Arrange them on an A4 sheet of paper to create a diagrammatic representation of the changing states of matter.
liquid
Condensation
Cool Heat
Cool solid
Evaporation Freeze
Melt Gas
Heat
Extension activity:
How to correlates these phase change with water cycle?
What are the other examples you can use to explain these situations?
Practical
Aim: explore and investigate how water changes into different stages (physical changes).
Materials
One set per group
• Ice cubes
• ice cube tray
• different shape or size of the clear plastic container
• freezer
• clock/ timer
• clear plastic cups
Each group members have to get a roll to play example writer, time keeper, and illustrator Procedure:
1. Take an ice cube in a clean plastic cup
2. After the placement of cube, student has to start the stop watch or timer.
3. Draw a picture of the ice cube 4. Write one property of the cube
5. Have continuous observation of cube Students have to follow a set of questions:
a. Which are- Feel of the cube b. Ice made up with what?
c. Change the ice into different shapes of the container and what you can see now?
d. What will happen to the ice after some time?
e. How will you get to know?
f. How long will it take one stage to another stage?
6. Every 3 minutes interval students have to repeat the same questions to get the observations.
7. Students have to stop entering when the ice got completely melt.
8. Students have to record the observations with three minutes time intervals (15 minutes take to complete fully).
The above questions need to consider for the observations.
Observation:
Discussion:
Conclusion:
(Science link, 2017)
Set of other questions- Inquiry based questions to investigate the main idea of the practical.
After the completion of ice:
What can you see in the cup?
What is the stage different you can see now?
Can you explain what is happening when you change the ice into the different container?
What does the factor effect this observation? How?
How to explain these changes with one word?
Can you make ice again? How long will it take?
Hand out:
CHEMISTRY TERM PHASE CHANGE
Fusion/Melting Freezing Vaporization/Boiling
Condensation Sublimation
Deposition
Solid to a Liquid Liquid to a Solid Liquid to a Gas Gas to a Liquid Solid to a Gas Gas to a Solid
(Chem4kids.com.2017)
Chemistry Phase Changes - Shmoop. 2017/8/5
References:
Australian science teachers association. 2017. Water and Ice: Science Web Australia. Retrieved from http://sciencenetlinks.com/lessons/water-1-water-and-ice/
Chem4kids.com.2017.Changing States of the matter. Retrieved from http://www.chem4kids.com/files/matter_changes.html Chemistry Phase Changes - Shmoop. 2017/8/5. Retrieved from
https://www.google.com.au/search?biw=1008&bih=644&tbm=isch&sa=1&q=diagrammatic+of+diff erent+stages+evaporation%2C+condestation%2C+melting%2C+boiling&oq=diagrammatic+of+diff
erent+stages+evaporation%2C+condestation%2C+melting%2C+boiling&gs_l=psy- ab.12...24448.55179.0.56965.54.51.3.0.0.0.487.7351.0j9j18j4j1.32.0....0...1.1.64.psy-ab..20.0.0.S3by0PxxyQo#imgrc=KKazLtN3awoi9M:
Jdrin001.2015.Phase changes: Solid, liquid, gas. Retrieved from https://www.slideshare.net/jdrin001/phase-changes-52550614
NSW syllabus for the Australian curriculum / Board of Studies, New South Wales: Science K-10 syllabus 2012. Sydney Board of Studies NSW. Retrieved from.
https://syllabus.nesa.nsw.edu.au/science/science-k10
Rosas.B.2013.The water states. Retrieved from https://www.youtube.com/watch?v=nHMgqfw6Jes
Justification
Knowledge and understanding of science visions puzzles in many ways and also that can lead to connect the nature of the real events. Three lesson plans organized to provide “chemical world” contents’ scientific knowledge, skills and knowledge and understanding to twenty-first-century students. One of the stage-4 unit outcomes (CW1) considered for organizing three coherent lesson plans which are "Describe the behavior of matters", " Changes of particle movement with temperature effect" and "Physical properties of matter relates to temperature" (NSW Syllabus 7-10, 2012). These lessons amended with many student-centered pedagogical content knowledge and cooperative learning approaches such as: planning and engaging strategies, investigating activities, eliciting methods, and evidence based learning to understand the real world situations (Discovery K-12 Grant National Science Foundation, 2013).
Science is a fascinating and challenging subject because it has much deeper and abstract concepts including with scientific terms. These three lesson plans designed to teach literacy developing strategies throughout the lessons. This teaching approach continues to develop students' growth of literacy skills throughout their life. All these lessons organized with different types of literacy catering methods. Lesson 1 and 2 have vocabulary list task to teach new words of "states of matter" and "effect of temperature on matters". The chemical world vocabularies possibly can teach the meanings, spellings, and punctuations of the states of matters. These words understanding can help to communicate and relate the real world problems.
Furthermore, group discussion activity develops students' speaking skills. These literacy skills and recourses are most meaningful for future learning, debating and presentation tasks. Additionally, lesson 3 has the list of words on the white board but teacher design a task which is every student must talk something about minimum one words. This task develops speaking, reading and pronouncing ability of student regarding
"phase change of states matters". These words are most common in general because of that students must learn the meaning of the words. These lessons summarized with the mind map, concept map, and diagram which are useful tools to learn the language of science (NSW syllabus k-10).
Throughout these three lessons, the constructivist approach of a 5E instructional model was used to organize the inquiry based learning. This model supports to construct the bridge in between students' prior knowledge to new information (Tanner, K. D., 2010). Designed all three lessons have the variety of 5E approaches to cater the new contents to students.
