Everything is matter

Welcome to a new learning adventure in which we are going to improve your Sicence skills and our ICT ones. Also we are going to learn some English skills. This project is about matter. Try to do your best and to enjoy your learning process.

Tree Trunks (Public Domain)

Along this resource we will work on matter. We will start learning about what matter is. Then we are going to learn the different properties of matter. Finally we are going to focus our attention into the changes of matter.  Furthermore, we are going to review some English contents, in this case, present continuous. 

Along this project we are going to have different short tasks which we will join at the end in a great final product. We will work individually but we will also have pair and group working.

SCAFFOLDING

We also offer to the teacher a section of SCAFFOLDING to help them to support the language input along the unit. In this project scaffolding section deals about present continuous. This will be useful to work with it, in case you consider, you can do it before the final task. At this task you will use the present continuous to describe what is taking place in each change of matter. 

Itinerary

Open Educational Resource by EDIA Project - Cedec.
CLIL Science. Primary Education.
Author: Javier Ramos Sancha

Licensed under the Creative Commons Attribution Share Alike License 4.0

Breaking the ice

Thinking routine: The garden gate

We are going to start a new project which is going to take us around two weeks of our Science lessons. To start with it we will do the following thinking routine to discover all the things we know about matter before starting the whole topic.  

The routine it is called The Garden Gate (download in editable odp format, download in pdf).

At the graphic organizer write down the topic: MATTER.

Watch the following video.

At the graphic organizer try to write down some ideas you can get from the video, you can write each idea into board of the gate.  They will be ideas that will open your mind to the new topic. 

Share your ideas with your mates.

Crash Course Kids. What's matter? (Youtube license)

Thinking about my learning

One of the most important things in our learning processes is to reflex about it to improve as much as we can. For that purpose we can create a Learning Diary in which we are going to reflect about how everything is going along this project. 

For the learning we can choose different options:

Create a shared document with our teacher. 

Use any tool like padlet to show our progress.

Use a notebook in which we can write. 

Everyday at the end of each lesson we will write on our Learning Diary answering the following questions:

Date.

What have I done?

What problems did I have? How did I solve these problems?

What have I learnt?

How can I improve my learning for the next lesson?

Do I want to learn a bit more about something?

Our teacher will check it and give to us some feedback to help your improvements. 

What is matter?

Everything is matter

Anything that takes up space is called matter. Air, water, rocks and even people are examples of matter. You can find matter in different states:

Solid.

Liquid.

Gas.

PxHere. Snow (CC0)

Explaining matter

Duration:

2 lessons

Grouping:

Pairs

In this part of the project it is very important to clarify the main concepts to understand the topic and continue working deeply on it on the following steps of the topic. 

To learn about it we are going to investigate and show our knowledge in a presentation or an infographic. In this presentation we are going to show:

Definition of matter.

What the three states of matter are. 

Definition and an example of solid (include a picture about it). 

Definition and an example of liquid (include a picture about it)

Definition and an example of gas (include a picture about it)

The following links will be useful for our investigation. Let's remind it is important to rewrite the information, don't copy and paste. 

Find out: What is matter?

Britannica Kids: Matter - kids

YouTube - Periwinkle: What is matter?

Cool Kids Facts: States of Matter. 

We can present your final task in the most suitable format for us, we can use one of these proposals:

Canva.

Genially.

PowerPoint.

Google Slides. 

Our work will be assessed by the Rubric to assess a Digital Poster (download in editable odt format, download in pdf).

Thinking about my learning

It is time to reflect about our learning today. Remind that everyday at the end of each lesson we will write on your Learning Diary asking the following questions:

Date.

What have I done?

What problems did I have? How did I solve these problems?

What have I learn?

How can I improve my learning for the next lesson?

Do I want to learn a bit more about something?

Our teacher will check it and give to us some feedback to help our improvements. 

Properties of matter

Properties of matter

We have learnt that everything is matter. But in this moment we are going to show that not all the matter is the same, because the different kind of matter has different properties. We have a kind of common properties to all of them:

Mass.

Volume.

Density.

There are also some specific properties depending on the material you are working with.

Soft / Hard.

Flexible / Rigid.

Rough / Smooth.

