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Day 3
Day 3
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.
explain the relationship between
energy and heat in terms of particle
movement.
Language Objective
SWBAT classify the different states
of matter verbally
SWBAT define the following terms:
Particles
Particle Arrangement
Dillon Lynch
have
Dillon Lynch
Dillon Lynch
play the game. If they are told that they are out, then they will sit back in their
chair until either a new round or the end of the game. At this point the students
will then return to their seats.
Post-Assessment + Closing: Exit Ticket
Teacher will post on the board the exit ticket. The exit ticket will be the
following questions:
Draw the particle arrangement for a solid, liquid and
gas?
What happens to the particles when they are going
through a phase change?
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. Once completed, students will stay in their seats until their table
is dismissed by the teacher.
Stage 4 - Reflection
Glows: Easily the best part of the lesson plan was the particle game. Doing this allowed the
students to not only visualize the concept via movement but it was also a way for students to check
their understanding based on the movement of the students. If students were responding in a
different way based on my call (still moving around when I would shout out solid) then I knew one
of 2 things. Either they didnt understand my directions or they didnt understand the topic and I
could address it with the student to see what the issue was and if they need help with the content.
Grows/Improvements: One thing that I would definitely change if I were to do this activity again
would be to pause the video more often so that students had time to write info down about the video
they were watching. This was hard because I would want to circulate around the room to monitor
students but also had to be near the computer in order to make sure that I could pause the video.
Even though it was stated in the lesson plan, if I were to do it again, I would have students watch the
video the first time straight through and then watch it one more time and pausing if the students
raised their hand to indicate that they wanted to make note of something. During the actual lesson I
didnt follow this and had students just raise their hand when they wanted me to pause it the first
time and this meant that a lot of time was taken up by the video.