Running head: LESSON PLAN

Phases of Matter Lesson Plan Jordan Lemmon Regent University

LESSON PLAN

!he Phases of Matter

Lesson Overvie"
Students "ill develo# an understanding a$out matter and ho" it %an %hange into different #hases& S#e%ifi%ally' students "ill fo%us on ho" tem#erature %an affe%t the #hases of matter& !his lesson "ill foster in(uiry s)ills in students as "ell as they design an e*#eriment to %hange "ater into its different #hases&

Suggested +rade Levels

,th grade

Standards for Lesson

Standard 5.1 (d-g): -!he student "ill demonstrate an understanding of s%ientifi% reasoning' logi%' and the nature of s%ien%e $y #lanning and %ondu%ting investigations in "hi%h d. hy#otheses are formed from testa$le (uestions/ e. inde#endent and de#endent varia$les are identified/ f. %onstants in an e*#erimental situation are identified/ g. data are %olle%ted' re%orded' analy0ed' and %ommuni%ated using #ro#er gra#hi%al re#resentations and metri% measurements&1 Standard 5.4 (b): -!he student "ill investigate and understand that matter is anything that has mass and ta)es u# s#a%e/ and o%%urs as a solid' li(uid' or gas& 2ey %on%e#ts in%lude $. the effe%t of tem#erature on the #hases of matter1 34irginia 5e#artment of Edu%ation' 616' #& .&

Essential 7uestions
What are the three common states of matter? How does temperature affect the states of matter? 38hi%ago S%ien%e +rou#' 61 .

O$9e%tives
Name and des%ri$e the three #hases of matter& 8reate a %on%e#t ma# lin)ing together the three #hases of matter&

LESSON PLAN : Understand the effe%t of tem#erature on the #hases of matter& Students design an e*#eriment to determine ho" one %ould %hange matter 3"ater. into its different #hases& Students must identify the de#endent varia$le 3"ater. and the inde#endent varia$le 3tem#erature.& Students must determine "hat %onstitutes eviden%e of a %hange in states/ they must determine a "ay to %olle%t eviden%e& Students must design "ays to re%ord eviden%e that matter %hanges #hases&

!ime Needed
;e%ause s%ien%e %lasses are usually three times a "ee)' this lesson "ill last a$out "ee) to a "ee) and a half& Sam#le s%hedule: 5ay One: 5ay !"o: 5ay !hree: 5ay <our: 8om#lete the Engage and first half of the Explore #ortion of the lesson& 8om#lete the se%ond half of the Explore #ortion 3student e*#erimentation.& 8om#lete the Explain and Elaborate #ortions of the lesson& 8om#lete the Evaluate #ortion of the lesson&

Materials for Lesson

Materials Needed for E*#eriments:
8ooler =%e %u$es 3all of same si0e. >ater ?i#lo% $ags ;unsen $urner <las)s !ongs !hermometer +oggles +loves Salt Measuring %u#s

Materials Needed for !ea%hing:

SMAR!$oard ;lan) Posters

LESSON PLAN @ Mar)ers 8ardsto%) 3for students to fold into three se%tions. Aandouts "ith images of solids' li(uids' and gases at the mole%ular level 3for triBfold %hart. PostBits 3to ma)e a %on%e#t ma#.

Lesson Pro%edure
Engage: OneBhalf of a %lass #eriod 3a##ro*imately :6 minutes.
See-Th n!-Wonder: Sho" students images of "ater in its different #hases on the Smart$oard& E*am#le images in%lude gla%iers' steam' rivers' a %u# of "ater "ith i%e' et%& Aave students divide into grou#s and dis%uss ea%h image& After ea%h image is dis#layed' they are to des%ri$e "hat they thin) they see' "hat they )no" a$out "hat they see' and "hat they "onder a$out the su$9e%t sho"n& !his a%tivity "ill a%tivate #rior )no"ledge and stimulate studentsC thin)ing& See A##endi* 1 for SMAR!$oard images and slides& Note: !he a$ove a%tivity is to introdu%e the idea of matter and #hases to students' $ut %an $e left out if the tea%her is short on time& "ame: Ne*t' to engage students further' tell them that you "ant to #lay a (ui%) game "ith them& =n it' students "ill %ondu%t a short e*#eriment designed $y the tea%her& ;ring in a %ooler filled "ith $ags of i%e %u$es of identi%al si0e& As) students to divide themselves into small grou#s of three or four& +ive ea%h grou# the same num$er of i%e %u$es 3u# to the tea%herCs dis%retion. laid in a #lasti% ?i#lo% $ag in front of them& Ea%h grou# is going to try to ma)e their set of i%e %u$es melt first& Students have five minutes to melt the i%e' $ut %annot tou%h the i%e at the end of that #eriod& A timer should $e set on the SMAR!$oard at the front of the room& Although students %an tou%h the $ags and move around the room' they must follo" normal rules of %ondu%t& !he %lass "ill dis%uss "hi%h grou#Cs $ag of i%e melted most at the end of the five minute #eriod&

