Teacher: Rachel Valiquette Date: March 2nd, 2017

School: Conrad Ball Middle School Grade Level: 6th grade Content Area: Chemistry
Title: Changes in States Lesson #: 2 of

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)
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.
PS3-4: Plan an investigation to determine the relationships among the energy transferred, the type of matter, the mass,
and the change in the average kinetic energy of the particles as measured by the temperature of the sample.

Understandings: (Big Ideas)

1. Students will compare the effects of temperature on the energy of molecules. (Blooms analyze)
2. Students will illustrate how the movement of water molecules move when the water is heated or cooled.
(Blooms apply)
3. Students will discover that molecules moving faster have a higher energy. (Blooms apply)
4. Students will hypothesize about the effects temperature of water, and other liquid substances, have on the
movement of molecules. (Blooms create)
5. Students will demonstrate their abilities to complete self-paced activities in a given amount of time. ( Blooms
understand)
6. Students will show their ability to follow proper classroom behavior policies by using technology in an
appropriate manner. (Blooms understand)

Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select applicable
questions from standard)
1. How do molecules move?
2. How is the energy of molecules affected by temperature?
3. Would molecules in a higher or lower temperature have more energy?
4. Would molecules in a solid, liquid, or gas have more energy?
5. How can you increase the energy of molecules?
6. How can you observe the movement of molecules in an experiment?

Evidence Outcomes: (Learning Targets)

Every student will be able to: Build a connection between the temperature of water and the energy of the molecules in
that water.
This means I can: Understand that an increase in temperature will increase the energy of molecules.
 Planned Lesson Activities
Name and Changes in States
Purpose of
Lesson The purpose of this lesson is to allow the students to explore the effects of temperature on the
movement of molecules using a self-paced activity on their ipads.

Approx. Time Materials: students iPad, changes in states worksheet

and Materials
Approximate time:
0-5 minutes: Do Now
5-8 minutes: Agenda, Standard, and Learning Target
8-45 minutes: Changes in States Worksheet
45-54 minutes: Whole class discussion and wrap-up

Anticipatory The students follow a routine each morning in which they answer a Do Now question. This
Set questions is typically a simple question in which students will have a variety of answers all
revolving around a similar idea. Using this routine helps students to make connections to what
they learned in the previous day and help them connect those ideas to what they will be learning
about in following lessons. For this Do Now, I will have the students answer the question, How
can you decrease the energy of a molecule? I came up with this question because I wanted
students to inquire about movement of molecules and how when they move slower they would
have a lower energy, similar to how we are as humans. They will complete this task in their Do
Now folder on their iPads. If a students does not have their iPad present in class, they are
expected to problem solve and use a paper and pencil.

Procedures Teacher Actions Student Actions

0-5 minutes: Do Now 0-5 minutes: Students will be

During the first 5 mes of class I will have the students expected to have their iPads
complete a Do Now activity that they are used to seeing in charged and ready to use in class
their everyday practice. This Do Now question will involve in order to complete the Do Now
students answering the question, How can you decrease the activity. If students are not
energy of a molecule? The Do Now will be displayed on prepared with their iPads, they
the projector and will also be available in a folder that are expected to problem solve
students can locate on their iPads. After I have assessed that and complete the activity on
the students have completed the Do Now, I will ask some of paper and pencil.
the students toinut share out their answers and we will have
an open discussion about them as a class. I like to give the
students an opportunity to jot down thoughts that they have
in regards to the prompt and then see them make those
clarifying connections when we hold the class discussion.
Check for understanding - Ask some of the students to share
their answers for the Do Now question on molecules.
(Intrapersonal, interpersonal, verbal/linguistic, visual/spatial)

5-8 minutes: Agenda, Standard, and Learning Target

 I will explain to the students the agenda for the day. The 5-8 minutes: The students are
agenda will be as follows: Do Now activity, talk about the expected to listen quietly with
goals for the class period and expectations for the lab, we their iPads closed and locked.
will be completing an exploratory exercise in which students
will have the opportunity to create experiments in an online
simulator. It is important that I show the students what the
assignment looks like and the important steps they need to
remember in order to prevent taking too much time with
individual students to clarify the procedure.
(verbal/linguistic)

8-45 minutes: Changes in States

The changes in states assignment walks students through 8-45 minutes: Students are
various simulations of what happens when different expected to complete the
substances are subjected to heat and cooling. These assignment and worksheet in a
different substances could be water, methanol, or mercury. timely manner.
When the students choose water for example, they can set
the simulation to heating and observe what happens to the
water molecules when the water is heated. In this case, the
water molecules would begin to spread out and move at a
quicker pace than before. The students will explore different
simulations and create their own experiment to discover what
happens when molecules are heated or cooled. This activity
involves answering questions and exploring and creating
experiments.
Check for understanding individually and in groups
(visual/spatial, interpersonal, intrapersonal)

45-54 minutes: Whole class demonstration and wrap-up

(See closure description) 45-54 minutes: Students will
Check for understanding participate in the class discussion
(visual/spatial, verbal/linguistic, interpersonal) to further their understanding.

Closure The closure of todays lesson will be a class discussion guided by my questioning. At this point in
the lesson, students will have completed the assignment and would have designed and worked
through several experiments. This would include observing what happens to the movement of
food coloring though cold water, room temperature water, and hot water, as well as through many
other types of substances. The students will record their observations for each trial and describe
what they believe is happening to the energy of the water molecules. During the closure, I will
have several students volunteer to read out what experiment they designed and then as a class
we will try to figure out what happened to the molecules in that experiment based on the change
in temperature.

Differentiation Do Now: During the Do Now, students are allowed to use their notes to answer the prompt.
There are several modes of accessing the daily prompt, such as it is projected on the screen as
well as accessible through their iPads. The students are also encouraged to answer the prompt
using whatever creative outlet they choose.

Changes in States: During the online activity there are different levels of understanding that
students can choose to complete. Each student is given the opportunity to test their
 understanding at any level they feel comfortable at. Students are always encouraged to move up
a level if the assignment is too simple, or to move down a level if they feel that they are
struggling.

Assessment Do Now: The Do Now is a basic post-lesson assessment that students complete each morning
to help their understanding of prior knowledge and how they can connect that knowledge to the
days lesson.

Checks for Understanding X3: Throughout the lesson I check in on the students understanding of
the content and assignment and expectations for the day in order to guide each student
individually, or as a whole group, towards what is best for their learning progression.

Changes in States: The students will be graded on this lab by using their prior knowledge to
answer questions as well as providing meaningful observations and experimental design.