NBPTS Proposition 2

Artifact

The artifact I have chosen to demonstrate NBPTS Proposition 2 is entitled “Lesson Plan for Properties of Matter and States of Matter: Part I and II and is presented below.

LESSON PLAN: Part I

PRELIMINARY INSTRUCTIONAL PLANNING

Objectives: Students will be able to define a pure substance, element, compound, heterogeneous

and homogeneous mixtures, and solution. They will be able to distinguish physical from

chemical properties. Students will understand that all things are made of matter, even those we

cannot see like air. Students will understand kinetic theory (that the particles that make up

matter are in constant motion). Students will have to solve a problem, create a procedure, and

carry it out, gathering data, and synthesize a conclusion.

To Do:

1. Make Word Board: matter, element, compound, pure substance, heterogeneous mixture,

homogeneous mixture, solution, physical properties (melting point, boiling point, density,

buoyancy, viscosity), chemical properties (flammability, reactivity), phase change,

evaporation, condensation, sublimation, deposition, kinetic theory

2. Set up demonstration on front table.

3. Set up lab for Day 2. Make mixture using equal parts by mass of sand, salt, and iron

filings. Use half part seeds.

4. Make up a skeletal lab report form with a data table (included). Copy.

5. Make up pre and post test. Copy.

6. Copy reading for this lesson (included) and graphic organizer.

Materials:

For Word board: paper, marker

For Demonstration: 3 beakers, water, ice, hot plate, picante sauce, tomato sauce

For Lab: sand, salt, iron filings, seeds, beakers, funnels, filter paper or coffee filters, spoons,

tweezers, magnets, graduated cylinders, trays, triple beam balance, waste bucket.

INSTRUCTIONAL IMPLEMENTION

Sequence of Learning Activities

Day 1

Black Board:

1. Pre-test2. Discussion on Matter3. Homework: Read article for Thursday. Answer questions. Quiz Friday.

(5 minutes) Pre-test: Multiple choice questions on matter, solids, liquids, gases, mixtures,

physical and chemical properties. Include the questions: Compare and contrast physical and

chemical properties? How can one use the kinetic theory of matter to explain the particle motion

in a solid, liquid, or gas? Students take individually.

Anticipatory Set:

(20 minutes) Class Discussion: What is Matter? Is air matter? In their word notebook, which

contains a graphic organizer for each vocabulary word, define matter, element, compound and

pure substance. What are the states of matter? How are the states different? How are they the

same?

(1 minute) Class Demonstration: Show a beaker of ice, of water and one of hot water with

steam on a hot plate. What states of matter do these examples represent? Are they all the same

substance? What is that substance? So no matter what state water is in, the particles of

water do not change!

(20 minutes) Direct Instruction and Note Taking: Using overhead slides, show and describe

what is different about solids, liquids and gases in terms of kinetic theory (all particles no

matter what state they are in are in motion). After taking notes students stop to Pair and

Share with their table partner. Describe physical properties of matter, including density,

viscosity, magnetism, particle size, shape, and color, boiling point and freezing point. When

working with physical properties of a substance the substance does not change. Its’ state of

matter may change but the substance does not. Describe homogeneous and heterogeneous

mixtures. Demonstration: Show tomato sauce compared to picante sauce. Tomato sauce is

homogeneous, picante sauce is heterogeneous, even though the ingredients are the same. Pair

and Share again. Provide graphic organizer. I will walk among the students to monitor and

correct their understanding of the concepts.

Day 2

Black Board:

1. Split into lab groups.2. Discuss plan to solve problem.3. Execute lab. Only water down the sink. Save iron filings. All other materials in

bucket.4. Record data.5. Clean up. Wash counter tops. Return materials to cart.

(3 minutes) Anticipatory Set: Review homogeneous and heterogeneous mixtures.

(5 minutes) Inquiry-Based Presentation of the Problem: Given a heterogeneous mixture of

sand, salt, iron filings, and seeds, you must separate out the 4 substances and determine their

mass. Keep track of your data! Last week you worked with the filter and paper, the triple beam

balance and graduated cylinders. Use those skills now to help you solve the problem.

(2 minutes) Break up into heterogeneous groups of 3 and assign lab stations. Students

gather materials. Remind students to wear goggles, and nothing but water goes down the sink!

NO SAND, SEEDS, or IRON FILINGS down the sink. The waste bucket is for disposal of the

items. We will save the iron filings.

