Physical Change: Particle Model of Matter

And Changes to the Phases of Matter

GENERAL OUTCOMES
Foundation 2: Knowledge- Students will construct knowledge and understandings of concepts in
life science, physical science and Earth and space science, and apply these understandings to
interpret, integrate and extend their knowledge.
SPECIFIC OUTCOMES
Foundation 2: Knowledge- Physical Sciences: Physical science, which encompasses chemistry
and physics, deals with matter, energy and forces. Matter has structure, and there are interactions
among its components.

PROCESS OUTCOMES
Students will demonstrate an understanding of the characteristics of a physical change of matter.
The particle model of matter will be introduced and explained, along with beginning information
on physical change, and how change of state occurs.
CROSS CURRICULAR OUTCOMES

English- Students will follow a lab report using proper grammar and sentence structure.

INSTRUCTIONAL INTELLIGENCES
Group Member Assignment- Each member of the group is assigned a duty that they are
responsible for completing to the best of their ability.
Self-assessment Rubric- To be filled out by each individual student to reflect on their learning.
White Board Activity- Students are asked questions, and each group brainstorms an answer
together. The first group with the correct answer gets a point.

Coke and Mentos experiment- Hands on experiment where the students will observe the physical
changes that occur.

MULTIPLE INTELLIGENCES/LEARNING STYLES

Visual- A short video clip will be used at the beginning of the lesson to explain physical changes.
Instructions are also explained on paper for students to follow.
Kinesthetic- Students will have the opportunity to perform the experiment in small groups.
Auditory- Students can listen to the teacher explain concepts and instructions throughout the
lesson, as well, throughout the video clip.
Intrapersonal- Students will have the opportunity to work in a group setting while they complete
the experiment.

Interpersonal- Students will have the opportunity to work individually as they fill out questions
corresponding to the short video clip, as well as when they are performing their self-assessment.
MATERIALS

MANIPULATIVES

8 2L Bottles of Coke.
8 packages of mint Mentos.
8 tin pans to catch debris.
32 Self-Assessment Rubrics.
4 min Video explaining physical
changes/phases or states of matter.
https://www.youtube.com/watch?
v=jWCmWJqWpn8
Lab write up handouts.
8 individual white boards.
8 white board markers.

Students are kept in their pod groups of 4.

(There should be 8 groups of 4)

Students will move from the classroom to a

grassy outside area, to perform the coke and
Mentos experiment. The students will return
back to the classroom in their pods for the
remaining time of class.

8 white board erasers or sections of paper

towel.
0:51 second video demonstrating a more
intense physical reaction with coke and
Mentos.
https://www.youtube.com/watch?v=YZvErJesFA&feature=youtu.be

TEACHER ACTIVITIES
Anticipatory Set
Before beginning the lesson write the
following 3 questions on a board:
1) What are the 3 phases of matter?
2) What's the difference between each phase
of matter?
3) How are we able to change a solid to a
liquid, or a liquid to a gas?
The previous 3 questions will be discussed in
the following bullets.
Next, Introduce to students what the lesson
will be - explain that today they will be
learning about physical changes to the states
of matter, what the phases of matter are, and
the particle model of matter.
Then, discuss to the class that they will be
watching a short Bill Nye the Science Guy
video (about Phases of Matter to the 4:13 min
mark).
Before playing the video, focus attention to the
3 questions on the board and let the students
know that they must write all the questions
down in their notes and record their answers

STUDENT ACTIVITIES
Students will be sitting quietly in their
assigned pods of four.
Students will attentively listen to the teacher
and his/her instructions throughout.
Students will then quietly listen and watch the
Bill Nye video while completing the questions
on the board that correspond to the video.
Students will then go over the video and the
questions as a class to demonstrate that they
understand some basic characteristics of the
phases of matter. Answers to the video must be
handed in for marking once completed.
Students will be demonstrating good behavior
whilst listening and observing everything the
teacher says.

during the video. Explain that their answers

can be used for notes, and the class will be
discussing the clip and their answers after the
video.
After the video has reached the 4:13 min
mark, go over, with the students answers their
answers. Go more into detail for each question
and answer, and Clarify any questions that
they have. Ensure that the students have
grasped the basics on the phases of matter
before moving on.
After the Bill Nye Video, the teacher will
begin the lesson going over the following:

What are the 3 phases of matter

What is a physical change
The particle model of mater
Clarify what's the difference between each
state.
How they change state and briefly touch on
what each of the steps mean. (Draw phases of
matter model diagram)
[ 8-10mins]
Modeling
Explain to the students that they will be doing
a coke and Mentos experiment to demonstrate
a physical reaction. Explain that there will be a
lab write-up handout and that each table will:
-fill it out as a group. Individuals within the
group will be responsible for filling out their
section of the write-up based on the number
they will receive later. Briefly review the
components of a lab write-up by asking
students for explanations (Who can explain
what the hypothesis is?) - explain the
materials section, what the hypothesis is, the
difference between controlled, manipulated
and responding variables, and what
information will go in the observation and
procedures sections. Hand out the lab write-up
sheets and give each group member a number.
Instruct them to find out what each individual
is responsible for based on the instructions in
the lab write-up booklet. After each group
member knows their task, instruct group
member #1 to record the hypothesis and

Students will listen to the explanation of the

components of a lab write up and will
demonstrate their understanding by answering
questions. Students will then receive their lab
write-up sheets and their number (1-4). Group
member #1 will record the hypothesis and
materials and so on (# and specific job on the
handout)
All Students will move outside to complete the
experiment, while actively paying attention and
participating. Once finished, students must
clean up their area and return inside for the
remaining of class.

materials.
[ 5-10 mins]
Practice/Development
Teacher will hand out the materials for the
experiment to each group. Students will then
move outside to complete the experiment in
their groups. The teacher will supervise the
students and ensure there are no difficulties
with the activity.