Explore: !he se%ondBhalf of the %lass #eriod and another day 3A##ro*imately 1 hour and :6 minutes.
#ef$ect on: After the a%tivity' the tea%her should lead a %lass refle%tion& !he tea%her "ill "rite notes of studentsC thoughts on #osters at the front of the room "hile students ans"er the follo"ing (uestions on #a#er& !he tea%her should remove another fro0en $ag of i%e from the %ooler and #la%e it alongside a melted $ag& 5uring this stru%tured in(uiry se%tion of the lesson' the tea%her "ill model ho" to %om#lete the %our-&uest on Strateg'&

LESSON PLAN ,

1& >hat materials on "hi%h are "e e*#erimentingD (The material available in this instance is ice). & >hat did the material 3i%e. doD (Answer: The ice melted. Explain that students just changed matter to a different phase: solid to liquid). :& >hat %an "e %hange a$out the material 3i%e. that might affe%t ho" it meltedD ( roup answers will var! depending on what the! did. The teacher should give each group a number for the class to compare. "owever# the teacher should point out that in whatever the! did to melt the ice# heat was necessar!). @& Ao" %an "e des%ri$e the res#onse of the i%e to the %hangeD S#e%ifi%ally' ho" %an "e measure "hose i%e melted the mostD Students (es gn an )*per ment: No"' have students #arti%i#ate in designing an e*#eriment to %hange matter to all three #hases on their o"n using the %our-&uest on Strateg'& !he materials availa$le to them in%lude a %ooler' i%e' "ater' ;unsen $urner' $lo" tor%h' salt' flas)s' thermometer' tongs' measuring %u#s' and goggles& =n this e*#eriment' "ater "ill $e %hanged again into all three #hases 3solid' li(uid' and gas.& After ea%h grou# has %reated an e*#eriment' they should re%ord im#ortant information in a la$ note$oo) 3to later su$mit as a la$ re#ort.& !o hel# guide students on the right tra%)' the tea%her should #rovide them "ith the follo"ing (uestions to ans"er: 1& >hat are you %hanging in the e*#erimentD !his is the inde#endent varia$le& 3!heir ans"er should $e the tem#erature of the "ater.& & >hat is $eing measured in the e*#erimentD !his is the de#endent varia$le& 3!he ans"er should $e the i%e that is #rovided.& :& <orm a hy#othesis using the -ifEthenE1 format& @& >hat "ill you )ee# %onstant in the e*#erimentD ,& !he #ur#ose of the e*#eriment is to determine ho" FFFFFFFFFFFFFF 3inde#endent varia$le. %hanges FFFFFFFFFFFFFFFFF 3de#endent varia$le.& G& List the material ne%essary to %ondu%t the e*#eriment& H& List the ste#s ne%essary to %ondu%t the e*#eriment&

LESSON PLAN G ;efore students $egin their #reliminary o$servations and #ro%edures' the tea%her must revie" the grou#sC #lan and initial it& !he tea%her may #rovide hel#ful guidan%e or suggestions at this #oint' or as) students to restru%ture their e*#eriment& !he tea%her may re(uire more than the first %lass to %om#lete the Engage and first half of the E*#lore a%tivities& Ao"ever' it is e*#e%ted that $y no" the tea%her "ill $e finished "ith the first %lass #eriod' lasting an hour or so& !he ne*t %lass #eriod should $e s#ent allo"ing the grou#s to %ondu%t the e*#eriment they designed& Note that the tea%her must su#ervise ea%h grou# as they %ondu%t the e*#eriment if the ;unsen $urner is involved& Students should $e instru%ted to )ee# a log of their a%tions and o$servations& After %ondu%ting the e*#eriment' students should ans"er the follo"ing: I& 5id the e*#erimentsC results su##ort the hy#othesisD J& >hat ha##ened in the e*#erimentD E*#lain ho" it relates to the #hases of matter& !he tea%her should aim to %ondu%t e*#erimentation and do%ument results during the se%ond %lass #eriod lasting a$out an hour&

Explain: 3OneBhalf of the third %lass #eriod.

