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The power point was designed to be like a kiosk information center. We were to pick a subject area and content area of our choice. Mine consisted of second grade science, dealing with the states of matter.
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The states of matter lesson plan
This document provides information about a 5th/6th grade physical science lesson on matter. The lesson focuses on the three states of matter - solid, liquid, and gas. Students will learn to recognize matter, identify objects based on physical properties, watch an explanatory video, participate in a sorting activity, and complete an online interactive game and quiz. The goal is for students to understand the key concepts around properties and changes of properties in matter.
Lesson plan changes in matter
1. The lesson plan describes a science lesson for 5th grade students about physical and chemical changes in matter.
2. Students are divided into groups to observe and compare physical changes in matches and paper through breaking, burning, and tearing.
3. The teacher then explains that physical changes alter the object's form but not its internal composition, while chemical changes result in a new substance through changes in molecular composition. Examples of each type of change are discussed.
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Changes in Matter
Physical changes alter the state or form of a substance without changing its chemical identity, and are reversible. Chemical changes transform one or more substances into new substances with different properties, are indicated by color changes, formation of precipitates or gas bubbles, production of heat or light, and are not easily reversible. Physical and chemical changes can be distinguished by whether the identity of the substance is conserved and if the change is reversible.
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The states of matter lesson plan
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Mixtures powerpoint
A mixture is a combination of two or more substances that are physically mixed together without undergoing a chemical reaction. Mixtures can be heterogeneous, with each component clearly visible, or homogeneous, where the components are evenly distributed and not visible individually. Mixtures differ from compounds in that their components can be separated by physical means and do not have a fixed composition.
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Physical changes alter the state or form of a substance without changing its chemical identity, and are reversible. Chemical changes transform one or more substances into new substances with different properties, are indicated by color changes, formation of precipitates or gas bubbles, production of heat or light, and are not easily reversible. Physical and chemical changes can be distinguished by whether the identity of the substance is conserved and if the change is reversible.
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Unit Plan OverviewSubjectScienceTopicIntroduction to.docx
Unit Plan
Overview
Subject:
Science
Topic:
Introduction to Matter
Unit overview:
This unit is designed to introduce students of grade 5 to the matters, the students will be able to know that the world is made up of matters and they will also learn more about matters and their properties.
Grade:
5
Unit duration:
3-4 weeks
Stage 1 – Desired Results
Big Ideas
Atoms are the building blocks of everything, or matter is formed from atoms.
Universe is made up of matters.
Core Competency
Questioning and Investigating
Communication
Thinking
Personal Social
· Connect and share with others.
· Explain and reflect on experiences
Critical thinking:
· Questions and investigate
· Analyze and critique
Creative Thinking:
· Generating ideas
· Developing ideas
Personal Awareness and responsibility:
· Self determination
· Self-regulation
Social responsibility:
· Contributing to community and caring for the environment
· Building relationships
· Solving problems in peaceful ways
· Valuing diversity
Concepts
Unit Understanding
Transfer Goal
Essential Question
Matter
States of matter
Properties of matter
Uses of matter
Students will understand that…
· Matter has properties
· Matter is made up of atoms and particles.
· Matter has 3 phases
1. Solid
2. Liquid
3. Gas
Students will be able to independently use their learning to…
· Use understanding of properties to address real-life properties
Students will keep considering…
· How are properties used to solve problems?
· What are matters?
· Different phases of matters.
· How matters are used in daily life?
· What are different states of matter?
First Peoples Principles
Learning is holistic, reflexive, reflective, experiential, and relational.
Curricular Competencies
Content
Students will be skilled at…
· Questioning and predicting – make predictions about findings.
· Use reasoning and logic to explore, analyze and apply science of matters.
· Connect concepts of matters to each other and other areas of personal interest.
· Explain and justify the science of matter and decisions.
· Communicate the critical thinking used in science in many ways.
