SCUSD 5E Lesson Plan Lesson Series Title: STATES OF MATTER Unit: STRUCTURE AND PROPERTIES OF MATTER Teacher: Maria (Mafe) Aguilar Number of Days: 6 Subject/Grade Level: 8 th NOTE: This lesson plan is going to be presented at the California Science Teachers Association Conference in October 2017 in Sacramento, CA. Teachers will engage in 1.5 hour workshop to develop the particle arrangement of solids, liquids and gases based on the evidence collected during the “How Squishable?” lab activity. This simulation activity is another way of visualizing the particles of matter. Previous simulation techniques taught to my students used UC Davis-CSTEM QAnimate program. Content Standards and Understandings (NGSS/CCSS): MS-PS1-4. Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed. [Clarification Statement: Emphasis is on qualitative molecular-level models of solids, liquids, and gases to show that adding or removing thermal energy increases or decreases kinetic energy of the particles until a change of state occurs. Examples of models could include drawings and diagrams. Examples of particles could include molecules or inert atoms. Examples of pure substances could include water, carbon dioxide, and helium.] DCI: PS1.A: Structure and Properties of Matter Each pure substance has characteristic physical and chemical properties (for any bulk quantity under given conditions) that can be used to identify it. (MS-PS1-2),(MS-PS1-3) Gases and liquids are made of molecules or inert atoms that are moving about relative to each other. (MS-PS1-4) In a liquid, the molecules are constantly in contact with others; in a gas, they are widely spaced except when they happen to collide. In a solid, atoms are closely spaced and may vibrate in position but do not change relative locations. (MS-PS1-4) Solids may be formed from molecules, or they may be extended structures with repeating subunits (e.g., crystals). (MS-PS1-1) CC: Cause and Effect Cause and effect relationships may be used to predict phenomena in natural or designed systems. (MS-PS1-4) S&E Practices: Developing and Using Models Modeling in 6–8 builds on K–5 and progresses to developing, using and revising models to describe, test, and predict more abstract phenomena and design systems. Develop a model to predict and/or describe phenomena. (MS-PS1-1),(MS-PS1-4) Develop a model to describe unobservable mechanisms. (MS-PS1-5) Common Core State Standards Connections: ELA/Literacy - RST.6-8.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. (MS-PS1-6) RST.6-8.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). (MS-PS1-1),(MS- PS1-2),(MS-PS1-4),(MS-PS1-5) Driving Questions: (This questions will be formulated by the students after the “engage” activity. Is silly putty or oobleck solid? Differentiation strategies to meet diverse learner needs: Students will work in groups throughout the entire unit lesson. Students will use reading, writing and speaking literacy skills during metacognition to develop the ideas of the “Particles of Matter” model. Students will engage in hands on and visualization activities to represent unseen objects or particles of matter. Students will also engage in arguing using evidence in developing the particle model of the states of matter.
Transcript
SCUSD 5E Lesson Plan
Lesson Series Title: STATES OF MATTER Unit: STRUCTURE AND PROPERTIES OF MATTER
Teacher: Maria (Mafe) Aguilar Number of Days: 6 Subject/Grade Level: 8th
NOTE: This lesson plan is going to be presented at the California Science Teachers Association Conference in October 2017 in Sacramento, CA. Teachers will engage in 1.5 hour workshop to develop the particle arrangement of solids, liquids and gases based on the evidence collected during the “How Squishable?” lab activity. This simulation activity is another way of visualizing the particles of matter. Previous simulation techniques taught to my students used UC Davis-CSTEM QAnimate program.
