They will record on the record sheet which than the button, but about the same object is the shortest and which is the longest. length as the unsharpened pencil.) Which color were most of the objects in Explain 11, students will sort 5 objects the baggies? (answers may vary) that they choose from the bag into color Compare the color of two of your items? groups. They will count the objects for each (ex. The button and the unsharpened color, record their findings, and compare with pencil were both yellow.) classmates to find which color group has the most objects. Which shape has the most objects? Explain 12, students will pick 5 objects Which shape has the least objects? from the bag and sort them by their shape. They will record the amount with the shape of Which object has the most mass? a circle, square, triangle, or other and Which object has the least mass? conclude which shape has the most and least Compare the mass of two of your items? objects. (ex. The pipe cleaner has less mass than the unsharpened pencil.) How could you group these items? ( by shape) Explain 13, students will choose 3 What other objects could go with the objects and group objects by whether their ruler and notebook? (textbook, pencil mass is more or less than the other objects. box, etc) They will sequence and record the objects What other objects could go with the having the least mass to the most mass. penny and the basketball? (bowl, marble, Explain 14-15, have students talk with soccer ball) a partner to decide which objects should be Which group would have the most grouped together and identify the property mass? (the brick and the rock) they used to group them. They will also name Why do the brick and rock have more other objects that have the same physical mass? (They have more matter inside properties. Have groups share their sorting them so they are heavier.) schema. Day 2 EXPLORE Day 2 Time: 5 min. Activities/Events Guiding Questions Teacher Directions Students will review properties of matter as What physical properties of matter did descriptions using Day 2 Explore 1. we work with yesterday? (shape, color, Students will pick an object from the picture size, amount of mass) and use words from the word wall to describe What words describe your selected it. object? (answers will vary) EXPLAIN Day 2 Time: 30 min.
They will record on the record sheet which object is the shortest and which is the longest. Explain 11, students will sort 5 objects that they choose from the bag into color groups. They will count the objects for each color, record their findings, and compare with classmates to find which color group has the most objects. Explain 12, students will pick 5 objects from the bag and sort them by their shape. They will record the amount with the shape of a circle, square, triangle, or other and conclude which shape has the most and least objects. Explain 13, students will choose 3 objects and group objects by whether their mass is more or less than the other objects. They will sequence and record the objects having the least mass to the most mass. Explain 14-15, have students talk with a partner to decide which objects should be grouped together and identify the property they used to group them. They will also name other objects that have the same physical properties. Have groups share their sorting schema. than the button, but about the same length as the unsharpened pencil.) Which color were most of the objects in the baggies? (answers may vary) Compare the color of two of your items? (ex. The button and the unsharpened pencil were both yellow.) Which shape has the most objects? Which shape has the least objects? Which object has the most mass? Which object has the least mass? Compare the mass of two of your items? (ex. The pipe cleaner has less mass than the unsharpened pencil.) How could you group these items? ( by shape) What other objects could go with the ruler and notebook? (textbook, pencil box, etc) What other objects could go with the penny and the basketball? (bowl, marble, soccer ball) Which group would have the most mass? (the brick and the rock) Why do the brick and rock have more mass? (They have more matter inside them so they are heavier.) Day 2 EXPLORE Day 2 Time: 5 min. Activities/Events Teacher Directions Guiding Questions Students will review properties of matter as descriptions using Day 2 Explore 1. Students will pick an object from the picture and use words from the word wall to describe it. What physical properties of matter did we work with yesterday? (shape, color, size, amount of mass) What words describe your selected object? (answers will vary) EXPLAIN Day 2 Time: 30 min.
SCIE_2_A_Les49PhysicalPropertiesofMatter_LES.docx