Success Criteria: Students will demonstrate their understanding of particle arrangement by creating a 3D model of how the particles are arranged differently in a solid, liquid, and gas. I ask what happens to that bond as matter changes from solid, to a liquid, and to a gas. I would say our lab was quite successful today. That foldable can be found here. Students completed 5 of 6 stations one station — filtration — was done as a demo at the front of the room. Their foldable allowed them a quick reference based on their notes from previous days for completing this worksheet: Students also received their weekly homework sheet.
Print one by clicking the link below. Then we copied the definition for the Law of Conservation of Massin our notebooks. States of Matter foldable: When covering the properties of matter in Science, I can use this project in Phase 3 as an evaluation tool to see if the student's truly understand the different states of matter. Identifying Their States of Matter: As students begin finishing, I give them the last set of directions to complete their model. I hope you all have seen some sunshine today… not much so in our neck of the woods as we were covered by rain practically all day. Identify at least 2 physical properties for each total of 10 physical properties.
Liquid: Next, we move on to the liquid. After a student tells me this, I have three more students repeat this so that I am clear everyone understands. I have the other class cut each rectangle piece out and glue in three separate pieces. Click here for a more close up view of the second. After writing the examples, we draw a box in the bottom portion of this foldable section and draw a model of the particles. Gas: Our last flap is labeled with gas, students give examples such as helium and oxygen for this state.
We open the foldable and on the top flap we write a definition: solids have a definite shape and volume, they cannot flow or change shape. Both worked well, however I did find that the second way having them in three separate pieces worked better for adding the changes of state as we completed the second lesson of this unit: The arrows you see in the second photo are added during that lesson and having them separated and glued in a line made adding this information easier. Also included is a graphic organizer format for kids that miss class or can't complete the foldab. Next, students made a foldable to examine the steps of b alancing a chemical equationon page 23 of their notebooks. I then say I am going to get out pompoms to illustrate my liquid and take out a few pompoms. I ask them to describe the particles that make up solids.
The gases show even more space, and are still arranged randomly. Glued on page 3 of Interactive Notebook. We differentiated between groups and periods, reactive vs. I ask them why a liquid, such as water, can flow, but solid water, ice, cannot. I will be calling on those who cannot demonstrate understanding on this during our review in the following 2 lessons. These 5 flashcards are due on Monday, October 7! Below the drawing we write particles are very spread out and moving quickly, they have a weak bond. I ask them to describe the particle arrangement that allows them to flow.
To practice, students were given a worksheet to tape to page 22 and they completed independently, with the aid of a shoulder buddy, or by visiting the Learning Support Station to check their answers. They tell me that they are tightly packed. After finishing this task, students transitioned to their synthesis worksheet. I use buttons, pompoms, beads, and tokens. Building an Understanding of Particles Remaining the Same in Various States: I provide each student with a piece of cardstock that already has three boxes drawn on it.
We draw a model of the particles showing lots of space between particles and little lines behind the particles to show they are moving quickly. It's also a great way of documenting student's work. When we are discussing the particles in water, those particles would be oxygen and hydrogen. Students were exposed to a completely balanced chemical equation below and worked with their shoulder buddy to make observations and inferences about how the equation was solved. Our class Prezi can be found here: We began watching the BrainPop clip on the Law of Conservation of Mass.
I ask students to give me some examples of solids, they name things such as the desk, car, clothes, pencil, etc. It's a good hands on activity that also includes the student's art and creativity skills. The liquids have a little space between particles and are arranged randomly. This was taped in to page 14of our notebooks student output! Next, students were given a vocabulary-based practice worksheetto further reinforce their new knowledge! I chose this video because it is short, explains details about each of the states of matter in a kid friendly way, and compares the three states to each other when summarizing at the end. No problem, though, because we were able to get 2 big tasks accomplished today! We will be changing matter by melting, evaporating, and dissolving to prove that although the physical appearance has changed, the same amount of matter still exists.
Here is an overview of our notebook spread for the day: Need resources? Finally, students answered our critical thinking question for the dayon page 14 of their notebooks. Students tell me that liquids can flow and change shape. Both models above demonstrate a clear understanding of how the particles are arranged in each state. Lesson Goal: The goal of this lesson is for students to be able to demonstrate an understanding of the particle arrangement for particles too small to be seen, in all three states of matter and describe how their arrangement affects their properties. I ask them what holds the particles in place and they are able to tell me the force pulling them together.
I ask students to compare the particles of a gas to those of a solid and liquid. Our class Prezi link can be found here: First, students constructed their foldables and glued them to page 15 on their notebooks. We draw a model with the particles more spread out, and below the drawing write particles are not as tightly packed as a solid, they can move around due to a weaker bond. They tell me that the particles are more spread out. I again ask students for examples and they tell me juice, water, soda, etc. I model my expectation by giving an example if I were to complete the task. I have one class keep the foldable all together and create a circular, one piece foldable.