Hans. Barras de Hierro (Public Domain)

Making properties visible

Duration:

2 lessons

Grouping:

Individual

One of the best ways of showing all the properties of materials is to create a visual mind map, In this task we have to create a mind map using the technique of visual thinking. We need to draw and show all your knowledge about the topic in a visual way. At the following links and videos we can find more information about matter, materials and their properties. 

Kids-Britannica: Materials.

Youtube Video: Materials and their Properties - Science Videos for Kids

Happy Learning TV: Matter and its properties.

In case we don't have enough ideas or resources to work with visual thinking, here we have a great article about what is Visual Thinking and how to work on it. 

¿Qué es visual thinking? y para qué usarlo en educación by Garbiñe Larralde.

Garbiñe Larralde. 10 Beneficios del Visual Thinking (CC BY-SA)

The best way of working with Visual Thinking is our pencil, our rubber, our colours and a piece of paper. But in case we want to work with any web tool yweu can use:

Popplet  --  Videotutorial:  Popplet. Herramientas digitales básicas para docentes inexpertos por Ingrid Mosquera

Bubbl.us -- Videotutorial: Bubbl.us. Herramientas digitales básicas para docentes inexpertos por Ingrid Mosquera.

Your work will be assessed by the rubric to assess Visual thinking Mind maps (download in editable odt format, download in pdf).

Thinking about my learning

It is time to reflect about our learning today. Remind that everyday at the end of each lesson we will write on your Learning Diary asking the following questions:

Date.

What have I done?

What problems did I have? How did I solve these problems?

What have I learn?

How can I improve my learning for the next lesson?

Do I want to learn a bit more about something?

Our teacher will check it and give to us some feedback to help our improvements. 

Scaffolding: Present Continuous

Present continuous: What am I doing?

We use the present continuous to express actions which are taking place in a concrete moment. We can also use it with a future intention.

EXAMPLE:

Actions now: I'm working with my computer now. 

Future intention: We are playing football next Sunday afternoon. 

Let's learn a bit more about Present Continuous with the following chant.:

ELF Kids Videos. Present Continuous Verb Chant - What Are You Doing? - Pattern Practice #1

Let's practise a bit

We will never learn better the grammar than practising it several times. The following links can help us to do it.

Perfect English Grammar - Present Continuous - Positive and negative. 

Learn English Kids (British Council) - Present Continuous.

First English - Present Continuous. 

Live Worksheet: Present Continuous for kids. 

Writing Time

Duration:

1 lesson

Grouping:

Individual

Would you like to become a writer? In this task we are going to write a book about differents moments into your daily life and what we are doing on that moment. The book should have at least the cover and six pages, each page will include a picture and something we are doing on this exact moment, so you will use the Present Continuous. 

There are two options to create you book:

We can create our book in paper using the following origami technique: 

Read Brightly: How to make an origami book.

We can create you book using the following online tool:

MyStoryBook.

YouTube Video: Video tutorial My storybook by Jose Roberto Esteban Garcia

StockSnap. Writing (Public Domain)

Our work will be assessed by using the Rubric to assess a book (download in editable odt format, download in pdf).

Becoming a Scientist

Changes of state of matter

When we find matter around we can find it in different states. There are three different states:

Solid.

Liquid. 

Gas. 

Depending if we apply hot or cold the matter can change from one state to another. 

Ulleo. Bubble (Public Domain)

Explain matter. Becoming a Scientist.

Duration:

4 lessons

Grouping:

Pairs

In this task we are going to become a scientist and explain all the knowledge we have achieved along the whole project about:

Matter.

Properties of matter.

States of matter.

Changes of state. 

We can learn a bit more about the state of matter and the changes of state in the following links. 

YouTube Video: States of Matter by Happy Learning English

YouTube Video: States of Matter and Changes of State by Smile and Learn English

DK Find Out!: Changing States of Matter for kids. 

Now it will be time for us to record a video as a Scientist. We can dress up with a white overall and create a set to record our lesson about matter, it properties and the changes. The video will include:

The definition of Matter (we can use the presentation we have done at the first task).

Showing the different properties of Matter (we can use the mind map we have done at the second task).