+osters: 5is%uss ho" the grou#s designed and tested the #hases of matter "ith the %lass as a "hole& !he tea%her should have I #osters at the front of the room' ea%h "ith a (uestion that "as as)ed in the Explore se%tion& !he tea%her "ill address a s#o)es#erson from ea%h grou# for a (uestion and then go to another grou# for the ne*t (uestion& =f an ans"er seems inade(uate or %ould $e im#roved on' the tea%her and %lass "ill edit it& !his roundBro$in a%tivity "ill #ro%eed until all (uestions are ans"ered& Students "ill then #ut a"ay their la$ note$oo)s& La$ re#orts %an $e %om#leted as a home"or) assignment& Tr -fo$d ,hart: Ne*t' studentsC )no"ledge of matter "ill $e su##lemented $y %onstru%ting a triB fold %hart of the definitions of solid' li(uid' and gas& Ea%h se%tion of the triBfold %hart should feature the definition' %hara%teristi%s' notes' and e*am#les of a #hase of matter& Students should first give %hara%teristi%s they o$served of solids' li(uids' and gases during their e*#erimentation& Ket' the tea%her should #rovide the te%hni%al definitions for students to memori0e as listed $elo":

LESSON PLAN H

A so$ d is defined as matter "here mole%ules are tightly together and therefore do not move or 9um# around& A $ -u d is also matter "here the mole%ules are very %lose together' $ut the mole%ules %an move around slo"ly& <inally' gas should $e defined as matter "here the mole%ules are s#read out and move around s#eedily& Ne*t' the tea%her should hand out #a#ers "ith three images& !hese images sho"n $elo" are of solids' li(uids' and gases at a mole%ular level& Students "ill %ut out and #aste the images as visual re#resentations on their triBfold %harts&

!he 4irginia Standards of Learning #rovide a list of %hara%teristi%s of solids' li(uids' and gases& !hese %hara%teristi%s should $e in%luded in studentsC triBfold %harts&
,haracter st cs of "ases. / -u ds. and So$ ds gas $ -u d so$ d
Assumes the sha#e of its %ontainer Assumes the volume of its %ontainer L no definite volume 8om#ressi$le 3lots of free s#a%e $et"een #arti%les. <lo"s easily 3#arti%les %an move #ast one another. Assumes the sha#e of its %ontainer Aas a definite volume Not easily %om#ressi$le 3little free s#a%e $et"een #arti%les. <lo"s easily 3#arti%les %an moveMslide #ast one another. Retains a fi*ed sha#e Aas a definite volume Not easily %om#ressi$le 3little free s#a%e $et"een #arti%les. 5oes not flo" easily 3rigidB#arti%les %annot moveMslide #ast one another.

Elaborate: 3Se%ondBhalf of the third %lass #eriod.

LESSON PLAN I

,oncept 0ap: Students "ill revie" the %on%e#t of matter and the three #hases of matter in their small grou#s& =n doing so' ea%h grou# "ill #rodu%e a gra#hi%al re#resentation of the #hases of matter' des%ri$ing ea%h stateCs defining %hara%teristi%s' and ma)ing %onne%tions "here a##ro#riate& !o aid students in the a%tivity of %reating a %on%e#t ma#' tea%hers %an as) them to -"enerate. Sort. ,onnect. and )$aborate&1 <irst' students generate ideas' %on%e#ts' )ey terms' et%& that relate to matter& Ne*t' they %an sort ideas a%%ording to their im#ortan%e' #la%ing %entral ideas %loser to the %enter of the #age and e*#anding out"ard "ith details& !hen' students should %onne%t these ideas through lines and #hrases e*#laining ho" the ideas are %onne%ted& <inally' students should ela$orate on the ideas so far "ith ne" ones that e*#and on the %urrent ma# or %larify it&

Evaluate: 3<inal Lesson Period' A##ro*imately 1 hour.

