This document outlines a unit plan on the properties of matter. The unit will focus on how thermal energy relates to phase changes and particle arrangements. Students will learn about different phase changes like melting, freezing, evaporation, and condensation. They will explore these concepts through an ice cream lab where they will observe how salt lowers the melting point of ice, allowing ice cream to form. The unit aims to help students understand how energy and chemical reactions can change matter around us.
This document outlines a unit plan on the properties of matter. The unit will focus on how thermal energy relates to phase changes and particle arrangements. Students will learn about different phase changes like melting, freezing, evaporation, and condensation. They will explore these concepts through an ice cream lab where they will observe how salt lowers the melting point of ice, allowing ice cream to form. The unit aims to help students understand how energy and chemical reactions can change matter around us.
This document outlines a unit plan on the properties of matter. The unit will focus on how thermal energy relates to phase changes and particle arrangements. Students will learn about different phase changes like melting, freezing, evaporation, and condensation. They will explore these concepts through an ice cream lab where they will observe how salt lowers the melting point of ice, allowing ice cream to form. The unit aims to help students understand how energy and chemical reactions can change matter around us.
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 Ice Cream Lab Handout At the end of the class period, students will answer the question: How is salt related to the thermal energy in the Ice Cream Lab? Correct answers indicate mastery of learning target of the
Properties of Matter
Dillon Lynch
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 is the difference between melting and freezing? What is the difference between evaporation and condensation? 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: Ice Cream Lab Expectations and procedures - see additional handout Teacher: Teacher will have a student handout lab worksheet to the class. Teacher will go over expectations for the ice cream lab with students. Students are to follow along with directions and answer all pre-lab questions before they continue on to getting materials for the lab. Teacher will remind students not to eat anything until given permission and the entire lab worksheet is complete. Teacher will then give students time to ask questions.about the lab that they may have. Once all questions are answered, teacher will transition students to lab benches. teacher will direct students to their correct lab group based on their predetermine lab groups. Students may begin the lab pre-lab questions once their group is at their designated lab bench Student: Students will silently listen to the lab expectations waiting for questions until the end. Once lab expectations are complete, students may silently raise their hand to ask questions about the lab. Once lab expectations are complete, and once the teacher gives permission, students may move to their designated lab benches to start on the lab. Procedure: Conduct ice cream lab Teacher: During the first part of the lab, teacher will stand at supply table with the necessary supplies for students to come to once they have
Properties of Matter
Dillon Lynch
completed pre-lab questions. Teacher will check pre-lab question of an entire
group before handing out supplies for the lab. Once the teacher hands out lab supplies to the entire group, the teacher will go over the procedures again to make sure students understand what to expect. Once most groups of completed the prework questions and have started on the lab procedures, the teacher will circulate around the lab benches to help those students who might need additional help Teacher will tell students who are completely done with the ice cream lab worksheet that they are able to eat the ice cream. Teacher will also have students turn in their lab worksheet Student: Students will first complete the pre-lab questions as an entire group. This must be done as an entire group before the students can get the lab supplies needed Once students complete pre-lab questions, they will go to the supply desk and have the teacher the check off on completed pre-lab question. The entire group needs to complete the pre-lab questions before they go to the supply desk After they have gotten the supplies, students will carefully follow the lab directions on the handout to make the ice cream. Along with following the directions to make the ice cream, the students will also complete the post-lab questions along the way With the teacher's approval, students may eat the ice cream when the entire group is done, turn in worksheet and clean up lab area. Post Assessment + Closing: Exit Ticket Teacher Teacher will post on the board the exit ticket. The exit ticket will be the following question: How is salt related to the thermal energy in the Ice Cream Lab?. 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