(36 minutes) Students use the remaining time to solve the problem and execute the lab in groups

of 3. Each individual does a brief lab report (included).

Day 3

Black Board:

1) Finish lab report. Make sure sentences are complete, words spelled correctly. Hand in.

2) Work on reading. Highlight unknown words. Annotate in margins. Answer questions.

3) Study vocabulary words.

4) Quiz Friday.

(2 minutes) Anticipatory Set: Pull out your lab reports. Do you have your data?

(44 minutes) Direct Instruction: Today we have an opportunity to finish our lab reports in

class. Although you worked in lab groups yesterday to do the lab, today your write reports

individually. Reread your procedure and materials list. Make sure they are complete. Make

sure words are spelled correctly and that your sentences are complete. In the conclusion, write

down where error occurred and how your procedure could be improved. I will come around

individually to answer any questions. If you finish your lab report, use the remaining time to

work on your reading (included) for this week. Please note any difficult words with the

highlighter. Annotate the text in the margins! We will go over difficult words tomorrow and

discuss the reading. Answer the reading questions to the best of your ability. Also, review your

vocabulary words. There will be a quiz on Friday!

Plans for Differentiation

Because we do so many different activities many learning styles are addressed: visual

through demonstrations, slides, and notes on the overhead, auditory through brief lectures and

discussions, kinesthetic and tactile through lab work, mathematical by measuring and recording

data, interpersonal through paired, small group and whole class activities, and intrapersonal

through individual work. Because the work is so varied and there are opportunities for me to

check on the progress of individuals, pairs and lab groups I will get a chance to help those who

need to develop their skills in certain areas.

I know I have a student who is legally blind. He requires all written material to be 14

font, so I just do everything in that size for everyone. I have several students with physical

impairments. The desks and lab stations are all easily accessible and stools are provided for

those who need to sit during the lab. I have received one 504 plan for a student with ADHD, so I

know she needs cues to stay on task. And even though our class is only 46 minutes long, I vary

the activities and the pace so that should help with attention issues. I co-teach three of my five

sections with a special education teacher, so I know I have many more students with special

needs. I have been assured that IEP’s are being distributed, but I have not seen any yet. We are

only five days into the beginning of the school year.

I have many ELL students at various levels of proficiency. One does not speak a word of

English, other than “Hello.” Others have been here for a year to several years. I believe

providing hands-on, inquiry based opportunities for ELL students is a great way for them to learn

no matter what their proficiency. Using the word board and referring to it frequently is one

method of simplifying and emphasizing the vocabulary. In conjunction with it, the special

education teacher I work with is providing a book of graphic organizers (one graphic organizer

per word) for each student. These will be their personal dictionaries. Students can write

definitions in their native language as well as English on the graphic organizer. There is also

room to draw a picture to illustrate the word. I will highlight and review key points and

vocabulary.

I will present the material orally, visually (using slides), physically (using

demonstrations) and in written form on the overhead. I plan on scaffolding my lessons so that

they can learn the skills they need to be successful. The lab report is a good example of this.

This lab is the first they will do and the lab report form is greatly simplified, emphasizing writing

a simple procedure, collecting simple data with no analysis, and writing a conclusion. Each lab

report will build on the skills developed in the last and introduce a new skill such as writing a

science question with independent and dependent variables, or writing an hypothesis in the form

“If...then…because…” Finally they will write a complete lab report with all parts and by the end

of the year are responsible for creating a science experiment, executing it, writing, and designing

a science fair entry.

I know structure helps all students to thrive, so classroom routines are being established.

Also, I frequently check for comprehension as I walk between lab groups or check on paired or

individual activities. We have a classroom set of books that we will use for reading activities,

but homework has to be zeroxed. Our classroom text does have a Spanish/English dictionary in

the back, so students have the opportunity to translate key concepts into Spanish. I can zerox

these for students to bring home also.

Plans for Supporting Diverse Perspectives and Cultural Differences

Role models in science are lacking for minority students, especially when the topic is

states of matter. But opportunities in institutions of higher learning and corporations for

minority students abound. I plan on valuing the contributions of all students in my classroom. I

will assure equity for each student. During the course of the year, there will be more

opportunities for introducing role models to students. Contributions by Hispanic (Mario J.

Molina) and African (Wangari Maathai) scientists have been made in environmental science.