Students will know that…
· reviewing matter and what it is
· states of matter
· Basic concept of matter
Stage 2 – Evidence: Assessing for Understanding
Assess: Understanding
Summative:
Culminating Performance Task(s) at the end of the unit to show understanding
Formative:
Checkpoints for understanding during the unit
· A subjective test should be taken to analyze student’s understanding of concepts
· GRASPS- A skill testing question
Goal: To show your understanding of matters
Role: You are a scientist. You are given a mystery substance by your senior who has mixed up all the labels.
Audience: Your senior scientist (teacher).
Situation: Solve the mystery by performing an experiment to classify the mystery substance as solid, liquid or gas. Focus on identifying properties of matter using senses.
Product: You will submit your lab re ...
chemchapt3-101015131301-phpapp01-180120100528.pdf
This chapter discusses the properties and changes of matter. It introduces the three common states of matter - solids, liquids, and gases. Matter can undergo physical changes that alter its properties without changing its composition, or chemical changes that result in new substances. The law of conservation of mass states that mass is conserved in chemical reactions. Compounds are combinations of elements that can be broken down, while elements cannot be further broken down.
Matter
This document discusses matter and its properties. It defines the three common states of matter as solid, liquid, and gas. Solids have a definite shape and volume, with particles that are close together. Liquids take the shape of their container but have a definite volume, and their particles can move past one another. Gases spread out to fill their container and do not have a definite volume. The document also distinguishes between physical and chemical properties, and physical and chemical changes. Scientists use tools like balances and measuring cups to measure the mass and volume of matter.
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This document outlines a lesson plan on heat that covers curriculum expectations, prior knowledge, demonstrations, and assessments. It discusses key concepts like the particle theory of solids, liquids, and gases. Experiments are proposed to show how heat causes expansion and convection currents. Misconceptions about particle size and heat transfer mechanisms are addressed. Societal applications involving heat transfer are also described.
Conceptual science teaching: concept cartoons & concepTests
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1st co 1st quarter sy.2023-2024 IMs.pptx
Everyone is encourage to share their blessings to without any hesitation. More and more blessings to come to our dearest public school teachers. Hooray and more power! Everyone is encourage to share their blessings to without any hesitation. More and more blessings to come to our dearest public school teachers. Hooray and more power! Everyone is encourage to share their blessings to without any hesitation. More and more blessings to come to our dearest public school teachers. Hooray and more power! Everyone is encourage to share their blessings to without any hesitation. More and more blessings to come to our dearest public school teachers. Hooray and more power! Everyone is encourage to share their blessings to without any hesitation. More and more blessings to come to our dearest public school teachers. Hooray and more power! Everyone is encourage to share their blessings to without any hesitation. More and more blessings to come to our dearest public school teachers. Hooray and more power! Everyone is encourage to share their blessings to without any hesitation. More and more blessings to come to our dearest public school teachers. Hooray and more power! Everyone is encourage to share their blessings to without any hesitation. More and more blessings to come to our dearest public school teachers. Hooray and more power! Everyone is encourage to share their blessings to without any hesitation. More and more blessings to come to our dearest public school teachers. Hooray and more power! Everyone is encourage to share their blessings to without any hesitation. More and more blessings to come to our dearest public school teachers. Hooray and more power!
Student Study Guide Physical Science 416/436
This student study guide was prepared to help English students in the province prepare for their Physical Sciences 416/436 MEQ written examination. The guide was first prepared in 1996 and has undergone revisions in 1997, 1998, and 1999. It provides references to course materials and includes sample exam questions to help students study. The authors request that teachers provide feedback to help improve the guide. Special thanks are given to those involved in creating and revising the guide over the years.
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This document discusses the particle model of matter and the key differences between solids, liquids, and gases at a molecular level. It defines density as the mass of a substance per unit volume and explains how density is higher in solids and lower in gases, with liquids being intermediate. The document also outlines how the arrangement of particles in each state of matter determines properties like compressibility, ability to flow, and strength of molecular forces.
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This chapter introduces key concepts in chemistry including distinguishing science from technology, defining important terms like hypothesis and theory, and classifying types of matter. It outlines learning objectives related to the states and properties of matter, physical and chemical changes, and using units and calculations. Students will learn to differentiate elements, compounds, mixtures and various research types as well as manipulate matter concepts like density, heat, temperature and phases. Critical thinking skills will also be developed.
