DATE: October 02, 2023

SUBJECT: Chemistry

GRADE: 9E

CLASSROOM: CHEM LAB

DURATION: 40 Minutes TIME: 12:40 – 1:20

TOPIC: States of Matter

NUMBER OF STUDENTS: 22

ATTAINMENT TARGET(S):

Students should:

● Understand the existence of materials such as solids, liquids and gases, the particulate

nature of matter, and simple chemical reactions that change one material into another.

● Understand the importance of energy and the inter-conversions of energy and the states
of matter in everyday life.
● Apply scientific knowledge and processes to the solution of real-world problems.

BENCHMARKS(S):

● Explore the various properties of matter.

● Demonstrate curiosity, objectivity, and perseverance in their approach to scientific

 activities.

● Demonstrate objectivity by seeking data and information to validate observations and

explanations.

SPECIFIC LEARNING OBJECTIVES:

Students should be able to:

Cognitive:

1. After being given a worksheet covering content related to matter, students should

achieve a minimum score of 70%

2. Students should be able to explain at least one key term related to matter after engaging

in a cooperative learning activity.

Affective:

1. Students should demonstrate respect for the opinions of their peers by listening intently

as opinions are expressed during class discussions..

PRIOR LEARNING/PREREQUISITE KNOWLEDGE/SKILLS:

● Know that matter is all around them.

● Can recognize the different phases of water

SUMMARY OF CONTENT

A state change is a physical change in a matter caused by changes in heat energy. The state of
a substance changes when heat is added because the particles that make up the substance move
quicker and farther apart as a result. When heat is removed from substances, the opposite
occurs. The states will change because of the particles slowing down and becoming closer
together.

State changes are reversible and do not change the chemical structure of matter. Deposition,
melting, sublimation, freezing, evaporation, and condensation are examples of state
transitions.

Freezing: Freezing is the process of the transformation of water into a solid. The freezing point
is the temperature at which the transformation happens.

Melting: Melting is the transformation of a solid into a liquid state. The melting point is the
temperature at which a solid transforms into liquid.

Evaporation: Vaporization is the process through which a liquid boils and transforms into a
gas. The boiling point of a liquid is the temperature at which it boils.

Condensation: Condensation is the process through which gas transforms into a liquid.

Sublimation: Sublimation is the process of solids converting straight to gases. When solids
absorb enough energy, the forces of attraction between them are eliminated. Sublimation
occurs when solids, such as dry ice, are heated.

Deposition: Deposition is a phase change in which a gas becomes a solid without first passing
through the liquid phase. Sublimation is the opposite of deposition.

MATERIALS/RESOURCES:

● Markers: To write on the white board

● Laptop- To control the PowerPoint Slides
 ● Projector- To display PowerPoint for students.
● Integrated Science for Jamaica: 4th Edition
● Ice
TEACHING/LEARNING STRATEGIES:

● Testing

● Cooperative learning

● Experiential learning

DIFFERENTIATION STRATEGIES:

● Auditory

● Visual

● Kinesthetic

CLASSROOM MANAGEMENT STRATEGIES:

● Offer praise.

● Reminder of class rules

● Ripple effect

● Proximity control

● Model ideal behavior

INSTRUCTIONAL SEQUENCE

Engagement Phase: [5 Minutes]

Begin the lesson by asking students to recall the definition of matter. Write their responses on
the chart paper or whiteboard.

Facilitate a brief discussion about the importance of understanding matter and its states in
everyday life.

Exploration Phase [10 minutes]

Twenty key terms/concepts will be written on cards. Upon entering the class each student will
be provided with a card.

Students will be instructed to walk around the class, find a partner, and engage in a brief
discussion related to the term or concept on their card. Students will be encouraged to share
what they know about each term or concept in pairs. For example, if a student with an
evaporation card is discussing with a student who has a matter card, then they will be expected
to discuss both terms.

Students will be allowed 5 minutes to discuss the terms.

Explanation Phase []

The class will be brought back together to facilitate a whole-group discussion to share some of
the insights and key points discussed during the Matter Mingle activity.

Students will be encouraged to share interesting facts, common misconceptions, or questions

that came up during their discussions.

The information shared by the groups will be used to summarize and reiterate the previously
covered content in relation to the matter.

Elaboration Phase []

Students will be provided with a worksheet covering all the objectives related to matter and
states of matter. This is intended to allow students to apply their understanding of the states of
matter and their properties.

Evaluate (10 minutes)

The bulk of the lesson’s evaluation will be conducted formatively since the activities will
primarily focus on determining how well students understand the content covered over the past
two weeks. Therefore, students' responses will be listened to closely and assessed. In addition,
their group discussions will be closely observed to see the opinions of students during the
discussions.

Conduct a formative assessment to gauge students' understanding of the reviewed concepts.

Ask students to respond to a set of questions related to the key vocabulary and concepts
covered.

In addition, the worksheet given in the elaboration stage will be marked and assed for
accuracy, allowing for it to be seen how well students understand the content. Collect and
review the students' responses to assess their comprehension of the material.

Students' responses to the activity in the elaboration phase will be marked and assessed
for accuracy.

Lesson Reflection