ALEX | Alabama Learning Exchange

Solid, Liquid,Gas

Classroom Resource Information

Title:

Solid, Liquid,Gas

URL:

https://www.clevelandorchestra.com/globalassets/1920/lesson-plan-db/pdfs/3-solidliquidgas.pdf

Content Source:

Other
Cleveland Orchestra

Type:

Learning Activity

Overview:

Students will review states of matter - solids, liquids, and gases. They will compare states of matter to theme and variations in music. They will listen to Turkish March by Wolfgang Amadeus Mozart and identify the theme and variations.

Content Standard(s):

Science
SC2015 (2015)
Grade: 2

1 ) Conduct an investigation to describe and classify various substances according to physical properties (e.g., milk being a liquid, not clear in color, assuming shape of its container, mixing with water; mineral oil being a liquid, clear in color, taking shape of its container, floating in water; a brick being a solid, not clear in color, rough in texture, not taking the shape of its container, sinking in water).

NAEP Framework

NAEP Statement::
E4.6: Some Earth materials have properties either in their present form or after design and modification that make them useful in solving human problems and enhancing the quality of life, as in the case of materials used for building or fuels used for heating and transportation.

NAEP Statement::
P4.1: Objects and substances have properties. Weight (mass) and volume are properties that can be measured using appropriate tools.*

NAEP Statement::
P4.3: Matter exists in several different states; the most common states are solid, liquid, and gas. Each state of matter has unique properties. For instance, gases are easily compressed while solids and liquids are not. The shape of a solid is independent of its container; liquids and gases take the shape of their containers.

Unpacked Content

Scientific And Engineering Practices:

Planning and Carrying out Investigations

Crosscutting Concepts: Patterns

Disciplinary Core Idea: Matter and Its Interactions

Evidence Of Student Attainment:

Students:

Conduct an investigation to produce data that is used as evidence to describe and classify various substances according to physical properties.

Teacher Vocabulary:

Solid
Liquid
Physical Properties
Investigate
Classify
Opaque
Transparent
Translucent
Rough
Smooth
Float
Sink
Shape
Various
Substances
Conduct
Describe

Knowledge:

Students know:

Different kinds of matter exists.
Properties of both solids (opaque, transparent, translucent, rough, smooth, float, sink, has its own shape) and liquids (color, assumes shape of container, opaque, transparent, translucent).
Many types of matter can be either solid or liquid, depending on temperature.

Skills:

Students are able to:

Plan and conduct an investigation to produce data that is used to describe and classify substances according to physical properties.

Understanding:

Students understand that:

Observable patterns in the properties of materials provide evidence to classify the different kinds of materials.

AMSTI Resources:

AMSTI Module:
Matter
Solids and Liquids, FOSS

Alabama Alternate Achievement Standards

AAS Standard:
SCI.AAS.2.1- Participate in investigations to describe and sort various substances according to physical properties.

Arts Education
ARTS (2017)
Grade: 3
Music: General

17) Demonstrate and describe how a response to music can be informed by its structure, the use of the elements of music, and context.

Unpacked Content

Artistic Process: Responding

Anchor Standards:

Anchor Standard 8: Interpret intent and meaning in artistic work.

Process Components: Analyze

Essential Questions:

EU: Response to music is informed by analyzing context (social, cultural, and historical) and how creators and performers manipulate the elements of music.
EQ: How does understanding the structure and context of music inform a response?

Concepts & Vocabulary:

Rhythm

Bar lines
Measures

Pitch set: Low So, Low La, High Do
Treble clef reading (Mi, Re, Do)
Middle C to high G
Ledger lines

Partner songs
Rounds
Ostinati

Theme and variations
Coda
D.S. al coda
Repeat sign
Fermata

Phrase/ phrasing
Pianissimo (pp), fortissimo (ff)

Age-appropriate audience and performer etiquette
Orchestral instruments: 4 families
Age-appropriate pitch matching (Bb3 - Eb5)

Skill Examples:

Performing

Using movement, manipulatives, or visual representation, demonstrate and describe how specific music concepts are used to support a specific purpose in music (such as different sections, selected orchestral, band, folk, or ethnic instruments).

Creating

Express melodic contour through movement.

Reading/ Writing

When analyzing selected music, read and perform rhythmic patterns and/or melodic phrases with voice, body percussion, and/or instruments, using iconic or standard notation.
Develop criteria and use them to critique their own performances and the performances of others.

Responding/ Evaluating

Identify and respond to simple music forms (e.g., AB, ABA).
Identify elements of music using appropriate vocabulary.

Tags:

gas, liquid, solid, states of matter, theme and variations, Wolfgang Amadeus Mozart

License Type:

Custom Permission Type
See Terms: https://www.clevelandorchestra.com/help/tos/
For full descriptions of license types and a guide to usage, visit :
https://creativecommons.org/licenses

Partnered Event:

ALEX Resource Development Summit

Accessibility

Comments

This resource provided by:

Author:	Tiffani Stricklin
The event this resource created for:	ALEX Resource Development Summit

ALEX Classroom Resource

Solid, Liquid,Gas