Research in learning suggests that it is important for the teacher to discover what the students know – or think they know – about a topic at the start of a new unit. This provides a opportunity for accurate conceptions to be validated and reinforced and misconceptions identified and corrected. Before beginning the unit, focus the students’ thinking by raising these questions for them to consider throughout the learning and investigation. These reflect the key ideas and concepts presented in the unit. Some guiding questions to use for pre-assessment and to set the stage for learning:
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Does all matter take up space?
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What are the three states of matter?
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What are the properties of each state of matter?
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What form of matter keeps its shape?
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How can you change the shape of a solid form?
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Is a solid always hard?
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How does a solid change volume (space it takes up)?
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Can you name two states of matter that do not have a definite shape?
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Does that same amount of liquid when placed in different shaped containers change in volume?
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Do all types of liquid flow (pour) and the same rate (speed)?
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Can you change the shape of a liquid?
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Can you change the shape of a gas?
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Does gas have a set volume?
This curriculum unit will vary to reflect the learning styles of all students. Included will be:
Experiential Learning: The major strategy for this unit is to engage the students in hands-on learning within their environment. I want them to be actively participating as scientists. The research activities and games will be designed to be exploratory for the students so they are engaged in the enjoyment of the process as well as the products, visuals and charts for our classroom. The activities included in this unit all include students participating in part or the whole of the experiment or data collection.
Differentiated Instruction: The students will use a variety of approaches, working sometimes individually and sometimes in small groups, determined by the complexity of the activity. Because these are young children with varying levels and background, guidance and pacing will need to be closely monitored, particularly moving about and learning new understanding. In general, any small groups are determined by the teacher to balance the learning outcomes. Specifically, in this unit, students will be grouped accordingly in activities one, two and three.
Cooperative Learning Groups: The students will be given opportunities to work as cooperative groups or teams to complete the games and challenges. This strategy will allow students to work collaboratively taking on various roles necessary to complete the work, with a focus on success for all. Similarly to differentiation, a balance of workload helps all students acquire the concepts from the games or challenges. Know student strengths is important for these groupings.
Focus questions for assessing comprehension include: What is the difference between a solid and a liquid? Why do solids keep their shape? Why don’t liquids keep their shape? Why do liquids pour and flow? Why does ice melt? What happens when a liquid reaches its freezing point? What happens when a liquid reaches its boiling point? What happens when a solid reaches its melting point? What is evaporation? What does it have to do with clouds in the sky?
