We started the class by watching Science Rock! The lyrics to the video are below:
Some matter can be solid and has shapes all of its own
A baseball, rock or pencil, big TV or telephone
And two more phases that exist explain the state of matter:
Those gases fill the air, but liquids spill and leak and splatter!
The thing you must remember to keep these three apart:
Solids stick together, gas and liquids move apart!
Matter is everywhere, it can be solid, liquid, or gas
It’s measured while we observe: Is it magnetic? What’s its mass?
Wall to wall, roof to floor, and everything between
It’s matter, what’s it for? Hang on, we’re gonna sing
MATTER!
Matter is described to us by all its properties:
Is it heavy? Is it small? Pass electricity with ease?
Does it sink or will it float? Will a magnet make it stick?
Matter needs these properties just like a clock needs tock and tick!
These things they can be can be measured with a balance or a scale,
Or a ruler or a circuit or a filled-up water pail.
Matter is everywhere, it can be solid, liquid, or gas
It’s measured while we observe: Is it magnetic? What’s its mass?
Wall to wall, roof to floor, and everything between
It’s matter, what’s it for? Hang on, we’re gonna sing
MATTER!
Conductors are the substances where energy can flow,
While the insulators stop it or at least make it go slow.
Conductors are the track, and electricity the train
There’s even electricity that’s running through your brain
Insulators keep the flow out, like a jacket made of cloth
Causing energy to stop or move through slowly like a sloth.
Matter is everywhere, it can be solid, liquid, or gas
It’s measured while we observe: Is it magnetic? What’s its mass?
Wall to wall, roof to floor, and everything between
It’s matter, what’s it for? Hang on, we’re gonna sing
MATTER!
IT'S MATTER!
After the video, our class played the game: TALK A MILE A MINUTE
General Description: The game is modeled after “Jeopardy.” Players take turns trying to get their partner to guess the words in a specified category by giving oral clues describing each word.
I created a list of 7 terms under the category of matter. I organized students into small groups. One player within a group was the designated talker while the others tried to guess each term. The talker faced the list displayed at the front of the room. The other players had their backs to it. On my signal, I revealed the terms and said “Go!” The talker described each term without using any words in the category title or any rhyming words. The first team to correctly identify all of the words in the category raised their hands. All other teams stopped talking. Then I awarded the winning team a point. We also discussed the different clues used to describe each word. Afterwards, I designated a new talker for each team and we began the next round with new words.
Then, I introduced and discussed STEMscopes to the students. We logged in and began our interactive investigation.
Link- STEMscopes
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