Scientists from around the world have made significant contributions in chemistry, genetics,

medicine and agriculture. For example, numerous contributions have been made by Jewish

scientists concerning the development of the Atomic Theory. Chinese scientists developed

fireworks, involving chemical reactions. I plan on introducing them to students when it is

curriculum appropriate.

Before classes began, as I walked through a teacher supply store, I saw a history of

science timeline poster which included more than one hundred scientists, all white males, except

for Marie Curie, George Washington Carver, and Eli Whitney. Instead of dispelling the belief

that only white males can do science it supported it, so I didn’t buy it. I have a lot of wall space

in my classroom, so this year the students and I can build our own timeline depicting the cultural

diversity of scientists as science has developed.

Evaluation of Student Learning

Formative Assessments: In this lesson, I will personally check on the progress of groups, pairs

and individuals as they participate in the various activities.

Summative Assessments: The quiz on day 5 will have fill in the blank with a word bank,

multiple choice, and short answer questions. The pre-test questions will be incorporated into the

quiz and were based on the major concepts introduced during the week. The lab report on day 3

will give me a clearer picture of their writing ability and their level of comprehension. If they

have a very difficult time writing I can ask them for the parts of the lab report and test orally.

Name _____________________________Date ________________ Period ________

Separating a Heterogeneous Mixture Lab

Problem: In this lab you will be given a heterogeneous mixture of sand, salt, iron filings and seeds. You must separate out the components using only the equipment provided. Record your data in the data table.

Materials: _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Procedure: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Results:

Component Mass (g) Observations

Sand

Salt

Iron Filings

Seeds

Conclusion: _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

September 11th, 2010; Science News, Vol.178 #6 A Matter of Solidity A material that oozes through itself presents a super physics puzzle

By Alexandra Witze

Solids are supposed to be the reliable state of matter.

Gases are flighty and flitting and expand to fill any available space. Liquids will also mold themselves to whatever shape they occupy, from soda bottle to swimming pool. Solids, though, are steadfast and unyielding, stable and dependable, like the rise and fall of tides, the guidance of the North Star or the love of a dog.

But that truism may turn out not to be so true. In the past few years, physicists have learned of a solid that doesn’t adhere to fixed rules. Within this solid — helium at very low temperatures — some atoms appear to leave their rigidly defined positions and begin moving through the rest of the material without friction. In essence, the atoms are simultaneously solid and fluid, and the material slides through itself.

Star Trek captains might be familiar with such shape-shifting, but researchers on Earth aren’t. Ever since the phenomenon, dubbed “supersolidity,” was described, physicists have struggled to explain what might be going on within the mutable material.

“Most people probably thought this would be crystal clear in 18 months,” says John Beamish, a physicist at the University of Alberta in Edmonton, Canada. “It’s

a surprise that five years later we’re still not sure — which is telling you it’s more complicated than we’d thought.”

Some studies suggest that observations once attributed to supersolidity might instead result from materials behaving bizarrely for other reasons. Recent work, however, seems to strengthen the case for supersolidity. While theorists move forward with explanations for how flaws within crystals could give rise to supersolid behavior, experimentalists are building new laboratory devices to try to pin down what is really going on with this superpuzzle.

Excitement in the field runs high because of what’s at stake. Not only is supersolidity an entirely new form of material behavior, but it’s also Nobel Prize territory. The study of superfluidity, supersolidity’s older cousin, has netted a series of Nobels.

Under normal conditions, helium-4 is a gas, but at temperatures close to absolute zero it can exist in other phases. A superfluid phase has long been studied; scientists are now exploring its probable supersolid phase.

On the face of it, supersolidity seems counterintuitive, since atoms in a solid are arranged in a rigid crystal lattice. But almost all solids have empty spaces — called vacancies — where atoms are missing, like an apartment complex in which some rooms don’t have tenants. In 1969, Russian theorists proposed that quantum effects at low temperatures could cause some of these vacancies to hop from one place to another, so that different apartments become empty at different times and part of the solid could begin to move without friction.

Answer the following questions:

1. What is this article about?

2. Why is this discovery so startling?

3. Have scientists been studying this phenomenon for a short time or a long time?

4. How does the work of theorists differ from that of experimentalists?

5. Why are scientists so interested in this phenomenon?

LESSON PLAN: Part II

PRELIMINARY INSTRUCTIONAL PLANNING

Objectives: Students will be able to define solid, liquid, gas, kinetic energy, melting point,

boiling point, density, viscosity, reactivity, flammability, and the phase changes of freezing,

melting, evaporation, condensation, sublimation, and deposition. Students will understand kinetic

theory (that the particles that make up matter are in constant motion).

