Unit title: A World in Motion: Particles and Change
Key concept:- Change
Related concept:- Form, Energy
Global context:- Scientific and technical innovation
Statement of Inquiry:- Throughout human history, observations and studies of changes in matter, its form, and the energy involved in those changes have enabled some scientific and technological advancements.
Learning outcomes:-
5E Inquiry Cycle:
Engage (E):
Kath Murdoch Inquiry Cycle:
Tuning In (Activating Prior Knowledge and Sparking Curiosity):
Possible extension activities:
Credit: https://g.co/gemini/share/32c32f6390d9
https://g.co/gemini/share/410459204f08
Particle model and states of matter textbook
Key concept:- Change
Related concept:- Form, Energy
Global context:- Scientific and technical innovation
Statement of Inquiry:- Throughout human history, observations and studies of changes in matter, its form, and the energy involved in those changes have enabled some scientific and technological advancements.
Learning outcomes:-
- Describe and explain observations, using the particle model.
- Classify materials as solid, liquid or gas.
- Explain their classification of some ‘difficult’ materials
- Describe materials as being made of particles and describe the movement and arrangement of these.
- Use the particle model to explain phenomena, eg the mixing of liquids, the expansion of a metal bar
- Explain how the particle model can be used to explain differences between solids, liquids and gases
5E Inquiry Cycle:
Engage (E):
- Mystery Material (Day 1): Present students with a container holding a mystery material (e.g., shaving cream). Students observe, touch (if safe), and describe its properties. They discuss whether it is a solid, liquid, or gas, and brainstorm what might be happening at the particle level.
- Particle in a Box Simulation (Day 1): Use an online simulation or simple physical model (e.g., marbles in a box) to represent particles in a solid state. Students observe the movement and arrangement of particles.
- State of Matter Stations (Days 2-3): Set up stations around the classroom with different materials representing solids, liquids, and gases (e.g., ice cube, water, balloon). Students rotate through stations, recording observations about the properties of each material and how the particles might be arranged.
- "Difficult" Materials Discussion (Day 4): Present students with materials that are challenging to classify (e.g., toothpaste, playdough). Students discuss how these materials behave and use their understanding of the particle model to explain their observations.
- Teacher-led Explanation (Day 5): Introduce the particle model with clear explanations and visuals. Explain how the arrangement and movement of particles differ between solids, liquids, and gases, and how this accounts for their observed properties.
- Particle Model Drawings (Day 5): Students create labeled drawings representing the arrangement and movement of particles in solids, liquids, and gases. This activity reinforces their understanding of the model.
- Diffusion Demonstration (Days 6-7): Conduct a simple diffusion demonstration (e.g., food coloring diffusing in water). Students observe and explain the phenomenon using the particle model, considering how particle movement contributes to mixing.
- Change of State Investigation (Days 8-9): Students design and conduct a simple investigation exploring how heating or cooling affects a material (e.g., observing water boiling or ice melting). They record observations and explain the changes in terms of particle movement and arrangement.
- Quiz: States of Matter and Particle Model (Day 10): Assess students' understanding of matter states and the particle model through a quiz that includes multiple-choice, matching, and short answer questions.
- "Particle News" Project (Day 11): Students create a short news report or infographic explaining the particle model and its applications in a scientific or technological advancement (e.g., explaining how knowledge of particle movement led to the development of new materials).
- Provide graphic organizers or scaffolding for students who need support with recording observations, explaining concepts, or completing the project.
- Offer extension activities or research opportunities for advanced learners to delve deeper into specific applications of the particle model in science and technology.
- Kinesthetic learners can benefit from hands-on activities like the simulations, stations, and investigations.
- This unit encourages students to develop scientific inquiry, communication, and critical thinking skills through activities like observations, investigations, discussions, and project creation.
- The exploration of the particle model and its connection to scientific
Kath Murdoch Inquiry Cycle:
Tuning In (Activating Prior Knowledge and Sparking Curiosity):
- Mystery Material (Day 1): Present students with a container holding a mystery material (e.g., shaving cream). Students observe, touch (if safe), and describe its properties. They discuss whether it is a solid, liquid, or gas, and brainstorm what might be happening at the particle level. This activates prior knowledge about different states of matter and ignites curiosity about the underlying structure.
- Particle in a Box Simulation (Day 1): Use an online simulation or simple physical model (e.g., marbles in a box) to represent particles in a solid state. Students observe the movement and arrangement of particles. This provides a starting point for visualizing the particle model.
- State of Matter Stations (Days 2-3): Set up stations around the classroom with different materials representing solids, liquids, and gases (e.g., ice cube, water, balloon). Students rotate through stations, recording observations about the properties of each material and how the particles might be arranged. Through exploration and observation, students gather information about the behavior of different states of matter.
- "Difficult" Materials Discussion (Day 4): Present students with materials that are challenging to classify (e.g., toothpaste, playdough). Students discuss how these materials behave and use their observations from the stations to explain their observations using the particle model. This allows students to test their understanding of the model with more complex materials.
- Teacher-led Explanation (Day 5): Introduce the particle model with clear explanations and visuals. Explain how the arrangement and movement of particles differ between solids, liquids, and gases, and how this accounts for their observed properties. This provides a structured explanation to complement student observations and solidify their understanding.
- Particle Model Drawings (Day 5): Students create labeled drawings representing the arrangement and movement of particles in solids, liquids, and gases. This activity reinforces their understanding of the model and allows them to organize their knowledge visually.
- Diffusion Demonstration (Days 6-7): Conduct a simple diffusion demonstration (e.g., food coloring diffusing in water). Students observe and explain the phenomenon using the particle model, considering how particle movement contributes to mixing. This activity allows students to apply their understanding of the particle model to explain a real-world phenomenon (diffusion).
- Change of State Investigation (Days 8-9): Students design and conduct a simple investigation exploring how heating or cooling affects a material (e.g., observing water boiling or ice melting). They record observations and explain the changes in terms of particle movement and arrangement. This investigation allows students to deepen their understanding by exploring how changes in energy (heating/cooling) affect the behavior of particles and the state of matter.
- Quiz: States of Matter and Particle Model (Day 10): Assess students' understanding of matter states and the particle model through a quiz that includes multiple-choice, matching, and short answer questions. This quiz allows you to evaluate individual understanding and identify any areas that may need further clarification.
- "Particle News" Project (Day 11): Students create a short news report or infographic explaining the particle model and its applications in a scientific or technological advancement (e.g., explaining how knowledge of particle movement led to the development of new materials). This project allows students to synthesize their learning and demonstrate their understanding by applying the particle model to a real-world context.
Possible extension activities:
- Research and present on a scientist who made significant contributions to our understanding of matter and its properties.
- Create a model or animation to further illustrate the particle model and its relation to changes in state.
- Design a public awareness campaign
Credit: https://g.co/gemini/share/32c32f6390d9
https://g.co/gemini/share/410459204f08
Particle model and states of matter textbook
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