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After watching a video on matter, students will conduct an experiment on the differences
between liquids, solids, and gases. Students will compare and contrast the properties of different
phases of matter by completing an observation mind map on Mindmeister, Inspiration, or
Popplet with no less than a three on the grading rubric (75% accuracy).
NGSS Disciplinary Core Idea: 2.PS1.2: Analyze data obtained from testing different
materials have the properties that are best suited for an intended purpose
Indicator: This will be evident when students have a discussion circle directly following
their observations of the three different balloons.
INSTRUCTIONAL RESOURCES
DEVELOPMENTAL PROCEDURES
(including Key Questions)
The students will have a discussion circle about the different types of matter and how
they think one phase of matter might transform into another (What are some phases of
matter we deal with every day? What is freezing/ melting? Can a solid become a liquid?
Can liquids become gases? How does heating/ cooling energy affect matter?) based on
what they learned in the video.
With the teacher, students will conduct an experiment called Fried Ice. Students will
place a block of ice about the size of a small brick in a pan on a hot plate. Students will
watch as the ice transforms into a liquid and then a gas (What is happening to the ice?
Why do you think the ice melted? Where is the water going to go? What will happen if we
keep adding heat? How did the pan become empty? How do you know?).
ADAPTATIONS (Exceptionality*)
Students with visual impairments will be positioned at the front of the room so that they
can view the experiment in its entirety.
Students with behavioral issues or disorders will be monitored according to their BIP.
Students who are ELLs will receive a transcript of the experiment in their native
language.
Struggling Students
Struggling students will watch a States of Matter Brain Pop video describing how phases of
matter change. Students will then write two sentences about each phase of matter (ex. Ice is a
solid. I know this because it is hard, meaning the matter is closely packed together).
Average Students
Average students will create a Chatterpix. Students will choose a phase of matter, find a photo of
it, and record themselves describing which phase of matter they are for the class to guess.
Advanced Students
Advanced students will write a letter to the class from the perspective of water using Voki. The
water will journey through each phase of matter. Students will write at least five sentences (ex.
First, it got very cold and I lost energy, so I froze into ice! Next, it got very hot and I got my
energy back, so I melted). Students will record a Voki that will be shared with kindergarten
students also learning about matter.
INDEPENDENT PRACTICE
Students will conduct a matter scavenger hunt at home over the weekend. They will be asked to
locate at least 5 solids, 5 liquids, and 5 gases (different types of water vapor are all acceptable,
for example steam from coffee, steam from shower, etc.). The objects should be sorted into
columns according to what phase it is in (ex. Orange juice is a liquid, steam is a gas, toy bear is a
solid).
Academic Enrichment
Students will explore the concept of sublimation by observing dry ice. Students will discover the
concept of sublimation independently when they describe the dry ice as changing from a solid
directly into a gas. Students will hold a discussion circle to talk about their observations.
http://owl.english.purdue.edu/owl/resource/560/01/
International Society for Technology in Education. (2000). ISTE national educational technology
Retrieved from:
https://www.iste.org/standards/standards/for-students
National Governors Association Center for Best Practices & Council of Chief State School
Officers. (2013). Common Core State Standards for English Language Arts. Washington
https://www.engageny.org/ccls-ela/w27
NGSS Lead States, (2013). Next Generation Science Standards: For States, By States. Retrieved
from: http://www.nextgenscience.org/
User edgtaw51. (2014). Bill Nye the Science Guy Phases of Matter. Retrieved from:
http://www.schooltube.com/video/ea7dae4437c240958f92/Bill%20Nye%20The%20Scie
nce%20Guy%20Phases%20of%20Matter
Popplet: https://popplet.com/
Voki: http://www.voki.com/
Chatterpix: http://www.duckduckmoose.com/educational-iphone-itouch-apps-for-
kids/chatterpixkids/
Liquid
CATEGORY 4 3 2 1
Data Collection Data was collected Data was collected Data was Data was collected
several times. It was more than one time. collected more only once and adult
summarized, It was summarized, than one time. assistance was needed
independently, in a independently, in a Adult to clearly summarize
way that clearly way that clearly assistance was what was discovered.
describes what was describes what was needed to
discovered. discovered. clearly
summarize
what was
discovered.
Variables Independently Independently With adult Adult help needed to
identified and identified which help, identified identify and define
clearly defined variables were going and clearly almost all the
which variables to be changed defined which variables.
were going to be (independent variables were
changed variables) and which going to be
(independent were going to be changed
variables) and measured (dependent (independent
which were going to variables). Some variables) and
be measured feedback was needed which were
(dependent to clearly define the going to be
variables). variables. measured
(dependent
variables).
Idea Independently Identified, with adult Identified, with Identified a question
identified a question help, a question adult help, a that could not be
which was which was interesting question which tested/investigated or
interesting to the to the student and could be one that did not merit
student and which which could be investigated. investigation.
could be investigated.
investigated.
Conclusion/Summary Student provided a Student provided a Student No conclusion was
detailed conclusion somewhat detailed provided a apparent OR
clearly based on the conclusion clearly conclusion important details
data and related to based on the data and with some were overlooked.
previous research related to the reference to the
findings and the hypothesis data and the
hypothesis statement(s). hypothesis
statement(s). statement(s).