Some experiments to show to our mates the different changes of matter (we have to create an example of the changes of matter: melting, solidification, evaporation, condensation).

Vitoria_Borodinova. Experiment (CC0)

We can use the following script to record the video:

Hello, my name is............................ I'm going to explain you matter. Matter is..............................................................

You can find matter in different states.................................................................................................... For example: the............................. is a solid, something is solid when................... (The same with the tre states)

Matter has different properties like..............................................(you can talk about the different properties and explain them)

Now I'm going to show you the different changes of state. When you have a solid and you apply hot it becomes liquid it is called melting. (Let's show it with a good example, for example ice in a hot pot. Let's do the same with the different changes of state you have investigate).

Thanks for watching. Bye, bye. 

TIPS FOR RECORDING: There are lots of tools for recording, just in case we need any help we propose to use Flipgrid.

We can record a video recording the screen for some parts or also record with a camera and upload at the end: How to record and submit a video by Flipgrid Help Center

Teacher's resources for starting with Flipgrid: Educators getting started with Flipgrid by Flipgrid

Our work will be assessed using the Rubric to assess a video (download in editable odt format, download in pdf).

Thinking about my learning

It is time to reflect about our learning today. Remind that everyday at the end of each lesson we will write on your Learning Diary asking the following questions:

Date.

What have I done?

What problems did I have? How did I solve these problems?

What have I learn?

How can I improve my learning for the next lesson?

Do I want to learn a bit more about something?

Our teacher will check it and give to us some feedback to help our improvements. 

There is an special document to reflex about all the process of learning we have done along this project. With the following document we will be able to think about what we have done and how we will use it for.  

How does my knowledge grow? The ladder of metacognition (download in editable odt format, download in pdf).

- Didactic guidelines -

General guidelines for teachers

This project is made up of four different missions whose main topic is theEnergy and Sustainability. There are activities to do individually or in pairs. 

This project is part of a set of some projects designed to  cover all the learning standards of the Natural Science curriculum of Primary Education are published at the BOE (March 1st 2014), pages 17 - 21.  With this project you will be able to let your students be autonomous learners and guide them through their learning.

There are activities which involve both individual work, collaborative pair work.

We strongly recommend to work with them through daily aims to get to the end of the project and accomplish each challenge successfully. This means at the beginning of each lesson you should take five minutes to check where your students are and to tell them where you would like them to get at the end of the mission.

For example: 'At the end of the mission each student will have had to finish the presentation, which will be checked by the teacher'.

Each project is student-centred and has several areas of interest:

In each project, students have to accomplish a task, in order to learn by doing.

There is also a challenge in each task, where they have to collaboratively design a product. They are expected to actively work with information and communication technologies. There should be a portfolio to show all their knowlegde along this set of tasks. 

Students also have to complete a learning diary, using a sharing document using the different tips we offer to the students at the end of each mission.

We strongly recommend student to have a personal portfolio,  where they have to reflect on the different contents they are working on, they have to upload the different audios and videos they produce, and they can share. This could be done by a blog, shared document or board. 

To sum it up, they are going to work on all the contents of the syllabus of their level with a project-based learning orientation.

Assessing

For assessment, both you as a teacher, and your students, are expected to use the the following rubrics:

Rubric to assess a Digital Poster.

Rubric to assess Visual thinking Mind maps

Rubric to assess a book

Rubric to assess a video

This project is designed to be assessed following this pattern:

The Teacher will evaluate the portfolio with all the products produced during the project following the rubrics. It will be 40% of the final score.

The partners will carry out peer assessment the work and grade about how their teamwork has worked. It will be 20% of the final score . The students can generate the different criteria or items to be assessed.

Students will self-assess the final task using the rubric. It will be 20% of the final score.

The final score will also include a 20% for the teacher to evaluate how the students have been involved in the project or tackled the different activities.

At the end of the project the student will have been able to:

Know what matter is and the different states it can be find. 

Recognise the different properties of matter in each material. 

Understand the state of matter changes when hot or cold are applied. 

Curricular References

Contents

Contenidos siguiendo el Curriculo del  BOE (March 1st 2014), pages 17 - 21.

Bloque 1. Iniciación a la actividad científica. 

