MATTERSarah Conner

Fifth Grade

ParkLane Elementary

5T H 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

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

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

L E A R N E R A N A LY S I SB A S I C D E M O G R A P H I C S

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

L E A R N E R A N A LY S I SB A S I C D E M O G R A P H I C S

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

“ HOW D O I F E EL AB OU T S CH OOL?? ”

Love22%

Like29%

Okay37%

Don't Like11%

Student Percentage

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

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

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

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

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.

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.

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

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.

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.

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!!!

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.

THE END

Thank you!!