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Education 4702 Portfolio Assignment #4 Using DI Strategies during Lesson Planning

Teacher Name: Ashley Schellenberg Subject Area(s): Science Unit Title: Heat and Temperature Lesson Title: Particle Model of Matter and Change of State General Outcomes from Program of Studies: GLOs: Describe the nature of thermal energy and its effects on different forms of matter, using informal observations, experimental evidence and models SLOs: Describe the effect of heat on the motion of particles; and explain changes of state, using the particle model of matter Objectives: Students will be able to: 1. Identify at least 2 characteristics of particles in each state. 2. Explain the effect of kinetic energy on the particle theory of matter addressing all 3 states. What Will I Differentiate? Content How Will I Differentiate? Readiness Pre-Assessment xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx Introduction Attention-Grabber: set a beaker of ice, liquid water, and boiling water (on an element) in front of the students. ASK: Who can tell me which states each of these types of water are in? Can anyone give me a definition of matter? Interests Learning Profile Process Product Grade Level: 7

Say: Today we are going to learn about the properties of the different states of matter. The change from solid to liquid to gas is a physical change, not a chemical change. If we actually take a look at the particles in matter, we will be able to see that different states of matter have different spaces between the particles, which account for their characteristics. Overview/Prior Knowledge: SAY: In order to understand the different states, we should first discuss what causes them to change states. ASK: Who can remind us what Kinetic Energy is? SAY: Last class we talked about how all particles have kinetic energy, which cause them to move. This will be an important idea to remember as we continue throughout our lesson.

Differentiated Strategy/Activity: Direct Instruction: Explain the different properties of gases, liquids, and solids using the power point presentation already created on this topic. Movement Activity: Directions: 1. Have the students move the desks to the sides of the classroom. 2. Ask them to group into the middle of the classroom and link arms. 3. Ask the students to gently move (or vibrate). Go over the aspects of a solid, pointing out that the students are packed closely together, they have a fixed shape, and little movement. 4. Tell the students you are adding heat (kinetic energy) and have them begin to move farther away from each other by slowly vibrating at first, bumping against one another, and eventually becoming loose. 5. As a liquid, tell the students they are now freer to move around, and they have weaker bonds. 6. Tell the students you are adding more kinetic energy. The liquid particles will begin to bump each other more, moving vigorously, and eventually spreading out to become a gas. 7. Have the students spread out as far around the room as they can. 8. Debrief: ASK: What stood out in your mind as we performed that activity together? Is there anything different you noticed than when I described it to the class with the power point slides? Small Group Learning (DIFFERENTIATED): Instructions: 1. Ask the students to create a Raft explaining the process of a solid transforming into a liquid, then gas (or the other way around) describing the different characteristics of each state and transformation in their own words. 2. Discuss role, audience, format, and topic Role Author (visual) Audience Children Format Writing/illustrations Topic Write a picture book illustrating the particle model of matter

Movie producer (auditory) Scientist (kinesthetic)

Typical families at home Students

Video Model

Develop a movie trailer explaining the particle model of matter Construct a model of the particle model of matter using the materials provided.

OR develop your OWN idea and discuss it with the teacher 3. Discuss expectations of the final product:
o Remind students to address each change in state and the corresponding movement and bonds.

4. They can choose to work in pairs based on interest of topic. 5. This will be handed in by the end of class or the next day and assessed based on the rubric provided. Closure Activity/Wrap up: ASK: What is one thing you learned today in class? What is one characteristic of a solid? Liquid? Gas? Reflection: Ask the students to summarize what they learned in class by creating a chart: State Characteristics Solid Liquid Gas Ask them to hand in this chart when they are finished. Comment on how the students participated in the group movement activity, as well as the individual activities. Update them on any other housekeeping. Supporting Materials and Resources for DI Activities: RAFT: Rubric outlining basic expectations for each RAFT option. Materials: marshmallows, toothpicks, ipads, paper, pencil crayons Anchor activity (2): Lab report worksheet: outlining the different steps and aspects of an experiment that they need to address, as well as different options for them to consider and help them focus their ideas in order to develop a realistic and beneficial experiment.

Post-Assessment (Formative/Summative): Xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx

Two Anchor Activities:


1. If the students have finished early, have them work on the following problem. a. Consider an outdoor thermometer. How can you use the particle model of matter theory to explain how it works? Use pictures to illustrate your answer. b. Can you think of any real life examples of a substance that you can find in all three states? 2. Throughout the Unit, students will be learning how to construct chemistry experiments. Their goal is to develop at least one experiment based on a topic being learned in the unit that they will be able to perform at a later date. Once they have finished their work, students will be provided with a worksheet outlining the basic aspects of a lab (problem, hypothesis, materials, procedure, observations/results, and conclusion), as well as guiding questions and resources that will help them start thinking about how they could develop a lab based on the topic we had covered that day.

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