Iniciación a la actividad científica. Aproximación experimental a algunas cuestiones.

Utilización de diferentes fuentes de información (directas, libros).

Lectura de textos propios del área.

Utilización de las tecnologías de la información y comunicación para buscar y seleccionar información, simular procesos y presentar conclusiones.

Trabajo individual y en grupo.

Técnicas de estudio y trabajo. Desarrollo de hábitos de trabajo. Esfuerzo y responsabilidad.

Planificación de proyectos y presentación de informes.

Realización de proyectos.

Bloque 4: Materia y energía. 

Fuentes de energía y materias primas: su origen. Energías renovables y no renovables.

Explicación de fenómenos físicos observables (Cambios de estado)

Learning standards

Estándares de aprendizaje siguiendo el Curriculo del  BOE (March 1st 2014), pages 17 - 21.

Bloque 1. Iniciación a la actividad científica. 

1.1. Busca, selecciona y organiza información concreta y relevante, la analiza, obtiene conclusiones, comunica su experiencia, reflexiona acerca del proceso seguido y lo comunica oralmente y por escrito.
1.2. Utiliza medios propios de la observación.
1.3. Consulta y utiliza documentos escritos, imágenes y gráficos.
1.4. Desarrolla estrategias adecuadas para acceder a la información de los textos de carácter científico.

2.1. Manifiesta autonomía en la planificación y ejecución de acciones y tareas y tiene iniciativa en la toma de decisiones.

3.1. Utiliza, de manera adecuada, el vocabulario correspondiente a cada uno de los bloques de contenidos.
3.2. Expone oralmente de forma clara y ordenada contenidos relacionados con el área manifestando la compresión de textos orales y/o escritos.

4.1. Usa de forma autónoma el tratamiento de textos (ajuste de página, inserción de ilustraciones o notas, etc.).
4.2. Hace un uso adecuado de las tecnologías de la información y la comunicación como recurso de ocio.
4.3. Conoce y utiliza las medidas de protección y seguridad personal que debe utilizar en el uso de las tecnologías de la información y la comunicación.
4.4. Presenta los trabajos de manera ordenada, clara y limpia, en soporte papel y digital.
4.5. Utiliza estrategias para realizar trabajos de forma individual y en equipo, mostrando habilidades para la resolución pacífica de conflictos.
4.6. Conoce y respeta las normas de uso y de seguridad de los instrumentos y de los materiales de trabajo.

5.1. Realiza experiencias sencillas y pequeñas investigaciones: planteando problemas, enunciando hipótesis, seleccionando el material necesario, realizando, extrayendo conclusiones, y comunicando los resultados.
5.2. Realiza un proyecto, trabajando de forma individual o en equipo y presenta un informe, utilizando soporte papel y/o digital, recogiendo información de diferentes fuentes (directas, libros, Internet), con diferentes medios y comunicando de forma oral la experiencia realizada, apoyándose en imágenes y textos escritos.

Bloque 4. Materia y energía.

1.1 Estudio y clasificación de algunos materiales por sus propiedades. Utilidad de algunos avances, productos y materiales para el progreso de la sociedad.
1.2. Diferentes procedimientos para la medida de la masa y el volumen de un cuerpo.
1.3 Explicación de fenómenos físicos observables.

Key competences

At the end of the project the student will have worked and developed these competences:

Lingüistic communication:

Student will be able to describe how hot or cold changes the state of matter.

Maths competences and basic competences in Science and Technology:

Students will be able to make an investigation about matter and its properties. 

Digital competence:

Students will be able to create a products  using an ICT Tool. (presentation, mind map, video)

Students will be able to use different links to investigate in the net.

Learn to learn competence:

Students will be able to reflex about their learning process everyday by using a tool such a Learning Diary.

Social competences:

Students will be able to work in group and asses their working along the project.

Students will be able to make group decisions to achieve the final product.

Entrepreneurship competences:

Students will be able to work automously by following the steps of the investigation. 

Cultural competences:

Students will be able to learn about how the changes of state of matter are in our daily life. 

Timing

This project implies the use of about ten or eleven fifty-minute lessons. The timing is, obviously, approximate. It will depend on the learning pace of the students and on their interests and the activities done in class.