Content Standards and Understandings (NGSS/CCSS): MS-PS1-4. Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed. [Clarification Statement: Emphasis is on qualitative molecular-level models of solids, liquids, and gases to show that adding or removing thermal energy increases or decreases kinetic energy of the particles until a change of state occurs. Examples of models could include drawings and diagrams. Examples of particles could include molecules or inert atoms. Examples of pure substances could include water, carbon dioxide, and helium.] DCI: PS1.A: Structure and Properties of Matter Each pure substance has characteristic physical and chemical properties (for any bulk quantity under given conditions) that can be used to identify it. (MS-PS1-2),(MS-PS1-3) Gases and liquids are made of molecules or inert atoms that are moving about relative to each other. (MS-PS1-4) In a liquid, the molecules are constantly in contact with others; in a gas, they are widely spaced except when they happen to collide. In a solid, atoms are closely spaced and may vibrate in position but do not change relative locations. (MS-PS1-4) Solids may be formed from molecules, or they may be extended structures with repeating subunits (e.g., crystals). (MS-PS1-1) CC: Cause and Effect Cause and effect relationships may be used to predict phenomena in natural or designed systems. (MS-PS1-4) S&E Practices: Developing and Using Models Modeling in 6–8 builds on K–5 and progresses to developing, using and revising models to describe, test, and predict more abstract phenomena and design systems. Develop a model to predict and/or describe phenomena. (MS-PS1-1),(MS-PS1-4) Develop a model to describe unobservable mechanisms. (MS-PS1-5) Common Core State Standards Connections: ELA/Literacy - RST.6-8.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or
performing technical tasks. (MS-PS1-6) RST.6-8.7 Integrate quantitative or technical information expressed in words in a text with a version of that
information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). (MS-PS1-1),(MS-PS1-2),(MS-PS1-4),(MS-PS1-5)
Driving Questions: (This questions will be formulated by the students after the “engage” activity. Is silly putty or oobleck solid?
Differentiation strategies to meet diverse learner needs: Students will work in groups throughout the entire unit lesson. Students will use reading, writing and speaking literacy skills during metacognition to develop the ideas of the “Particles of Matter” model. Students will engage in hands on and visualization activities to represent unseen objects or particles of matter. Students will also engage in arguing using evidence in developing the particle model of the states of matter.
ENGAGEMENT (Day 1) ● Describe how the teacher will capture students’ interest. ● What kind of questions should the students ask themselves after the engagement?
Students: 1. Students will make a silly putty or oobleck using
2. When done, ask students to make NOTICES….and WONDERINGS… by filling out their interactive notebooks.
I Notice… I Wonder….
Teacher Notes: When asking the students to engage in a phenomenon, use the “questions to redirect phenomena” protocol in order to generate related notices and wonderings. What Do You See? Protocol Review the image. Record your answers to the following questions:
What do you notice about the image? What phenomenon is the image displaying? What in the image do you find surprising? What questions can you ask about the phenomenon?
When asking the students to formulate questions as wonderings, ask them to complete the sentence stem “I wonder…” in order to generate intuitive questions that are not usually answerable by “yes” or “no”. Rather, questions generated using this sentence frame, are “how” and “why” questions. From the list of questions, focus on one to investigate, one that is related to the focus DCI: structure and properties of solids, liquids and gases.
EXPLORATION (Days 2-3) ● Describe what hands-on/minds-on activities students will be doing. ● List “big idea” conceptual questions the teacher will use to encourage and/or focus students’ exploration
Students:
1. Driving Question: Is oobleck or silly putty solid or liquid? (Write in INB.) Before formulating a claim, uncover students ideas about solids based on what they know about particles of matter.
2. Uncovering Student Ideas: Is it Solid? By Paige Keeley http://www.atlantapublicschools.us/cms/lib/GA01000924/Centricity/ModuleInstance/22013/Is%20It%20a%20Solid.pdf
Consider these questions in formulating your claim: a. Why do solids appear the way they do? b. How do the particle arrangement of matter relate
to their properties? c. Solids, liquids, and gases are all made of particles.
Are these particles close together? far apart? NOTE: Do not discuss their responses.
3. Formulate a claim
Example: An oobleck is a fluid because it doesn’t maintain a specific shape.
Teacher: Your task is to develop a model that explains the properties of the states of matter and use these ideas to support your claim. Introduce the activity “How Squishable?” (CSUS SASP 2011)
1. Purpose and expectations 2. Types of data to be obtained 3. Safety precautions
Is it solid? http://www.cesiscience.org/attachments/article/214/Claim%20Cards_SandC.pdf Teacher must have had a separate lesson on how students engage in “Claim-Evidence-Reasoning”
Follow the procedures as described in the handout. Essential Question: How do the particles of matter relate to their properties?
Conceptual questions to be used to encourage and focus students’ exploration are found in the handout. http://www.csus.edu/indiv/k/kusnickj/k12ngss/10-howsquishable.pdf
EXPLANATION (Days 3-4) ● Student explanations should precede introduction of terms or explanations by the teacher. What questions or
techniques will the teacher use to help students connect their exploration to the concept under examination? ● List higher order thinking questions which teachers will use to solicit student explanations and help them to justify
their explanations.
Activate prior knowledge: This stage is necessary to develop the reasoning behind the evidence collected in the activity.
What do you know about particles from our previous explorations?