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Chapter 2
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Chapter 3
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Chapter 5
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Chapter 6
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1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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Power Point
- 1. Lesson: States of Matter Content: Science Grade Level: 2nd Instructor: Rachael Vigder April 12, 2009
- 2. Main Menu Content Posttest End Show Credit Page
- 3. Curriculum Objectives 1.1 • COMPETENCY GOAL 3: The learner will observe and conduct investigations to build an understanding of changes in properties. ▫ 3.01: Identify three states of matter. Solid Liquid Gas North Carolina Standard Course of Study North Carolina Standards: Second Grade Science
- 4. Curriculum Objectives 1.2 • COMPETENCY GOAL 3: The learner will observe and conduct investigations to build an understanding of changes in properties. ▫ 3.02: Observe changes in state due to heating and cooling of common materials. ▫ 3.04: Show that solids, liquids and gases can be characterized by their properties. ▫ 3.05 Investigate and observe how mixtures can be made by combining solids, liquids or gases and how they can be separated again.
- 5. Lesson Plan Objectives 1.1 • Students will be able to: ▫ Classify materials as solids, liquids, and gases. ▫ Define the terms solids, liquids and matter. ▫ Show that when materials are manipulated they can take on different properties.
- 6. Lesson Plan: Introduction: Matter • Ask students to write down things they think are solids, liquids and gases. • Ask them to define each of these three things. • Discuss in groups, or at their table, what they have written on their lists. • The teacher will ask individuals for an example from their list and the teacher will confirm or deny their categorization.
- 7. Lesson Plan: Involvement: Matter • Each table/group will approach a table to find things that are solid and liquid items. • They will observe the items through touch, look and smell. • On a chart, they will write down what each item was and what matter it consisted of. • They will return to their teams and then be asked again, to name solids and liquids.
- 8. Lesson Plan: Observation: Matter • The students have now discovered the difference between liquids and solids. Now, they need to experience with gases. • There will be two items sitting on a particular table, a candle and a balloon. (Note: Hands-on is eliminated from this portion due to fire use). • The candle will be lit by the teacher and she will ask what they expect will happen to it. • A balloon will be blown up with human air and she will ask the students what went into it. • The students should observe the materials and what is happening to the materials. • Students will record observation to their ability and return to seats
- 9. What did they learn? • Solids: ▫ Tends to keep its form rather than moving freely, molecules are compound, firm and compact. Examples: ice cubs, blocks, wood, soap bars, flowers • Gases: ▫ Fluid form of a substance which can expand and fill a space. It is not a liquid or solid, but more of a vapor. Examples: air, carbon dioxide, heat, steam • Liquids: ▫ Readily flowing, fluid, molecules move freely throughout a substance. Examples: water, other sources of drinks
- 10. Important Information • Molecules are what hold objects together. • Hydrogen and oxygen are examples of gaseous matter. • A conversion from solid to liquid is known as melting. • When something evaporates it turns into a gas. • Only liquids and gases can truly take the shape of a container it is put into.
- 11. Let’s try an interactive video! Click here to try out the video on matter!
- 12. The conversion from a solid state to a liquid state is… a) Vaporization b) Melting c) Evaporation d) Condensation
- 13. Oxygen is an example of this type of matter… a) Liquid b) Molecule c) Solid d) Gas
- 14. What object DOES NOT take the form of its container? a) Water b) Gas c) A pencil d) Sand
- 17. Credit/Works Cited • Google Images ▫ http://www.images.google.com • Hot Chalk’s Lesson Plans (Solids, Liquids, Gases) ▫ http://www.lessonplanspage.com/ScienceDistinguishSolidLiquidAndGa s24.htm • North Carolina Standard Course of Study ▫ http://www.ncpublicschools.org/curriculum/ • Second Grade Lesson Plans ▫ http://westlakees.wcpss.net/secondgradelinksandlessonplans.htm#matt er • States of Matter Quiz ▫ http://dimdima.com/science/quiz/show_quiz.asp?q_aid=13&q_title=St ates%20of%20Matter