INSTRUCTIONAL

SOFTWARE

-Choose one Instructional Software title. Complete all fields in the following template to describe the
software and how you would use this product in your future classroom to help students achieve required
learning standards.
Note: This template uses the forms feature in MS Word. Select the highlighted text boxes and type over
the sample text. Simply click on the boxes to check them.

Name: Savannah Matlock

Software Title: PhET Interactive Simulations
URL: https://phet.colorado.edu/en/simulation/states-of-matter-basics
Function(s) of Instructional Software (check all that apply):
Drill and Practice Tutorial Simulation Instructional Game e-books/e-references
Features of the Software (check all that apply):
Assessment Monitoring/Reporting (Keeps track of student data and/or generates reports for
the teacher) Allows teacher to create customized lessons for students Multi-user or
collaborative functions with others in class Multi-user or collaborative functions with others
beyond local class Accessible to students beyond the school day Accessible via mobile
devices Multiple languages Safety, security, and/or privacy features
Strengths of the Software: This software is great because it allows students to actually experience
the process of heating up solids, liquids, and gases. Instead of just being told what happens when
heat is added or removed from the states of matter they can manipulate and figure it out
themselves. This particular software allows students to explore numerous different science
concepts in this same way. They have simulations for each branch of science.
Suggestions for Improvement: I think that is would be great for the software to update its look.
The software has so much to offer, but the website appears outdated. This could cause students to
not be as impressed by the simulations if they think they are old and outdated. It also would be
cool to follow the simulation with an assessment that would be reported to the teacher. An
assessment that ensures the students fully grasp and understand the content from the simulation.
Standards Addressed: See https://www.georgiastandards.org/Pages/Default.aspx
Georgia Standard of Excellence:
S8P1. Obtain, evaluate, and communicate information about the structure and properties of
matter.
b. Develop and use models to describe the movement of particles in solids, liquids, gases, and
plasma states when thermal energy is added or removed
Grade Level/Content Area(s): 8th grade/Science
Blooms Level of Critical Thinking Required (check all that apply). See
http://epltt.coe.uga.edu/index.php?title=Bloom%27s_Taxonomy
Remembering Understanding Applying Analyzing Evaluating Creating
Description of how to implement in the class: This simulation activity will be used to
enforce/introduce the standard listed above. Before beginning the simulation I believe that it
would be important for students to be able to identify the different states of matter: solids, liquids,
and gases. This information can be presented through a whole group discussion. Through being
able to identify what those states are and how they look on a molecular level the simulation will
make more sense. In order to complete this activity, students will need access to a computer or an
iPad. This simulation allows students to add and remove thermal energy for each of the different
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states of matter. Then, students are able to see what happens on a molecular level based on the
change of thermal energy. This activity will be student self-paced with the teacher acting as the
facilitator.
At the end of this simulation the teacher can assess the students. The assessment could be
differentiated. The choices could be: write a poem/song, write an essay, make a poster, make a
comic book, etc. in order to demonstrate and model an understanding of the standard being taught.
At the conclusion of the lesson students could present the activity that they chose to complete. The
activity could be completed individually or in small groups. This assessment serves as a
reinforcement and conclusion to the instructional software used in this lesson.
* Examples of common instructional models include whole group, teacher-led, student self-paced, small
group, or individual learning activities. Use as many of these descriptors or other descriptors as apply.