1. Particles make up matter. 2. Particles have some stickiness between each other. 3. Particles move. 4. Particles are very tiny.
Teacher’s notes: You do not need to front load the vocabulary. Particles need not be called atoms or molecules. You can distinguish the times of particles later if your unit plan is in the direction of types of particles in relation to interactions of matter. Stickiness maybe referred to as attraction. Energy of particle motion may be discussed later during state changes.
To begin exploring the relationship between the particles of the states of matter and their properties, students will draw how the particles are arranged in each state. If you can zoom into each of the samples of matter, how are their particles arranged?
Solids
Liquids Gases
Teacher guides students to summarize the pieces of evidence from each part of the activity and develop the ideas that describe the properties of solids, liquids and gases. These ideas will comprise the particle model of the states of matter.
Evidence: Reasoning: Big Ideas (Describe the behavior of the particles based on the evidence collected.)
Part 1: Blocked and Unblocked Empty Syringe It was hard to pull the plunger when the nozzle is blocked. The plunger returns to zero volume reading when released. Part 2: Air in Syringe, Nozzle is blocked Plunger can be pushed to a certain volume. Volume decreases as the plunger is pushed down the syringe. Plunger goes back up to original volume when the pushing force is removed.
Part 1: Empty Syringe Few air particles are trapped in the nozzle of the syringe to push the plunger when the nozzle is blocked. If the nozzle is unblocked, more air particles from the surroundings can freely enter the syringe. Since gas particles are moving, they tend to push each other and the surface of the plunger. Part 2: Air in the Syringe, Nozzle is blocked Air particles do not have stickiness. There are wide spaces between air particles. Air particles are compressible. Air particles constantly move.
Part 3: Liquid in Syringe, Nozzle is blocked Plunger does not move. Volume stays the same. Liquid flows. Part 4: Solid in Syringe, Nozzle is not blocked Plunger can be pushed only until the surface of the solid substance in the syringe. The solid material kept its shape.
Part 3: Liquid in Syringe Liquid particles are as close to each other like the solid particles. Liquid particles have some stickiness. . Part 4: Solid in Syringe, nozzle is not blocked Solid particles are as close to each other like liquid particles. Solids particles have definite arrangement..
Based on these pieces of evidence and reasoning, revisit your drawings before performing “How Squishable” syringe activity. Re-draw the arrangement of the particles of each state of matter.
Solids
Liquids Gases
ELABORATION ● Describe how students will develop a more sophisticated understanding of the concept. ● What vocabulary will be introduced and how will it connect to students’ observations? ● How is this knowledge applied in our daily lives?
Based on the evidence collected, ask the student to relate their ideas about the behavior of the particles to their observed properties of solids, liquids and gases.
1. Air particles make up gases. They have very little to no stickiness or attraction between each other allowing them to move as far away as possible from each other and take up the space of their container. Since they are not attracted to each other, gases do not have definite volume and shape.
2. Liquid particles have some attraction between each other allowing them to flow together and take up the shape of their container. They have not definite shape. Liquids have definite volume since the particles are as close to each other as possible.
3. Solid particles have very strong attraction between each other. They form definite particle arrangement that allow
solids to have definite shape and volume. Revisiting Uncovering Student Ideas: Is it Solid? Discuss students’ ideas why each item is a solid or not using the ideas developed about particles and states of matter. Use this NSTA article to guide your discussion with your students. http://www.cesiscience.org/attachments/article/214/Claim%20Cards_SandC.pdf Simulate the behavior of the particles of matter through Alice programming. (Days 5-6) Criteria for success:
1. There should be 3 scenes: solids, liquids and gases 2. Each scene should demonstrate the particle arrangement in each state. 3. Each scene should describe the properties of solids, liquids and gases. 4. Extra: each scene should be able to demonstrate the movement of the particles using event listeners.
EVALUATION ● How will students demonstrate that they have achieved the lesson objective? ● This should be embedded throughout the lesson as well as at the end of the lesson
Reading in science: What is an oobleck/silly putty? http://www.middleschoolchemistry.com/atomsworld/2011/12/it%E2%80%99s-a-solid-it%E2%80%99s-a-liquid-it%E2%80%99s-a-non-newtonian-fluid/ Based on the evidence collected from the activity and the ideas developed on the particle model of the states of matter, and the ideas from the reading, revisit your claim. Write a complete explanation using the C-E-R template whether an oobleck or silly putty is a solid or not. http://www.colorincolorado.org/sites/default/files/CER%20Template.pdf
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