Estefano. Time (Public Domain)

The ten - eleven lessons could be used according to this guide:

The first lesson is for the Breaking the ice. 

Two of the lessons will be to investigate about matter and what the states of mater are.

Two lesson will  be use to learn about the properties of matter.

Another four lessons will be to investigate about the changes of matter and create a video about all the learning about matter.

There is an extra lesson about Present Continuous for scaffolding the understanding of the grammar the students will need to express what it is taking place in the experiments.

And the last lesson will be a good opportunity to assess students and do the collaborative assesment. And also it would be great to evaluate the project itself.

Resources

ICT resources/apps/tools

For this project you will need the following links to different sites:

YouTube Video: What is matter? by Crash Course Kids

Find out: What is matter?

Britannica Kids: Matter - kids

YouTube - Periwinkle: What is matter?

Cool Kids Facts: States of Matter. 

Kids-Britannica: Materials.

Youtube Video: Materials and their Properties - Science Videos for Kids

Happy Learning TV: Matter and its properties.

Perfect English Grammar - Present Continuous - Positive and negative. 

Learn English Kids (British Council) - Present Continuous.

First English - Present Continuous. 

Live Worksheet: Present Continuous for kids. 

YouTube Video: States of Matter by Happy Learning English

YouTube Video: States of Matter and Changes of State by Smile and Learn English

DK Find Out!: Changing States of Matter for kids. 

Tools:

Flipgrid.

Popplet

Bubbl.us

Canva

Picktochart.

Power Point

Genially, 

Google Slides. 

MyStoryBook.

How to

How to record and submit a video by Flipgrid Help Center

Educators getting started with Flipgrid by Flipgrid

¿Qué es visual thinking? y para qué usarlo en educación by Garbiñe Larralde. 

Videotutorial:  Popplet. Herramientas digitales básicas para docentes inexpertos por Ingrid Mosquera

Videotutorial: Bubbl.us. Herramientas digitales básicas para docentes inexpertos por Ingrid Mosquera.

Cómo usar Canva

Cómo crear una infografía con Piktochart by Alfredo Vela

Read Brightly: How to make an origami book.

YouTube Video: Video tutorial My storybook by Jose Roberto Esteban Garcia

- Fact sheet and download -

Fact sheet

Title

Everything is matter

Subject

Natural Science

Level / course

5th course Primary Education

Driving question or Challenge

What happens when we apply hot or cold to the matter?

Create a video to show all their learning about matter, its properties and changes of state. 

Description

This resource will help the students to learn about the matter and the states of matter, its properties and the changes of state. They will have some designed task to investigate about matter and the changes of state of matter.  All the tasks are designed for them to work autonomously and to reflex about their own process of learning. Also along them we try to foster student's collaboration. 

Contents

Matter.

States of matter.

Properties of matter.

Changes of state of matter.

Timing

11 sessions of 50 minutes each approx. 

Download source file in eXeLearning

This resource has got a CC BY-SA license and therefore it can be used, downloaded, modified and adapted without any problem, as long as you provide the name of the creator, and in case of being transformed and publishing a new version, it has to be done under the same license CC BY-SA as the original.

To give appropriate credit of the author of the resource, you can use the following text: 

This material is an adaptation of the original resource "Everything is matter" from CeDeC’s  EDIA project.

Next, we offer the source file (original resource) to modify the material with eXeLearning, free authoring tool which is available for any operating system. 

Download elp file

Credits

EDIA project. Everything is matter. Cedec

Author: Javier Ramos Sancha

NIPO (web): 847-19-122-0; ISSN (web): 2695-4192; DOI (web): 10.4438/2695-4192_PE_2019_847-19-122-0; NIPO (formato elp): 847-19-138-5; NIPO (formato ePub): 847-19-137-X; NIPO (formato en línea): 847-19-136-4; DOI (formato ePub): 10.4438/2695-4192_PEePub37_2021_847-19-137-X

- Resource feedback -

Ayúdanos a mejorar este recurso contestando al cuestionario de opinión sobre REA del proyecto EDIA. Muchas gracias por tu colaboración.

Licensed under the Creative Commons Attribution Share Alike License 4.0