A 60-minute lesson in which students will explore how knowledge of states of matter and their changes can help inform practices and decision making.
Preparation
Prior to conducting the lesson, review the procedure and equipment required for the experiment.Equipment
- 2 x clear measuring containers
- 2 x cups of water
- 1 x science journal
Lesson Plan
This lesson contains a link to an external video. Please watch the video prior to presenting this lesson to ensure that the content is appropriate for your students.
Tuning In
- Ask the students the following question: Why do we learn about science? Conduct a ‘Think, Pair, Share’ around this question. Record the students’ key ideas on the board.
- Watch the Why Do We Learn Science in School? video on YouTube. Encourage the students to take notes and record any key ideas from the video. Afterwards, invite volunteers to share any information they think needs to be added to the board.
- Ask the students to now consider why we learn about states of matter. Encourage them to provide responses and give examples of how this knowledge might be helpful.
Teacher Instruction
- Display the Facts of the Matter Teaching Presentation. Work through slides 18-20 and encourage the students to take notes. Discuss and emphasize how knowledge of states of matter informed practices for the Aboriginal and Torres Strait Islander peoples of Australia and provided understandings about substances on other places in the solar system.
- Ask the class if they think covering a waterhole would actually stop water evaporating. Explain to the students that they will be working in small groups to investigate this question.
- Provide the students with a copy of the Science Experiment – Cover to Conserve. Read through the experiment step-by-step and answer any questions the students may have about the task.
- Discuss the ‘Test Design’ and ‘Hypothesis’ sections of the experiment worksheet, then have the students independently complete these sections. Afterwards, assist the students in collecting and preparing the equipment required for the experiment.
Guided/Independent Learning
- Monitor and support the students as they conduct the experiment. Ensure that they record all data accurately. Once completed, ask the students to answer the discussion questions and write a conclusion for the experiment independently.
- Gather the class back together and encourage the students to share their results from the experiment. Review the discussion questions and share conclusions. Ask the students:
- What did you discover?
- What can you learn from your results?
- How might this information be useful for scientists?
- Collect the students’ experiment booklets. These could be included in a portfolio of work samples and used to assess the students’ understanding of the unit objectives.
Wrapping Up
- Refer back to the slime created in Lesson 1. Discuss how this experiment might help decide its state of matter.
Differentiation
Extending Students
- Students requiring extension could create a presentation that explains the causes of any changes observed in the experiment.
Supporting Students
- Allow students that require assistance to work on the experiment at their own pace, providing additional time where necessary.
Assessment Strategies
Suggested Assessment Strategies
- used strategic whole class or individual questioning
- observed student participation during learning activities
- recorded student progress on a checklist
- annotated student work samples
- collected and reviewed student work samples
- facilitated whole class or peer feedback sessions
- encouraged student self-reflection
- administered formal assessment tasks.
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