During the entire main body lesson students will

be attentively listening, while remaining in their
assigned pods being quiet when not actively
participating, like asking questions or
answering.

Possible Questions and Discussion Points

1. A physical or chemical change of matter from
After completing the experiment, instruct
one form to another without a change in
students to clean up their materials - ensure
chemical properties.
that no garbage or materials are left behind. 2. What kind of change occurs when a substance
After the area is clean students are to return
changes composition by forming one or more
inside.
new substances? Chemical
Differences between states of physical
3. Colour change is evidence that what kind of
change has occurred? Chemical
changes.
4. Production of light is evidence of a chemical
Group discussion
change, true or false? True
White Board Activity- each group of students
Determine if the following changes are
(same group as experiment) is given one
chemical or physical?
whiteboard and one marker. The teacher asks
You cut your hair. Physical
the following questions. Each group is to
quietly brainstorm, and decide on an answer, Making a peanut, pretzel and cereal mixture.
write it on their board, and hold it up for the
Physical
teacher to see. The first group to answer
Baking soda reacts with vinegar and forms a
correctly gets a point (there is no prize). After gas. Chemical
each question is answered, the teacher will A piece of metal is bent in half. Physical
give a quick explanation and answer any
Copper turns green when exposed to the
further questions the students may have.
environment. Chemical
Two clear liquids are mixed and a yellow color
forms. Chemical
Baking cookies. Chemical
Diamonds are used to scratch glass. Physical
A tree burns to form ashes. Chemical
[ 15-25 mins]
A piece of paper is crumpled up. Physical
Water freezes to form ice. Physical
Food spoiling. Chemical
A candle burning. Chemical
A candle melting. Physical
Check for Understanding
To demonstrate an understanding of how to
complete a lab report, students will work in
small groups to fill out all of the components of
Lab report completion - students will work in
the lab (materials, hypothesis, variables,
their lab groups to complete the lab write-up
observations, procedure, conclusion, and
booklet. The teacher will observe the students
and answer questions or direct students to look sketch). Using previous knowledge from earlier
in the lesson, students will complete the
in their textbook if they need assistance.
handout. This will challenge them to recall what
they have learned about completing a lab report
Once finished the lab write-up, students must

hand in the booklet to be marked. The teacher

will then begin to explain the next assignment
to the groups that are finished. They will be
expected to design their own experiment to
demonstrate a change in state of matter, as
well as a lab report for the experiment. Urge
students to begin to brainstorm ideas for the
experiment. Students still working on the lab
write up may continue to do so.
Closure/Reflection
Once the experiment has completed and the
teacher has discussed and explained the
observation and details about the experiment,
the teacher will go over, briefly, everything
that was learned today and make sure that
every student has an idea, and can grasp the
material that was taught. Hershel can do so by
asking the students directly, confronting the
student discretely, or offering assistance after
class.

through completing each of the components.

Students can refer to their textbooks for
information they recall.

Students will be listening attentively and asking

questions if they have any questions.

Students will wait to fill out the form until the

teacher has explained the details.
Students will quietly listen and watch the video,
while filling out the assessment during the
video, or after.
Students will hand in their assessment.

The teacher will then hand out a Selfreflection for the individual students - the
teacher will explain the self-evaluation
component to the students.

Students will listen attentively.

Then, a YouTube video (51 seconds) will be

played showcasing the same experiment but
with a different technique, and how it can be
dangerous with multiple reactions. This video
will also, start as a stepping stone in
tomorrow's lesson.
(https://www.youtube.com/watch?v=YZvErJesFA&feature=youtu.be)

**Approximately 10-15mins to do so.

During the video, the students will fill in their

assessment as the teacher observes them. If
students do not finish they have an extra
minuet to complete it. Students will then
submit their paper to the teacher where they
will be collected and graded accordingly.
Once the video finishes, the teacher will
quickly discuss the video, and the different
elements towards it, such as the danger,
pressure and safety etc.
[ 3-5 mins]

Student's will then continue to finish their lab

report as a group, for the remainder of class.

*See modifications and extensions if

students finish lab report early.

MODIFICATIONS and EXTENSIONS

Once the students have completed the entire lab worksheet and it has been looked over by the
teacher to make sure it has been completed properly, the assignment is put in the TO BE
MARKED folder.
The teacher briefly explains the next assignment which will be to create their own lab experiment
demonstrating a physical reaction. They should begin to come up with an idea of what they will
be doing, what materials they will need. They will also come up with a hypothesis and begin to
design their own lab report.
EVALUATION and ASSESSMENT

Students will hand in their group lab write up once they have completed it and it has been
approved by the teacher. The lab write up must be completed and handed in by the end of class.
Students will be evaluated on how thorough and correct their lab report is. They will be expected
to fill out a self-evaluation where students will assess their communication, participation and
understanding of scientific concepts they learned in class.
NOTES AND REVISIONS