To Do:

7. Make Word Board: physical properties (melting point, boiling point, density, viscosity),

chemical properties (flammability, reactivity), phase change, freezing, melting,

evaporation, condensation, sublimation, deposition, kinetic theory.

8. Set up Mini-Lab: 8 graduated cylinders, 8 triple beam balances, 8 pencils in 8 buckets,

one for each lab group. Place at stations.

9. Copy lab worksheet for Mini-Lab (included).

10. Copy pages for reading and compare/contrast graphic organizer (included).

11. Develop study guide for this unit. Copy.

12. Copy Phase Changes graphic organizer (included).

13. Copy pages from texts: p. 460-463 Glencoe, p. 49-52 Holt

Materials:

For Word board: paper, marker

For Mini-Lab: 8 graduated cylinders, 8 triple beam balances, 8 colored pencils, 8 buckets

For demonstration on day 2: wooden block, water in a graduated cylinder and one Erlenmeyer

flask, water in beaker boiling on hot plate and thermometer.

INSTRUCTIONAL IMPLEMENTION

Sequence of Learning Activities

Day 1

Black Board:

4. Compare and contrast physical and chemical changes. 5. Mini-Lab Activity: Density of Water and a Pencil 6. Homework: Reading and graphic organizer.

(1 minute) Anticipatory Set: Name some physical properties of matter.

(20 minutes) Direct Instruction and Note Taking: Physical properties are any

characteristics of a material that you can observe without changing the identity of the

substances that make up the material. Describe physical properties of matter, including

density, viscosity, magnetism, particle size, shape, and color, boiling point and freezing point.

After taking notes, students stop to Pair and Share with their table partner. I will walk among the

students to monitor and correct their understanding of the concepts. A chemical property is a

characteristic of a substance that indicates how dramatically it can undergo a certain

chemical change. Describe chemical properties of matter including reactivity and flammability.

A chemical change is when the elements of substances recombine to form new substances. Signs

that a chemical change has occurred are a color change, a temperature change, gas formation

(bubbles), or the formation of precipitation (a solid). Chemical and physical properties help to

identify and classify substances.

(25 minutes) Mini-Lab: Using the handout and working in your lab groups for this week, do

the mini-Lab. Supplies are at your stations.

Homework: Using the graphic organizer compare and contrast physical and chemical changes

after reading the handout (p. 460-463 Glencoe, p. 49-52 Holt).

Day 2

Black Board:

1. Understand phase changes.

2. Understand Kinetic Theory.

Homework: Read the handout and answer the questions.

(5 minutes) Anticipatory Set:

1. Go over last nights’ graphic organizer as a way to review.

2. Ask: What are the three states of matter? (solid, liquid, and gas) These are also called

phases.

(41 minutes) Direct Instruction and Note Taking and Acting Activity:

Define solid, liquid, and gas. Solid has a definite shape and a definite volume. (Hold up a

block.) Liquid has a definite volume, but no definite shape. It takes the shape of its’ container.

(Pour water from graduated cylinder to Erlenmeyer Flask.) And gas has no definite shape and no

definite volume. (Point to water vapor coming off of boiling water with thermometer.)

These are probably definitions you’ve heard since elementary school. Now we will describe

them in terms of kinetic energy.

Does anyone know what kinetic energy is?

Kinetic energy is the energy an object has due to its’ motion. Every atom of a substance has

kinetic energy. Even in a solid the atoms that make up the solid are in motion. There are forces

of attraction that every atom feels for another also. All particles, whether they make up a solid,

liquid or a gas, have the same amount of kinetic energy if they are at the same temperature. In a

solid, the forces of attraction are so great they far outweigh the effects of kinetic energy of the

particles and the atoms vibrate in place. In a liquid, forces of attraction keep the particles close

together, and in a gas the forces of attraction can be ignored. The motion of the atoms are

unaffected by the motion of the other atoms unless they collide.

Kinetic theory states that all particles of matter are in constant motion.

Acting Activity: Select 6 students to act out the phases of matter and their kinetic energy.

As a solid, the students stand about 1 ft away from another and vibrate in place. As a

liguid they begin moving about but stay close together. As a gas they begin moving around

the room and can collide with the walls of the room.

Ask: When water changes from a liquid to a solid what is that process or change called?

(Freezing) When water goes from solid back to a liquid what is that phase change called?

