OBJECTIVES
The student will be able to:

Evaluation Question for each Objective

Collect and record data using simple tables and graphs.

Use your knowledge of science and the T-chart below to answer the following questions.

The physical property used to classify the objects into the columns is most likely

1. Size
2. Odor
3. Color
4. Texture

Describe the physical properties of an object using the senses, excluding taste.

Assessed in the engagement activity.

Classify objects into groups based on observations of their physical properties

Which of these items is most likely to be classified in Column A?
F. Ripe Tomato
G. Soil
H. Spinach
J. Banana

Identify a method of organizing data

What type of chart was used to organize this information?

Identify the following actions when performed on an object: translation, reflection, and rotation.

Which of the following terms correctly describes the diagram below?

Rotation Transcription Translation Reflection

Matter is defined as
A. the stuff that all things are made.
B. an argument
C. an observation
D. a method to organize information

What the teacher will do:     

Eliciting Questions/ Student Responses:            

What the Students will do:

Prepare before lesson: Using half of the cotton balls, lightly spray with one air freshener, or dip in one of the oil samples. Place cotton balls in film canisters, without labels, and snap lids onto the canisters. Repeat with the remaining half of the cotton balls with the other air freshener or oil.

Label the canister for the instructor with “wafting”, and use as a model for wafting.

Allow students to select a canister of their choice.

Students will select a canister and await further instruction before opening.

Tell students the contents of the canisters are not all the same. Their objective is to find the other students that have the same contents in their canisters as they do without talking to one another. Once they do so, they should all collect into groups.

When instructed to do so, students will open their canisters and make observations. Eventually students will begin wafting one another’s contents and create two groups, separated by the scent of the contents of their film canister.

At the end of the activity, have the students answer questions.

Create a T-chart with the class on the board. (*Put the name of the scents in for Scent 1 and Scent 2).

After the scents have been identified, identify the organizer as a T-chart. Have students place their names under the appropriate column.

Explain the purpose of using a T-chart.

How many groups did you form?
Two.

Which of your five senses did you use to find your group? 
The sense of smell.

How are you sorted or grouped?
According to the scents of the canisters.

If you have scent 1, line up at the board and write your name under the column labeled “scent 1”. If you have scent 2, line up at the board and write your name under “scent 2”.

The chart we’re using is called a T-chart. The purpose of using a T-chart is to organize information.

Students answer the questions asked by the instructor.

Students will line up and place their names under the correct column.

Transition

We’re going to practice organizing materials. I will give you a collection of rocks and you are responsible for organizing them into groups using the T-chart you were just introduced to.

What the Teacher Will Do

Eliciting Questions/Student Responses

What the Students Will Do

Pass out a “Classifying Rocks” sheet to each student.  Additionally, give each group a collection of rocks to be observed.

Have students discuss their T-chart with members of their group.

With the sheet being passed out, you must work individually to create a T-chart of your rocks.

Now, in your groups, share the charts you created with one another. What about your charts is the same? What about them is different?

What tool did you use to put small amounts of water on the rocks? 
A pipette.

What happened when you put water on the rocks?
Answers may vary.

What senses did you use to classify your rocks?
Sight and Touch.

How did your group classify the rocks?
Answers may vary.

Students will work individually creating a T-chart.

Students will provide answers to the instructor’s questions.

Transition

Now that you have experience classifying objects, lets read a short passage about matter.

Eliciting Questions/
Student Responses

What the Students Will Do

Pass out “Physical Properties of Matter” Passage and questions worksheet.

We’re going to read the short passage as class.  I need a volunteer to read aloud.

A student will read aloud as called upon while other students follow along silently.

Allow students to complete journal activity.

You are responsible for completing the journal activity at the end of the passage.

Students will complete the writing assignment silently.

Transition

From the passage, what is matter? Matter is the stuff that all things are made. What is a physical property? A physical property is an observation of matter that may be made by using the five senses. Now we’re going to investigate what kind of changes can occur if we perform an action to an object.

Eliciting Questions/Student Responses

What the Students Will Do

Introduce translation, rotation, and reflection.

Demonstrate sliding using an object in the classroom.

Demonstrate rotation using an object in the classroom.

Demonstrate reflection using an object in the classroom.

We’re going to look at three types of changes we can make to an object, but first we must understand what they mean.

Translation means to slide.
(Say this while holding an object. Slide the object across a surface or in front of the class.) Can everyone repeat the definition and the action I’m doing using your pencil. Translation means to slide.

The next term we’re going to look at is rotation. Rotation means to turn.
(Say this while turning your object). Let’s see you rotate your pencil. What does it mean to rotate? Rotate means to turn.

The last term we’re interested in today is reflection. The term reflection means to flip
(Demonstrate this with your object).

When have you heard of the word “reflection”? When looking in the mirror, I see my reflection. To see your reflection, you’re seeing the image of yourself but flipped.

What does reflection mean? To flip. I want you to flip your pencil. Practicing these actions on your pencil will help you remember the definitions of these words.

Students will slide their pencil on their desk.

Students will rotate their pencils in the direction of their choice.

Pass out “Slide, Turn, Flip” handout

We’re now going to explore more about translation, rotation, and reflection. The first two pages of the packet provide a visual example of each term as well as a simple definition. On the last page of your packet, there is a sheet with either “Translation”, “Reflection”, or” Rotation” at the top followed by directions. On your tables, I have placed a ink pad with a stamp. They are to be used only for the activity on the last page. If you have any questions, feel free to ask me.

Students will work in gr

Transition

We’ve gone over a lot of material today. Now I’m going to give you a short quiz.