Solids, Liquids, and Gasses Lesson Plan
Start of Class:
Bell Ringer Activity: It will be a quick review of the states of matter and relevant topics for the lesson
Examples:
- draw a picture for atoms in all three: solid, liquid, and gas.
- Try to write down 2 characteristics of each
- Do you add or take away energy to change the state from a solid to liquid?
- Do you add or take away heat to change the state from a gas to liquid?
The answers to the bell ringer will be gone over, and it will also be counted as part of the “introduction” to the lesson by going over some brief “questions” to get their brains thinking about the material.
Introduction of Lesson:
The introduction to the lesson will be the video by Bill Nye. This should only take a few minutes because the video can be kept brief, since it is only an introduction. Tell them to look out for the questions they answered in the bell ringer, since this will be the focus of the lesson. Don’t give away any information yet, since this is to try and get the students to rationalize the answers for themselves, as is trying to piece the information together to the video being shown in class.
Ask the students the following questions:
- What did you learn from this video?
- How does this relate to the bell ringer?
- What information was unclear to you?
Bell Ringer Activity: It will be a quick review of the states of matter and relevant topics for the lesson
Examples:
- draw a picture for atoms in all three: solid, liquid, and gas.
- Try to write down 2 characteristics of each
- Do you add or take away energy to change the state from a solid to liquid?
- Do you add or take away heat to change the state from a gas to liquid?
The answers to the bell ringer will be gone over, and it will also be counted as part of the “introduction” to the lesson by going over some brief “questions” to get their brains thinking about the material.
Introduction of Lesson:
The introduction to the lesson will be the video by Bill Nye. This should only take a few minutes because the video can be kept brief, since it is only an introduction. Tell them to look out for the questions they answered in the bell ringer, since this will be the focus of the lesson. Don’t give away any information yet, since this is to try and get the students to rationalize the answers for themselves, as is trying to piece the information together to the video being shown in class.
Ask the students the following questions:
- What did you learn from this video?
- How does this relate to the bell ringer?
- What information was unclear to you?
Introduction Video:
Lesson Instruction:
Quick Introduction: This time should be spent going over basic and non-basic terms in phase change topics, such as sublimation and the heat of vaporization. This information will be constructed into a Prezi, and shown to the class as a mini-lesson for them to take notes on. For ease of this lesson plan, the following terms were compiled into a short powerpoint relating the definitions. While the students are writing down notes, the teacher should ask the students what they think the terms mean first instead of just giving them the answers. For example, ask a student what is happening to the molecules between a solid, liquid, and gas, and why are they different. This wil help them rationalize their own definitions. The teacher can walk around the room to engage the class more while they are writing instead of standing in front of the class. This also ensures that the students are actually writing and not zoning out. The last slide will be an explanation of the lab on the last slide so they can refer back to it while performing the lab.
The next majority of the class will be based on a simple lab demonstration. The class will be split into 5 or 6 different groups, and each group will be given a ziplock bag. One bag will have a little bit of ice in it, and the other will have a little bit of dry ice in it. They will then observe the trend of what will happen to the bags and the ice as heat (or at room temperature) is doing to the solid. This information will be recorded and accompanied with a small, short lab activity worksheet to guide their learning.
If there is more time, liquid nitrogen can be added to liquid ice cream, and this trend can be talked about also (and eaten if the class period is big enough and they get through the notes/lab efficiently).
Assessment and Checks for Understanding:
Assessment will take place informally throughout the lesson. However, it will be most important to do an informal assessment when the students are taking notes. If they are understanding the material, there should be no questions. There will be more of a formal assessment during the actual lab worksheets based on if they got the right answers or not. A formal assessment will also be a part of both the bell ringers and the exit slips, and will be used to see whether or not the students wrote down the right answers and models.
Closure and Wrap Up:
This lesson will wrap up with a short preview into the next day’s lesson, which will introduce the difference between physical and chemical changes, and phase diagrams will also be explained in this day. This will be discussed more in the subsequent lesson plan also. To finish up today’s lesson, the terms should be quickly reviewed (based on the definitions on the powerpoint). The exit slip out the door will be the best review and form of assessment, since it wraps up today’s lesson and it will address the following questions:
- Briefly describe the difference between the phases
- Define the terms sublimation and heat of vaporization
- Write down another interesting take away from today’s class.
Quick Introduction: This time should be spent going over basic and non-basic terms in phase change topics, such as sublimation and the heat of vaporization. This information will be constructed into a Prezi, and shown to the class as a mini-lesson for them to take notes on. For ease of this lesson plan, the following terms were compiled into a short powerpoint relating the definitions. While the students are writing down notes, the teacher should ask the students what they think the terms mean first instead of just giving them the answers. For example, ask a student what is happening to the molecules between a solid, liquid, and gas, and why are they different. This wil help them rationalize their own definitions. The teacher can walk around the room to engage the class more while they are writing instead of standing in front of the class. This also ensures that the students are actually writing and not zoning out. The last slide will be an explanation of the lab on the last slide so they can refer back to it while performing the lab.
The next majority of the class will be based on a simple lab demonstration. The class will be split into 5 or 6 different groups, and each group will be given a ziplock bag. One bag will have a little bit of ice in it, and the other will have a little bit of dry ice in it. They will then observe the trend of what will happen to the bags and the ice as heat (or at room temperature) is doing to the solid. This information will be recorded and accompanied with a small, short lab activity worksheet to guide their learning.
If there is more time, liquid nitrogen can be added to liquid ice cream, and this trend can be talked about also (and eaten if the class period is big enough and they get through the notes/lab efficiently).
Assessment and Checks for Understanding:
Assessment will take place informally throughout the lesson. However, it will be most important to do an informal assessment when the students are taking notes. If they are understanding the material, there should be no questions. There will be more of a formal assessment during the actual lab worksheets based on if they got the right answers or not. A formal assessment will also be a part of both the bell ringers and the exit slips, and will be used to see whether or not the students wrote down the right answers and models.
Closure and Wrap Up:
This lesson will wrap up with a short preview into the next day’s lesson, which will introduce the difference between physical and chemical changes, and phase diagrams will also be explained in this day. This will be discussed more in the subsequent lesson plan also. To finish up today’s lesson, the terms should be quickly reviewed (based on the definitions on the powerpoint). The exit slip out the door will be the best review and form of assessment, since it wraps up today’s lesson and it will address the following questions:
- Briefly describe the difference between the phases
- Define the terms sublimation and heat of vaporization
- Write down another interesting take away from today’s class.