Beruflich Dokumente
Kultur Dokumente
Dillon Lynch
Standards
Use the relationship between heat
and the motion and arrangement of
particles in solids, liquids and gases to
explain melting, freezing, condensation
and evaporation (6.2.1.2.3)
Skills
Students will be able to
identify the different phases of
matter
describe the process of particle
arrangement as heat is added
Language Objective
SWBAT classify the different states
of matter verbally
SWBAT define the following terms:
Matter
Solid
Liquid
Gas
Phase of Matter/State
of Matter
Properties of Matter
Dillon Lynch
Properties of Matter
Dillon Lynch
Student:
Students will silently listen to the teacher while the
examples of matter are being shown. For each time a question is being asked,
students will raise their hand silently to be called on.
If a student wants to volunteer to touch/feel one of the
different objects by silently raising their hands during the activity.
During the turn and talk, students will quietly (partner
voices) discuss the similarities and differences between the different states of
matter. Once the turn and talk is over, students will then need to silently raise
their hands in order to discuss with the rest of the class.
Procedure: Guided Notes (25 min)- see attached for not handout:
Teacher:
Pass out pre-cut guided notes and glue sticks and give
students 5 minutes to glue in their notes into their notebook. The teacher will
make it clear that the notes should be pasted on the next open page in their
notebook. Teacher will move around asking students if they need help glueing in
and monitoring behavior. Once it appears that most students have glued in their
work, have a student collect the glue sticks. Use a call to respond signal to
indicate that attention now needs to be at the front of the class.
Once notes are glued in, the teacher will go over Guided
Notes on the document camera with the entire class having the students read
various sections and questions from the notes. Make sure to ask for clarification
along the way and see if they can think of other real world examples to include
as well.
When not writing notes, circulate to make sure that notes
are being written.
When students are finished, they will give a thumbs up to
indicate they are finished with notes.
STUDENTS WILL ONLY COMPLETE THE NOTES
RELATED TO STATES OF MATTER, NOT PARTICLE ARRANGEMENTS.
Notify students that they will finish the other part of the
notes on a different day.
Student:
Students will glue in their guided notes. Students that finish
glueing in notes can continue to help other students or collecting the glue sticks
at their table.
Students will silently write their notes unless they are called
upon to read or share an idea from the guided notes (based on teacher
discretion).
Once notes are completed, students will give a thumbs up
to indicate that they have complete
Dance activity (3 min-optional)
Teacher
Teacher will have a song ready to play for students to
dance to. Once the song is over, teacher will call to respond and have students
return to their seats.
Student
Students can dance to the song and take a break. Voice
level can be above a quiet whisper but should not get to loud voices. Behavior
Properties of Matter
Dillon Lynch
that is disruptive will end the break early. Once song is over, students will return
to their seats.
Post Assessment + Closing: Exit Ticket (5 min)
Teacher
Teacher will post on the board the exit ticket. The exit ticket
will be the following question:
Draw the particle arrangement for a solid,
liquid and gas.
Teacher will circulate, scaffolding and helping students who
are having difficulty answering the question.
Student
Student will silently respond to the exit ticket question and
write a reflection on the day in their notebooks. Once completed, students will
stay in their seats until their table is dismissed by the teacher. Students will line
up at the back door silently to be dismissed until their next class.
Stage 4 - Reflection