LESSON PLAN Lesson # 8

Format and Cooperating Teacher Feedback Form

Name: Libby Kent

Content Area: Science

Date of Lesson: Thursday, April 28th, 2016

Grade Level: 8th grade

Goal(s):

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. [Clarification Statement: Emphasis is on qualitative
molecular-level models of solids, liquids, and gases to show that adding or removing thermal energy increases
or decreases kinetic energy of the particles until a change of state occurs. Examples of models could include
drawing and diagrams. Examples of particles could include molecules or inert atoms. Examples of pure
substances could include water, carbon dioxide, and helium.
PS1.A: Structure and Properties of Matter

Substances are made from different types of atoms, which combine with one another in various ways.
Atoms form molecules that range in size from two to thousands of atoms. (MS-PS1-1)

Each pure substance has characteristic physical and chemical properties (for any bulk quantity under
given conditions) that can be used to identify it. (MS-PS1-2),(MS-PS1-3)

Gases and liquids are made of molecules or inert atoms that are moving about relative to each other.
(MS-PS1-4)

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. (MS-PS1-4)

Solids may be formed from molecules, or they may be extended structures with repeating subunits
(e.g., crystals). (MS-PS1-1)

The changes of state that occur with variations in temperature or pressure can be described and
predicted using these models of matter. (MS-PS1-4)

Planning:

(Describe the information you have about the students in this class: who may already have some of the
skills and knowledge you plan to teach? Who will need extra assistance in order to be successful? What
student behaviors are you aware of that require your attention? Are there common misconceptions about the
content that you need to be aware of and watch for?)

All of the students will have completed the lab the day before this lesson. Students who
were absent will be given the matter lab answer sheet and asked to look through and
answer as much as they can. They will be given the procedure cards as well so they know
what the other students did in lab. Since the students filled out their answer sheets during
the lab, they should all have some type of answers down already. The students who did
not do the lab will need the most assistance. Behaviors I should watch for are chattiness,
and off-take work.

Misconceptions are the same as the lab day lesson plan: students believe that when a
liquid becomes a gas, a chemical process is taking place although its only a physical
change

Objective(s)::

Students will be able to understand and describe the properties of a solid, liquid or gas
substance.
vocabulary: logical, procedures, observations, evidence, evaluation
language function: understand, describe

Assessment:

Informal: Students will be turning in a conclusion statement. I will look at these

statements to determine if the student understood the properties of the states of matter.
The criteria given to the students that will show that they met expectations are:

Information is organized in a way that makes the evidence easy to find.

Logical conclusion shows learning about the topic. (Includes key vocabulary and a main idea about
the topic)

Evidence includes statements about procedures and observations and how they relate to the topic.
Formal: A formal assessment about these concepts will be given at a later date

Materials Needed:
Self-assessment sheets e needed:

Procedures:
Lesson will be about 25 minutes and the rest of the hour they will work on another project
Students in fifth hour will be reminded that I will be videotaping them (for the first half of class) so
they dont knock it over or touch the video camera. I will also introduce them to my Alverno
Supervisor briefly so they dont continue to ask about her throughout the hour.
Introduction: The terms solid, liquid, gas, all, none will be written around the room in large letters. I will
ask the students questions about the properties of each and they will WALK to the answer they deem to be
correct. We will not discuss the reasons behind the correct answer as this is just a warm up activity.
The questions are:
Made up of atoms all
The particles are able to move fast past each other gas
The particles are in a uniform pattern and cannot move much- solid
The particles can move a little past each each other liquid
Has its own definite shape solid

Takes the shape of its container- liquid

Can be compressed into a smaller space- gas
Can have characteristics of more than one state of matter- all
Carbon dioxide- gas
Shaving cream- solid
Vinegar- liquid
Is able to flow- liquid (or gas as in wind)
Can change to a different state of matter- all
Steps for instruction
1.) After the above introduction activity, students will return to their seats.
2.) The self-assessment sheet will be handed out.
3.) The directions and criteria will be read and discussed aloud either by picking on volunteers or just
randomly calling on students.
4.) Students will have 3 minutes to discuss quietly any ideas with the people around them. They will follow
the think-pair-share procedure for doing this and will verbally tell-explain-prove to their partners their
thinking.
5.) Some clips from the following video will be shown: https://www.youtube.com/watch?v=JeMhvz339Xg
1:30-2:20 describes properties of solids, liquids, and gases
4:38-7:13 describes properties of gas according to the baking soda and vinegar experiment
Shows the cornstarch and water experiment and analyzes the outcomes using vocab
Around 6:39 there is the definition of colloid. Pause the video so students can write it down
6.) After watching the video, students will write silently and independently their response in relation to the
question on the sheet. (In conducting the Matter Lab, what evidence did you use to determine if a
substance is a solid, liquid or gas? Be sure your work proves you have met the learning target.)
****I will remind them to add their own thoughts, questions, and connections as they write.****
After writing their response, they will highlight and comment on where they met the expectations on the
self-assessment paper.
7.) Students will staple their lab answer sheets to their writing response when they are finished and turn it
into the container with the appropriate hour in the back of the classroom. They will get out their work
from the other day and work on it independently until all students have finished. This way, students who
need more time to write will be given that time and students who finish early will have something else to
work on.
8.) Once all the matter lab conclusion statements are turned in, students will be able to work with a partner
on the activity (if necessary) for the rest of the hour.
Strategies for students requiring additional assistance: Students who need extra help with their writing
will be prompted with questions about what to write. I will answer questions as I walk around as well.

Closure: Students will be reminded of the due date for the assignment they are working on. They will also
get directions from my CT about Fridays field trip if necessary.

Cooperating Teacher Feedback:

Lesson # 8

Lesson date: 4-28-16