Nicole+Laura+and+Joyce+Pixley

=Application Project Plan (APP) Planning Sheet=


 * Add title, summary and objectives for all 5 lessons, then list lessons separately **

Name
Nicole Laura and Joyce Pixley

Tentative Title:
Changing Matter

Target Audience:
First Grade

Brief Description:
Using superheroes, such as fantastic four, students will observe the characters in action and decide if with what they know about matter, if these are realistic occurances. Great concept. I don't think anyone has ever done this to my knowledge.

Curriculum Goals:
Solids: PS-3.2 (a) Describe chemical and physical changes, including changes in states of matter.

**Identifying the properties of solid, liquid and gases**

 * compare properties and identify changes that can and can not occur.**

Media Literacy Goals:
> = =
 * Critically evaluate cartoon superheroes and identify realistic and accurate portrayals of matter
 * Identify why comic books may not be a believable source of information (What is the purpose of a cartoon/comic? Why do people make them--to teach or entertain? Why would it show things that aren't actually possible?)

Proposed Activities:
Students will watch clips of the Fantastic Four/Spiderman and discuss if the changes that occur in their bodies follow the rules they have learned about matter (see Resources)

Decoding Questions:
Start with large clip; after viewing, ask: "This time, we're going to watch to see if Hydroman follows the rules of a liquid that we know" **Smaller Clips:** 4:55-5:22 (water taking on a form without container) 6:45-7:00 (water heating up and turning to steam) 7:12-8:10 (Water evaporating in the sun) Media Literacy: “Now that we’ve watched this, what can we say about these characters?” (Fiction/Non-Fiction)
 * How would you describe water?
 * How can water change? (Evaporate, steam)
 * What are some properties of a liquid? (Takes up space, doesn't have a shape of its own, takes the shape of its container)
 * What are properties of a gas? (does not have a shape of its own, gas spreads evenly in space)
 * What did the water do in that clip?
 * With what we've learned about matter & liquids, what are some ways that the water changed? (it was a puddle, it had no shape, it moved up and made a shape, it went into a solid)
 * What things could happen? Why? (Puddle, no shape)
 * What couldn't happen? Why? (Solid form, shape, water moving up, arms changing into water--water with force)
 * What happened to his arms?
 * Is that possible? Why?
 * **Could they change back? Why not?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">What did the water do in that clip?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">How did the water change?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">What happened in the environment that Hydroman was in? How did the properties of the water change? (Steam)
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">What did the steam look like? (waves)
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px;">Does it follow what we know about the properties of gases? Why or why not?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">What was happening to Hydroman?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">What chemical changes are occurring? And why?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Could that really happen?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Could it happen that fast?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">What are some things that happened in our video that couldn’t really happen?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">What are some things that could happen?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Why would they show something if it wasn’t possible?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Why do you think this cartoon was made? (entertainment, fun)
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Do you think it had a purpose? Was the purpose to teach us about science?



Assessment/Evaluation:
Using a comic strip, students will read the strip and observe the pictures and identify if the character is following the rules of matter.

Resources/Support
[] (4:30-7:34 large clip)
 * Spiderman/Hydroman:**

Smaller clips: 4:55-5:22 (water taking on a form without container) 6:45-7:00 (water heating up and turning to steam) 7:12-8:10 (water evaporating in the sun) media type="file" key="spiderman clip 1.wmv" width="300" height="300"media type="file" key="spiderman clip 2.wmv" width="300" height="300"media type="file" key="spiderman clip 3.wmv" width="300" height="300" Clip 1, 2, 3

Difficulties/Obstacles:
Time to meet and plan

Planning Steps:
1. Meet to identify media resources/locate and evaluate you-tube video/comic strips of Fantastic Four and Spiderman 2. Create lesson layout 3. Locate images of comic strip for evaluation (Beginning of February) 4. Pre-teaching of science concepts before this lesson occurs (end of February in classroom)

Media Literacy Matter Unit
==

[[file:Media Literacy, 21st Century Skills and Science.pptx]]
> -We taught the Spiderman/Hydroman lesson on 3/13/2012; we did the assessment on 3/14/2012
 * 1) === When are you planning on doing this? ===