Lesson Plan and Essay

Jan Douglas

Science Lesson Planning Template

Context Issues of the Lesson

Unit or Lesson Title:
Grade Level
Topic/Theme/Nature of the Investigation:
NGSS Performance Expectation(s)
NGSS Dimension 1 component
NGSS Dimension 2 component
NGSS Dimension 3 component
Duration:

Planning Stages Within the 5-E Inquiry Model

Engage
PURPOSE: · to convey the context of the lesson(s)/unit by conveying an important Key Question · to engage students in investigations that reveal their thinking to themselves and the teacher · to record the initial ideas of students · to engage their interest
What is the teacher doing? What are the students doing?
Explore
PURPOSE: · to test ideas and develop knowledge using explorations, investigations, experiments · to modify and record ideas as they change due to activities · to develop new questions and testable hypotheses
Activities (list)	Driving Question
Student Communication Product: (written report, oral presentation, poster, etc.) (consider showing “Models” of student products to help student identify characteristics of quality)
Explain
PURPOSE: · to answer the Key Question through student explanations · to provide students with relevant vocabulary, formal definitions and explanations of concepts
Content Media: (written material, video, teacher lecture, technology) Student Communication Product (assessment): (unit test, written report, oral presentation, poster, etc.)
Elaborate
PURPOSE: · to extend students' conceptual understanding through application or practice in new settings
Activities: Content Media: (written material, video, teacher lecture, technology) Extending/Application Questions for Whole/Small Group Discourse: Student Communication Product (assessment): (unit test, written report, oral presentation, poster, etc.)
Evaluate
PURPOSE: · for students to assess their understand of the learning objectives · for the teacher to assess student understanding of the learning objectives
Skill/Reasoning Learning Objectives	Assessment Instrument
Knowledge Learning Objectives	Assessment Instrument

Properties of Matter

6

Molecules in Motion

MS-PS1-4. Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed.

Developing and Using Models

Develop a model to predict and/or describe phenomena.

PS1.A: Structure and Properties of Matter

Cause and Effect

Cause and effect relationships may be used to predict phenomena in natural or designed systems.

Four 50-minute class periods

Ask the students to brainstorm physical properties of water when it is ice, liquid water, and water vapor. Record their responses in a table.

Think – Pair – Share:

Is ice the same molecule (substance) as water?

Is liquid water the same molecule as water vapor?

How do you know?

Have students create a pictorial model of water molecules as a solid, liquid, and gas. Provide a simple template with three beakers for ice, water, and water vapor.

When students finish their initial models, have a discussion about how the class should represent certain features of the model so that we understand each other’s drawings. (i.e. how will we show one water molecule…) Then, post these commonalities in the classroom.

Energy Game – Students learn how water molecules gain enough energy to change states without growing in size or incurring damage. (See attached.)

Molecules in Motion – Students observe how food coloring moves through three different temperatures of water. (See attached.)

Discuss how the activities answer the driving question.

*Both activities adapted from Premier Science: Properties of Matter

What happens to water molecules when they change state?

Students revise their initial models referring to the commonalities that the class agreed upon earlier (how to illustrate a molecule, how to show an increase in energy, how to show motion).

Students take a gallery walk to see how the models that their classmates have created compare to their own.

Show students models of solids, liquids, and gases on the Middle School Chemistry Website. � HYPERLINK "http://www.middleschoolchemistry.com/multimedia/chapter1/lesson1" ��http://www.middleschoolchemistry.com/multimedia/chapter1/lesson1�

Discuss why this computer model of molecules in different states of matter would be a good model. What is the model lacking? (Students should note that the processes of state change were not as evident as they were in the Energy game.

Ask students to compare and contrast the Energy Game, Molecules in Motion, and Chemistry for Middle School students model with a partner. Provide each set of students with a Venn diagram to organize their information. Students should include information about the fact that the molecules are only changing state (not size) because they are gaining or losing energy.

Students are given water, ice, a hot plate, beakers, and a mirror. They are asked to design an investigation to test their models. They will be asked to focus on the processes that occur during state changes.

Students will be provided with a template to use to structure their investigation.

(See attached)

Real World Connection: Where do you notice the processes that you observed happening in nature? What is causing the addition or subtraction of energy?

Students write a paragraph explaining how water molecules change through the states of matter as they gain and lose energy. They will be instructed to use melting, evaporation, condensation, freezing, and energy in their paragraphs.

Develop and refine a scientific model throughout the investigation of what causes water molecules to gain energy and change state of matter.

Then, have students revise their models for a final time. Remind them that the goal of scientists is to move closer to the actual phenomena and that they have gathered evidence that will enable them to improve their models before presenting them to their classmates. Therefore, the processes in which state of matter change, addition/subtraction of heat, spacing, molecule size, and motion should all be considered when constructing the final model.

PS1.A: Structure and Properties of Matter

In a liquid, the molecules are constantly in contact with others, in a gas, they are widely spaced except when they happen to collide. In a solid, atoms are closely spaced and may vibrate in position but do not change relative locations.

The changes of state that occur with variations in temperature or pressure can be described and predicted using these models of matter.

Then, have students revise their models for a final time. Remind them that the goal of scientists is to move closer to the actual phenomena and that they have gathered evidence that will enable them to improve their models before presenting them to their classmates. Therefore, the processes in which state of matter change, addition/subtraction of heat, spacing, molecule size, and motion should all be considered when constructing the final model.