- Formative assessment
- Can students use correct vocabulary to describe a solid?
- Did students construct an explanation for what is a solid?
- Summative assessment
- Are sentence frames filled out correctly?
- Their picture of a solid → is it a solid?
Accommodations/Adaptations:
- Peer translation and talk buddy
- Funds of knowledge
- Collaborative group
- Monitoring tone and speech used
- Draw instead of write for ELL support
Lesson Artifacts
Bibliography/Sources
“Teachers Guide: Solids and Liquids FOSS Kit Textbook”
“I- AIM Chart and Model Handout”
“Supports for ELLs in Science Handout”
“I-AIM and Assessment Handout”