Students "ill $e evaluated on their language arts a%tivity' la$oratory re#ort' and (ui0' in the ne*t %lass #eriod& /anguage 1rts 1ct 2 t': Students must "rite a short essay #retending that they are a "ater dro# #ro%eeding through the different #hases of matter& !hey must des%ri$e "hat ha##ens to them at ea%h ste# and ho" it ma)es them %hange& Students should $e en%ouraged to $e %reative and have fun "ith the assignment& =llustrations should $e en%ouraged& See A##endi* & /aborator' #eport: Students must su$mit a ty#ed re#ort "ith se%tions in%luding the o$9e%tive' hy#othesis' materials' inde#endent and de#endent varia$les' #ro%edure' results' and %on%lusion 3t"o #arts.& Students "ill use notes from %lass' s#e%ifi%ally fo%using on the eight (uestions ans"ered on the #osters in the )*p$a n se%tion& Students must ans"er on their o"n ho"ever' (uestions I and J to $e added to the %on%lusion: I& 5id the e*#erimentsC results su##ort the hy#othesisD J& >hat ha##ened in the e*#erimentD E*#lain ho" it relates to the #hases of matter& Students must %om#lete the la$oratory re#ort outside of %lass& =f a %om#uter is ina%%essi$le' the student may use a %om#uter from the la$& 3ote: Students may %hoose to de#i%t their data gra#hi%ally for five #oints e*tra %redit& Short-1nswer 1ssessment: Students "ill ans"er the follo"ing $y #roviding as mu%h information they %an for ea%h (uestion to demonstrate mastery of the %on%e#t& 1& 5efine the : #hases of matter& >hat are they li)e at a molecular levelD & +ive : defining %hara%teristi%s for ea%h #hase of matter&

LESSON PLAN J :& >hat is the effe%t of tem#erature on the #hases of matterD >hyD Please ans"er at a mole%ular level& @& =n our e*#eriments "ith i%e %u$es' "hat "ere the inde#endent and de#endent varia$lesD >hyD ,& 5ra" a #i%ture de#i%ting the three #hases of matter at a mole%ular level& G& =f = heated "ater to 1 degrees <ahrenheit' "hat "ould ha##enD H& =f = #la%ed "ater in li(uid form into a free0er at : degrees <ahrenheit' "hat "ould ha##enD Please des%ri$e the a%tivity at a mole%ular level&

LESSON PLAN 16 A##endi*: Smart$oard =mages for SeeB!hin)B>onder

LESSON PLAN 11 A##endi*: Language Arts A##li%ation Student Name:

Hi! My name is ____________________________, and I am a water droplet. I would like to share some of my adventures with you.. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ___________________________________________________ Referen%es 8hi%ago S%ien%e +rou#& 3 61 .& $atter: Teacher lesson manual& 8hi%ago' =L: 8hi%ago

LESSON PLAN 1 Edu%ational Pu$lishing 8om#any& Retrieved from htt#:MM"""&s%ien%e%om#anion&%omM"#B%ontentMu#loadsM 611M6@MMatterB5igital Sam#ler>E;v &#df Edu%ation&%om& 3 61 .& %roperties of matter help& Retrieved from htt#:MM"""&edu%ation&%omMstudyBhel#Marti%leM%hemistryBhel#B#ro#ertiesBmatterM Smart !e%hnologies& 3 61 ' <e$ruary J.& &ater: 'olid# liquid# gas& Retrieved from htt#:MMe*%hange&smartte%h&%omMdetails&htmlDidN%%,6$$HaB aHfB@1J%BI@e%B1%f%e eH J:, 4irginia 5e#artment of Edu%ation 3 616.& (urriculum framewor) *+,+& Retrieved from htt#:MM"""&doe&virginia&govMtestingMsolMstandardsFdo%sMs%ien%eMinde*&shtml 4irginia 5e#artment of Edu%ation 3 616.& 'cience standards of learning& Retrieved from htt#:MM"""&doe&virginia&govMtestingMsolMstandardsFdo%sMs%ien%eMinde*&shtml