(Melting) When water goes from a gas to a liquid, like when water collects on the lid of the

spaghetti pot when the water boils, what is that phase change called? (condensation) These

phase changes work for all matter. And they are reversible.

Remember water, no matter what phase it is in, solid, liquid, or gas, is always H2O, a

combination of hydrogen and oxygen in a ratio of 2:1. When working with physical properties

of a substance the substance does not change. Its’ state of matter may change but the

substance does not. A phase change is a reversible physical change that occurs when a

substance changes from one state of matter to another. Handout the graphic organizer on Phase

Changes. Explain where the labels go for the various shapes (solid, liquid, and gas) and arrows

(freezing, melting, condensation, vaporization, deposition, and sublimation). One way to

recognize a phase change is by measuring the temperature of a substance as it is heated or

cooled. Ex. Naphthalene overhead slide. Energy is either absorbed or released during a

phase change but the temperature of a substance does not change during a phase change.

What is the temperature of the boiling water? What phase change is the water undergoing? You

will prove to yourselves tomorrow that the temperature of a substance does not change during a

phase change as we work with dry ice and water!

Plans for Differentiation

Because we do so many different activities many learning styles are addressed: visual

through demonstrations, kinesthetic through the acting activity, slides, and notes on the

overhead, auditory through brief lectures and discussions, kinesthetic and tactile through mini-

labs, mathematical by measuring and recording data, interpersonal through paired, small group

and whole class activities, and intrapersonal through individual work. When students are

working in pairs or lab groups I make my rounds checking on their progress and understanding.

I make all my handouts for my student who is legally blind in 16 font size. Graphic

organizers are a great way for all students to make connections between concepts and is

especially helpful for those with learning disabilities. I use the word board for all my students

but they are especially helpful for ELL students. I will continue to work with my special

education co-teacher on our graphic organizer book with vocabulary words, one for each student.

Those booklets are still being made. Also, after the first test we had I think it is important to

develop a study guide prior to each test for special education students, ELL students, as well as

the traditional student.

I delivered the three day lesson plan this past week and it took twice as long as I thought

it would. My students need a lot of individual help. I need to repeat the information and make

sure that I review the homework from the previous night the next day in class. They are very

unfamiliar with graphic organizers. Although they take notes they do not use them to fill in the

graphic organizers. This skill of using graphic organizers is going to need to be scaffolded.

Plans for Supporting Diverse Perspectives and Cultural Differences

This week one of my Hispanic students began talking in a derogatory manner about other

minority groups and an African American student quickly replied in an angry manner. I stepped

in and explained the importance of respect for everyone and that that kind of language would

have no place in my classroom. There was another incident when an African American student

asked me how I liked teaching when I knew 40% of my students weren’t going to graduate. And

I replied that I believed all of my students would graduate and all would be successful. I have

faith in all of them. They have tremendous abilities. Sometimes I think that supporting diverse

perspectives is not about introducing minority students to minority scientists. It is about

supporting them and letting them know that I think the world of each of them, regardless of their

skin color or background.

Evaluation of Student Learning

Formative Assessments: Exit pass on the most important thing learned.

Summative Assessments: Homework will be collected based on the lecture.

Name ______________________Period ______Date ___________________

Mini-Lab: Determining the Density of Water and a Pencil

Procedure:

1. Measure the mass of the graduated cylinder. __________________2. Measure the mass of 100 ml of water and the graduated cylinder.

_____________3. Calculate the mass of water in grams (g). _______________________4. Calculate density of water. Density=mass/volume. Note: The units for

density are g/cm3, where 1 mL=1 cm3. _____________________________5. Measure the mass of a pencil. _________________________________6. Put 90 mL of water into 100 mL graduated cylinder.7. Push the pencil down until it is just submerged. Hold it there and record the

final volume to the nearest tenth of a milliliter (mL). _______________8. Calculate the volume of the pencil. Pencil volume = final volume of water

with the pencil in it – initial volume of water. ________9. Calculate the density of the pencil. Density = mass of pencil/volume of

pencil (g/cm3). __________________________________________

Calculations (Use your units!):

Analysis:

1. Is the density of the pencil greater than or less than the density of water? How do you know?

Name _______________________ Date ______ Period _________Compare and Contrast Chemical and Physical Change

Name _______________________ Date ________ Period _______________

Chemical Changes

Physical Changes

Unit 3 Phase Changes

Directions: Please read pages 84-91. Fill in the chart below. Add details.