BIG IDEA: Properties of Matter Unit: Energy and chemical reactions change and affect the world around us Concepts Essential Questions The students will understand that How is thermal energy related to The world is made up of matter and phase changes? can change based on the environment How is thermal energy related to around it. particle arrangements? How does particle movement and placement affect the state of matter? Why is particle movement dependent on energy? How can changes of matter and particle changes be reflected in our everyday life? Knowledge Standards Students will know Use the relationship between heat phase of matter is dependent on and the motion and arrangement of particle movement and arrangement particles in solids, liquids and gases to Melting is a change in matter from a explain melting, freezing, condensation solid to a liquid. and evaporation (6.2.1.2.3) Freezing is a change in matter from Skills a liquid to a solid. Students will be able to Evaporation is a change in matter identify the different phases of from a liquid to a gas. matter Condensation is a change in matter describe the process of particle from a gas to a liquid. arrangement as heat is added Sublimation is a change in matter from a solid to a gas. Language Objective SWBAT define the following terms: Melting Freezing Evaporation Condensation Sublimation Stage 2 - Assessment Evidence Performance Tasks: Other Evidence: Exit Ticket Notes At the end of the class Independent Practice period, students will answer the question: Draw the particle arrangement for a phase change during condensation? Correct answers indicate mastery of
Properties of Matter
Dillon Lynch
learning target of the day. Teacher
can determine what materials need further explanation by observing trends of where students are struggling with lesson based on incorrect answers. Stage 3 - Learning Plan Learning Activities: Pre-Assessment Drill (5 min) Teacher: Directions for the drill are on the board along with the learning target. The drill of the period is What do you think happens during a change from a solid to a liquid? Liquid to gas? Solid and gas? while the learning target states that I can describe different phase changes and how they relate to changes in particle arrangements . The teacher will circulate, respond to questions, and monitor behavior to keep students on track. As this is may be the first time for students to hear or think of these words, possible have examples of matter ready (a ball, water, air etc.) if students ask and need help. Students: Students silently answer the drill questions and copy the learning target in their notebooks. When students finish, they will raise their hand for the teacher to check answers. Provocation: Book Notes- see additional slides Teacher: Teacher goes over the expectations for the book notes and states the following: Students are to remain in their seats during the reading Students will be silent while the speaker is reading. Students will either be following along to the reading or writing down whatever is written in red on the board During this section, the teacher will conduct popcorn reading during the chapter reading. This means that students will be called on randomly while reading. Usually the next reader is chosen at the end of a reading section or paragraph but if the teacher sees a student struggling then they may choose to shorten the reading and call on the next student earlier. During the reading, on the projector, the teacher will present the different notes that correspond to the book reading. Remind students that they only need to write down what is written in red. Ask students to give a thumbs up when they are done with their notetaking. When most of the students have finished their reading, continue on to the next section of the reading while still having the notes presented to let students who need more time to be able to finish their notes. Student: Students will silently listen to the teacher the teachers expectations about the reading and book notes. There should only be one student speaker at a time during book notes. Students are silently following along during the reading unless they
Properties of Matter
Dillon Lynch
have been called upon to be the speaker.
When students are taking notes, they are only copying down what is written in red on the board. Students are also able to ask questions during both the reading and the note taking time in case they need any clarification. Procedure: Independent Practice- see additional handout Teacher: Teacher will explain the expectations about independent practice with students and states the following Students will remain in their seats Students may use partner voices if they want to work on the assignment with a partner. Students will complete the individual practice during class time. While students are working on the independent practice, teacher will circulate around the classroom to keep students focused and be available for students questions. Student: Students will spend the remaining time in class working on the independent practice. Students may choose to work on the assignment with a partner but may only do so with those who they are already sitting around. Voice level should not get above partner voices. Any students who are not done will need to finish the independent practice for homework that isnt done by the end of class. Post Assessment + Closing: Exit Ticket Teacher Teacher will post on the board the exit ticket. The exit ticket will be the following question: Draw the particle arrangement for a phase change during condensation?. 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