Topic:

Gases

Duration
Two days (30 minute time slots for each day)

Purpose
Students need to understand and recognize gases, since it is one of the three states of
matter that is found all around us.

Materials
Examples of Gases handout (1 copy)
Balloon Bottle Experiment (25 copies)
Matter Sort (25 copies)
Smart Board
Glue
Scissors
Pencils
Balloons
Water Bottle
Vinegar
Baking Soda

Michigans Grade Level Content Expectations (GLCEs)

P.PM.E.2 Matter exists in several different states: solids, liquids and gases. Each
state of matter has unique physical properties. Gases are easily compressed but
liquids and solids do not compress easily. Solids have their own particular
shapes, but liquids and gases take the shape of the container.

Objectives
Students will be able to list examples of gases.
Students will be able to describe why a gas expands to Nill an area, when it isnt
compressed.
Purpose
Students will understand the importance of making a hypothesis. They will create a
hypothesis and test it to see if their best guess was correct or incorrect.

Anticipatory Set
Students will be coming to the carpet in front of the smart board to view the examples of
gases handout. The handout will be presented on the Smart Board. After reading through
the pictured examples together, students will have the opportunity to raise his/her hand to
give more examples of gases that were not already given.

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Modeling

Each activity will be modeled on the Smart Board before the students will be required to
complete them. For the balloon bottle activity, we will walk through the worksheet that will
be completed during the experiment in a large group instruction. Students will be sitting at
the carpet in front of the Smart Board for instruction. We will list the materials needed to
complete the balloon bottle activity, list the procedures, explain how to make a hypothesis,
followed by a conclusion. Since forming a hypothesis will be a new concept for students,
this will need to be explained in detail. Also, since this experiment could be messy, rules
will need to be established as well.

On the second day of the lesson, students will be completing a matter sort that will also be
modeled on the Smart Board. Students will be sitting on the carpet in front of the Smart
Board while instructions are given.

After each activity is modeled on both days, students will be invited to ask any questions
that they may have.

Creating Understandings
Students will carry out the Balloon Bottle experiment. Students will add vinegar to baking
soda inside of an empty water bottle, with a balloon on the opening of the water bottle.
Students will be asked what they think will happen when vinegar is added to baking soda
and how it will affect the balloon, if at all. Students will create a hypothesis and then test
their hypothesis. Students will discuss and understand that they are adding a liquid
(vinegar) to a solid (baking soda), which will form a gas inside of the balloon once it is
blown up from the reaction.

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Metacognition Opportunities
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Students will use think/pair/share during the modeling portion of the lesson. After the
teacher has explained to students that they will be creating a hypothesis for the Balloon
Bottle experiment, they will then be given a few short minutes to create a hypothesis about
what they think will happen to the balloon. Students will then be placed into partner
groups to talk about their hypothesis and their reasoning. Students will then be invited to
share their thoughts with the rest of the class.

Students will talk their way through the Balloon Bottle experiment with their table groups.
Students will be describing the procedures as they do them and what they think will
happen next.

Opportunities to Apply Learning to New Situations

Students will understand that certain household products can form a chemical reaction.
Students will be challenged to go home to talk with an adult Nigure at home (older sibling,
grandparent, parent, aunt or uncle), to try to think of other reactions that may occur when
combining ingredients.

Checking for Understanding

Students will give thumbs up if they understand what is expected of them. If some students
still display thumbs down, the instructor will ask those students if they have a question or
what needs further explanation. The activity may need to be modeled once more,
depending on the understanding of the entire class.

Assessment
Students will be turning in their Balloon Bottle worksheet at the end of day 1, and their
Matter Sort worksheet at the end of day 2. The Matter Sort worksheet will be an overall
summary of all three states of matter to see if students have grasped the differences
between a solid, liquid, and a gas.

Closure
At the end of the Nirst day of the lesson, students will be directed to turn in their completed
work in the turn in basket. Students who Ninish early will be expected to do a fast Ninisher
quietly while the rest of the class Ninishes up. After everyone has turned in his or her
balloon bottle lab worksheet, there will a whole class discussion. Students will be asked to
raise their hands if their hypothesis was correct. Students will then be asked to raise their
hands if their hypothesis was incorrect. It will be explained to students that it is okay to
form an incorrect hypothesis. Students will be informed that this is a process that scientists
have to go through all the time, testing one hypothesis after another.

At the end of the second day of the lesson, students will turn in their completed matter
sorts into the turn in basket. Students who Ninish early will be expected to do a fast Ninisher
quietly while the rest of the class Ninishes up. After everyone has Ninished their matter sort,
students will be directed to come back to the carpet for a lesson wrap up on gases. Students
will be asked to give examples of gases as well as the speciNic property that a gas holds.

Adaptions/Differentiation
Since we have many students who a difNicult time concentrating, these students need
several extra reinforcements while working on individual seatwork. These students need to
hear these extra positive reinforcements to keep them on track, such as:
Great job!
Keep up the good work!
Youre almost done!
You can do it!
Some students have a difNicult time concentrating because of the noise as well. These
students are provided with headphones, to help block out the noise. Other students have
individual punch cards, where they get a punch each time they Ninish an assignment in a
timely fashion. These students have set goals to work towards, like earning a reward for
Nilling up an entire punch card. Different strategies are used for different students.