Reflection: Connection to Prior Knowledge What Does Temperature Have to Do With Matter? - Section 2: Engage


The Give One, Get One strategy

I selected the Give One, Get One strategy to activate students' prior knowledge and engage them in structured and meaningful conversation with a classmate.  This strategy engages students in meaningful and productive discourse with peers by encouraging them to move and collaborate with one another. Students have the chance to further explore the topic of the lesson.

It begins with a question or topic relevant to the lesson written at the top of a 3x9 grid, (or any number you determine fits the need of your lesson), and given to each student.  I typically instruct my students to write out three or four ideas (one per box) at the start; however, a teacher predetermine a number for the assignment and/or differentiate how many with special education students or English language learners.  Students are instructed to walk around the room to find other ideas to fill the remaining boxes. This is the get one idea or answers (each idea coming from a different person) until each box is filled.  At the same time, the student gives one of their ideas to another classmate (a classmate can only take one idea from you.) This continues until all boxes are filled.  Throughout the activity, I walk around the room monitoring students move about the room asking the other students for one of their ideas.

I found the Give One, Get One strategy effective for this lesson.  It was a great way for students to brainstorm ideas, summarize what they know, review past concepts, and collaborate with their classmates. I was impressed at the ideas they came up with, like air temperature, weathering, and chemicals as they were past concepts in other lessons.  It indicated they were making connections to prior lessons.  I plan on using this strategy again as a way to summarize a lesson or launch one off. Either way, it’s facilitates collaboration, discourse among peers, and critical thinking.



  Give One, Get One Strategy
  Connection to Prior Knowledge: Give One, Get One Strategy
Loading resource...

What Does Temperature Have to Do With Matter?

Unit 2: Structure, Function, and Properties of Matter
Lesson 6 of 19

Objective: SWBAT accurately use a thermometer to measure how hot or cold a form of matter is.

Big Idea: Students will plot temperatures on a graph and identify variables that can affect the reading on a thermometer.

  Print Lesson
4 teachers like this lesson
Science, states of matter, structure, function
  85 minutes
Similar Lessons
Mystery Matter
5th Grade Science » Matter
Big Idea: In this lesson, students learn about physical and chemical properties. Then, they observe and measure the physical properties of a mystery item. At the end, students describe the properties of their mystery matter while the class tries to guess what it is!
Environment: Urban
Kara Nelson
Mystery Powders Day 1
4th Grade Science » Thinking, Writing, and Observing Like a Scientist
Big Idea: Using common white powders, observation, recording and deduction skills are practiced in this entry level experiment. Students practice teamwork skills and develop lab rapport.
Genoa City, WI
Environment: Rural
Mary Ellen Kanthack
Introduction to Scientific Observation & Measurement: Day One of Plaid Pete's Prize Potato
5th Grade Science » What's The Matter Plaid Pete?
Big Idea: How do scientists collect data? What kinds of data do they collect? Students learn about qualitative and quantitative data.
Lynden, WA
Environment: Rural
Amy Miller
Something went wrong. See details for more info
Nothing to upload