Properties of Matter

Dillon Lynch

Stage 1 - Desired Results

BIG IDEA:
Properties of Matter Unit: Energy and chemical reactions change and affect the world
around us
Concepts
Essential Questions
The students will understand that
How is thermal energy related to
The world is made up of matter and
phase changes?
can change based on the environment
How is thermal energy related to
around it.
particle arrangements?
How does particle movement and
placement affect the state of matter?
Why is particle movement
dependent on energy?
How can changes of matter and
particle changes be reflected in our
everyday life?
Knowledge
Standards
Students will know
Use the relationship between heat
phase of matter is dependent on
and the motion and arrangement of
particle movement and arrangement
particles in solids, liquids and gases to
Melting is a change in matter from a
explain melting, freezing, condensation
solid to a liquid.
and evaporation (6.2.1.2.3)
Freezing is a change in matter from
Skills
a liquid to a solid.
Students will be able to
Evaporation is a change in matter
identify the different phases of
from a liquid to a gas.
matter
Condensation is a change in matter
describe the process of particle
from a gas to a liquid.
arrangement as heat is added
Sublimation is a change in matter
from a solid to a gas.
Language Objective
SWBAT define the following terms:
Melting
Freezing
Evaporation
Condensation
Sublimation
Stage 2 - Assessment Evidence
Performance Tasks:
Other Evidence:
Exit Ticket
Notes
At the end of the class
Independent Practice
period, students will answer the
question: Draw the particle
arrangement for a phase change
during condensation? Correct
answers indicate mastery of

Properties of Matter

Dillon Lynch

learning target of the day. Teacher

can determine what materials need
further explanation by observing
trends of where students are
struggling with lesson based on
incorrect answers.
Stage 3 - Learning Plan
Learning Activities:
Pre-Assessment Drill (5 min)
Teacher: Directions for the drill are on the board along with the learning
target. The drill of the period is
What do you think happens during a change from a solid
to a liquid? Liquid to gas? Solid and gas? while the learning target states that I
can describe different phase changes and how they relate to changes in particle
arrangements . The teacher will circulate, respond to questions, and monitor
behavior to keep students on track. As this is may be the first time for students
to hear or think of these words, possible have examples of matter ready (a ball,
water, air etc.) if students ask and need help.
Students: Students silently answer the drill questions and copy the
learning target in their notebooks. When students finish, they will raise their hand for
the teacher to check answers.
Provocation: Book Notes- see additional slides
Teacher:
Teacher goes over the expectations for the book notes and
states the following:
Students are to remain in their seats during
the reading
Students will be silent while the speaker is
reading.
Students will either be following along to the
reading or writing down whatever is written in red on the board
During this section, the teacher will conduct popcorn
reading during the chapter reading. This means that students will be called on
randomly while reading. Usually the next reader is chosen at the end of a
reading section or paragraph but if the teacher sees a student struggling then
they may choose to shorten the reading and call on the next student earlier.
During the reading, on the projector, the teacher will present
the different notes that correspond to the book reading. Remind students that
they only need to write down what is written in red.
Ask students to give a thumbs up when they are done with
their notetaking. When most of the students have finished their reading,
continue on to the next section of the reading while still having the notes
presented to let students who need more time to be able to finish their notes.
Student:
Students will silently listen to the teacher the teachers
expectations about the reading and book notes.
There should only be one student speaker at a time during
book notes. Students are silently following along during the reading unless they

Properties of Matter

Dillon Lynch

have been called upon to be the speaker.

When students are taking notes, they are only copying
down what is written in red on the board. Students are also able to ask
questions during both the reading and the note taking time in case they need
any clarification.
Procedure: Independent Practice- see additional handout
Teacher:
Teacher will explain the expectations about independent
practice with students and states the following
Students will remain in their seats
Students may use partner voices if they want
to work on the assignment with a partner.
Students will complete the individual practice
during class time.
While students are working on the independent practice,
teacher will circulate around the classroom to keep students focused and be
available for students questions.
Student:
Students will spend the remaining time in class working on
the independent practice. Students may choose to work on the assignment with
a partner but may only do so with those who they are already sitting around.
Voice level should not get above partner voices.
Any students who are not done will need to finish the
independent practice for homework that isnt done by the end of class.
Post Assessment + Closing: Exit Ticket
Teacher
Teacher will post on the board the exit ticket. The exit ticket
will be the following question:
Draw the particle arrangement for a phase
change during condensation?.
Teacher will circulate, scaffolding and helping students who
are having difficulty answering the question.
Student
Student will silently respond to the exit ticket question and
write a reflection on the day in their notebooks. Once completed, students will
stay in their seats until their table is dismissed by the teacher. Students will line
up at the back door silently to be dismissed until their next class.
Stage 4 - Reflection