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John Coleman Type of Lesson: Tool Lesson Plan Title: Matter – Phases (States) Discipline and Topic: Science (Physical Science) Target Population: Grade Level: Junior High (7-9) Population Characteristics: The population of students includes all boys from the upper middle class to extremely wealthy at a catholic private school. There are very minimal special education students (average 1 out of 20 kids) in the classroom. The school is about 90% Caucasian, 8% African American, and 2% other. Lesson Groupings: Individual, Whole Class, and Small Groups. Curriculum Links: This would be the third lesson of the unit, which is an introduction to matter. The previous two lessons would teach what matter is and what the properties of matter are. The lessons that would follow this one are what the changes in matter are and density, mass and volume. Objectives: Students will be able to use Kidspiration or Inspiration Software to build a graphic organizer of the phases of matter by combining pictures of solids, liquids, and gases. Students will identify the phase changes, as well as the volume, shape and molecule structure of each phase. Students will include text and spoken words to represent thoughts and information. Students will identify everyday objects which represent examples of the phases. Students will include one hyperlink to a website that talks about the phases. Students will be able to transform their diagram into an outline. Students will learn that gases have neither a determined shape nor a definite volume. Gases assume the shape and volume of a closed container. A liquid has definite volume, but take the shape of a container. A solid has definite shape and volume. Particles resist a change in position. During a physical change a substance keeps its chemical composition and properties. Examples of physical changes include freezing, melting, condensation, boiling, evaporation, tearing, crushing. The motion of particles helps to explain the phases (state) of matter as well as changes from one phase to another. The phase in which matter exists depends on the attractive forces among its particles. Media Literacy Objectives: Basic Skills
Critical Skills
Materials
and Timing:
Scope and Sequence: Introduction (1 minute) - The purpose of this lesson is to understand through visualization the phases of matter and their volume, shape and molecule properties and phases changes. Engage/Explore (10 minutes) - Ask the students to create three columns in their notebook and label them; solid, liquid, and gas. Have the students’ lists 10 examples of each phase of matter. Then as a class, have the students share their examples and place them on the Smartboard for the whole class to see. Questions Related to Engage/Explore (15 minute) - Then discuss the answers that the students obtained. Then ask the students what the volume shape and molecules are like for each phase. Also ask the students, what are the changes from one phase to the other and vice versa? This will lead into the graphic organizer for the phases. Engage in Activity (45-50 minutes, Start on Day one and continue through Day 2) - To begin, have each student log into a computer and open the Inspiration/ Kidspiration software and create a new file. They will create a graphic organizer for the phases of matter. The map should include the title - Matter, the 3 phases, their volume, shape, and molecule properties, the changes from each phase (6 total), and at least 3 picture examples of each phase (try to use examples that we didn’t come up with in the beginning of class). Students will include text and spoken words to represent thoughts and information. Students will include one hyperlink to a website that talks about the phases or examples. It is encouraged that students use each other as resources. When the students are done with their concept map, have them save it and print it. Also have the students convert their map into an outline. The concept maps will be graded. During the class, if students are struggling with finding examples, tell them they can link to the following website, which lists examples from the Inspiration software, and use them to help them organize their map. http://www.ripley.k12.oh.us/lindnert/MatterWebquest/Trick2.pdf Wrap Up Activity (14-19 minutes, Day 2) – Have the students share with the class their concept map. Link their computer to the projector for all to see. Supplemental Materials: • Website - http://www.ripley.k12.oh.us/lindnert/MatterWebquest/Trick2.pdf • Quiz (see below). |
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| Evaluation
of Students: Objectives |
0 Points |
1 Point |
2 Points |
| Responsible
use of the computer and its software. |
Students
were using other software repeatedly and had to be spoken to more than
once. |
Students
had to be spoken to only once to stop using other software. |
Students
followed directions and were on task and were not using other software. |
| Engagement
in the tool activity, noticing the phases and examples. |
Student
did not participate in the Inspiration activity. |
Student
did only some of the concept map requirements and had some questions on
how to use the software. |
Students
each completed a concept map that included the 3 phases and examples
with little or no guidance. |
| Completion
of the text and spoken words portion of the concept map to show
connections between objects. |
Student
did not include any of the text and spoken words |
Student
only included some of the text and spoken words. |
Student
included all of the text and spoken words. |
| Students
were responsibly surfing the web for an appropriate hyperlink. |
Students
are surfing around to other websites repeatedly and have to be spoken
to more than once. |
Students
have to be spoken to only once to stop surfing around to other websites. |
Students
followed directions and were on task and were not surfing around to
other websites. |
| Engaged
in conversation with each other to discuss phases, volume, shape,
molecules, changes, and examples. |
Students
did not participate in conversations with each other. |
Students
only asked one or two questions and were more of followers than
leaders. |
Students
were active vocally and were respective of each other and their
questions. |
| Completion
of the concept map and outline. |
Students
did not hand in the completed concept map and outline. |
Students
handed in the concept map and outline at the end of day 2 or needed
further time in the lab and got an average grade. |
Students
handed in the concept map and outline at the end of day 2, with it
complete, and received an above average grade. |
| Evaluation of the
Lesson: In order to determine if this lesson needs to be modified in the future, the first evaluation would be for time. To make sure that the students get the most out of this activity, they will need to have enough time to complete all of the requirements of the concept map and are not rushed in doing so. I will evaluate the requirements to determine if there is too many to cover in the two days. I will be able to determine this by my role as observer/facilitator during the activity and evaluating the concept maps for completion. I will also evaluate the need to conduct the activity in groups or if the individual setting works. I will also evaluate to see if this lesson is engaging and provides opportunities for further exploration. I will be able to evaluate this through observations of student’s responses and engagement during the activity. Are the students asking questions are they collaborating with each other and completing tasks? Do they seem to be having fun? |
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2. volume
& shape -
1. volume -
3.
1.
2.
| Matter
Phases Quiz Name:___________________________________________ Date:_____________________________ Period:_________________________ Part II - Matter 1. Define the following phases of Matter: A.
Solid:___________________________________________________________________________________________________________
2. Phase Changes of
Matter. Pick 6 of the 8 and give the description. (1 pt. each)_____________________________________________________________________________________________________ (2 pts.) B. Liquid: _________________________________________________________________________________________________________ ____________________________________________________________________________________________________ (2 pts.) C. Gas: __________________________________________________________________________________________________________ _____________________________________________________________________________________________________ (2 pts.) A.
Melting
________________________________________________________________________________________________________
B.
Freezing
________________________________________________________________________________________________________
C.
Vaporization
____________________________________________________________________________________________________
3. In the
space provided, use a model to show the arrangement of the particles.D. Evaporation _____________________________________________________________________________________________________ E. Boiling _________________________________________________________________________________________________________ F. Condensation ____________________________________________________________________________________________________ G. Sublimation _____________________________________________________________________________________________________ H. Deposition ______________________________________________________________________________________________________ |
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| Solid (2 pts.) |
Liquid (2 pts.) |
Gas (2 pts.) |
| Table of Contents |