First lesson considered few engaging activities such as brain storming questions; that helps students' to assess the prior knowledge about states of matter, pair activity; demonstrate the response of the work and motivation of “states of matters’ behavior” lesson focus: video clip and power point incorporation facilitate students to learn in audio visual engorgement to study behavior of matters. These engagements are necessary to finish a group activity in the rest of the lesson (Rappa, Yip, and Baey, 2009). This group activity design helps students to scaffold the states of matter understanding to build positive interaction, reflecting ability, creativity, delivering a discussion, and development of social skills. Among three lessons
two lesson designs with experiments because that can help students to reduce the cognitive load and engorgement of the lesson (Haslam, C, Y., & Hamilton, R, J. 2010).
All evaluation and explanation phases are important to learn further about the behavior of matters and other lessons. Another 5E component which is elaboration included in the lesson plan 1. Video clip views to elaborate how categories into three different states matters. That elaboration mostly facilitates teacher to how different types of matters are playing a role in real life? In this lesson, 5E model approaches improve students’ inquiry based learning attitudes and active participation about states of matters and their behaviors (Zhang, L. 2015).
Additionally, in lesson 2 the teacher’s common activity demonstration caters engagement for the student.
This activity develops students' motivation to learn about "how temperature affects particle movement".
After this activity students start to investigate and connect the prior knowledge to explain the activity. That can facilitate to frame the idea about particle movement how can disturb by temperature changes. The 5E model elaboration approach used to bring out the particle model theory through group activity. Here students did the experiments and collect the observations to elaborate the particle model theory. These experiment results provide students to reasoning the problem, clear explanations, proof, and conclusions.
These understandings mostly offer comprehensible knowledge and skills about how temperature affects states of matters behavior (Barufaldi. J, 2002).
More over in lesson 3 has few explanation approaches to teach the phage changes of matter. This power point explanation encourages students to listen, assumptions, judgments, and predictions about the phase changes. These skills are really important to understand the chemical world concept with nature. This 5E explanation approach develops students’ discovery learning, questioning attitudes and examining their knowledge about real world examples to states of matters phase changes (Kirschner et al, 2006).
In lesson 2 organized with the animated video which explains the particle movement theory. Animated audio visual representation of particle theory helps a lot to teach the abstract concepts of the chemical world.
This kind of explanation strategy creates interest on the lesson, think about the topic and motivation to learn about particle models and its usages.
Furthermore, all three lessons include evaluation approaches (formative assessments) in the lessons.
Formative assessment tasks such as vocabulary list, open ended questions, individual tasks, group discussion, pair and share activity use to evaluate students’ knowledge of concept skills and progress of learning (Barufaldi. J, 2002). Especially, these evaluation processes show the evidence of the accomplishment. According to the results of a self-assessment, observation and engagement, students and teacher can assess their understanding of states of matter, the behavior of matters, examples of matters, how heat disturb particle movement and what are the phase changes occurs during the temperature effects.
Though, all three lessons have the applications of Information and communication technology (ICT) because it provides many opportunities to learn, create and communicate, working collaboratively and problem-solving abilities. In addition to that ICT develops designing, data collection and analyzing, interpretation and digital technology development (NSW syllabus k-10). All lessons initially start with ICT
applications which are video use to create students’ engagement in the lesson because most of the science topics are abstracts, for example, "states of matter”. In lesson 1 power point presentation designed to explain and engage students into particle theory of states of matters. Additionally, teacher use simulation activity to understand the particle movement with heat. Many times students practice that link to learn how every particle movement with conditions. Lesson three also intended with power point which caters the knowledge of phase change of matters. That presentation clearly explaining the states of matters phase change with diagrams. These types of explanations quickly absorb by students because it relates the theory with real life examples.
All three lessons have chunks of lesson concepts to teach the big concept. First, students possibly learn from small chunks then they scaffold the ideas to understand big pictures (chemical world) of the real world through the understanding of states of matter. These all meaningful learning can be achieved through these lesson plans.
References:
Barufaidi J. (2012) .5E Model of Instruction: Virginia Science Standards of Learning Institute. Retrieved from
http://www.doe.virginia.gov/instruction/science/professional_development/2012/institute_k-2/K-2_Handout3-5EModelofInstruction.pdf
Discovery K-12 Grant National Science Foundation tool for ambitious science teaching http://ambitiousscienceteaching.org/get-started/
Haslam, C, Y., & Hamilton, R, J. (2010). Investigating the use of integrated instructions to reduce the cognitive load associated with doing practical work in secondary school science. International Journal of Science Education, 32(13), 1715-1737
Jordan, A., Carlile, O., & Stack, A. (2008). Approaches to learning: A guide for teachers. McGraw-Hill, Open University Press: Berkshire.
Kirschner, P. A . , Sweller,J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching.Educational psychologist,41(2), 75-86.
NSW syllabus for the Australian curriculum / Board of Studies, New South Wales: Science K-10 syllabus 2012. Sydney Board of Studies NSW. Retrieved from.
https://syllabus.nesa.nsw.edu.au/science/science-k10
Rappa, N. A., Yip, D. K. H., & Baey, S. C. (2009). The role of teacher, student, and ICT in enhancing student engagement in multiuser virtual environments. British Journal of Educational Technology, 40(1), 61-69.
Tanner, K. D. (2010). Order matters: using the 5E model to align teaching with how people learn. CBE-Life Sciences Education, 9(3), 159-164.
Yarker, M. B. (2013). Teacher challenges, perceptions, and use of science models in middle school classrooms about climate, weather, and energy concepts. The University of Iowa.
Zhang, L. (2015). The effect of inquiry-based learning on higher vocational students in China: An exploratory study (Doctoral dissertation, Indiana State University)