KS3 SOW - Particles - Hertfordshire Grid for Learning · Web viewUse discussion to illicit prior learning and note any properties of solids, liquids and gasses on the board. [8 mins]

Key Stage 3 Science

“Particles Unit”

“Particles Unit”

Unit Overview:

Links to Units 4D; 5C; 5D and 6C

Establish prior learning – differences between solid, liquid and gas[N.B. Pupils at KS2 should not have studied particles, but most have]

Consider various models to represent particles in solids, liquids and gasses[N.B. Use murder mystery to think about ideas and evidence]

Apply the particle model to familiar situations e.g. Changes of state

Apply the particle model to unfamiliar situationse.g. Expansion; conduction; pressure; diffusion.

Common Misconceptions:

1. Pupils have previously studied melting and dissolving, but get these two processes confused.

2. Pupils believe that the particles expand when heated as opposed to the spaces between increasing

‘Particles’ [LESSON 1]

Big Question: What are all substances made up of?

Lesson ObjectivesScience content Science skills Transferable skills

To distinguish between a solid, a liquid and a gas.

Generating ideas and explore possibilities (PELT)Making decisions and evaluating models generated (SEAL)Developing resilience and optimism in the course of learning science and solving problems by overcoming fears and anxiety of being wrong (SEAL)

Key WordsProperties; Compressible; Volume; Shape

Resources:30 x Copies of Concept Cartoon 8.4 or Electronic version of itExhibition of 20 materials – some solid; some liquid and some gasFlipchart paper

Lesson Plan

STARTER Discussion centred on ‘Concept Cartoon’ 8.4. Use discussion to illicit prior learning and note any properties of solids, liquids and gasses on the board. [8 mins]

MAIN 1. Exhibition of about 20 materials – some solid, some liquid and some gas. Pick a pupil to identify a solid and justify their selection. Discuss with whole class. Continue with other pupils picking out further solids, liquids and gasses. Classify all the materials. [10 mins] Notes: Write down three examples of and three properties of a solid; a liquid and a gas. [10 mins]2. Get the pupils to work in groups [4 max.] and to draw on flipchart paper what they think it looks like inside a solid, liquid and gas through the most powerful microscope. [10 mins]

3. Ask different groups to explain their ideas to the class – where the ideas came from and how the ideas can help to explain some of the properties that were discussed earlier. [15 mins]

PLENARYTask: You are going to explain what we mean by a solid, liquid and/or gas to an alien. Give them two minutes thinking time and then pick people to offer their explainations [5 mins]

Assessment OpportunitiesListening to and responding to ideas during discussions. Looking at ideas and discussing these with groups on what solids, liquids and gasses are like inside [N.B. Use the time to select the groups to feedback to the class]

NotesMeta-cognitive plenary involving “what contribution did you make with the model”, “did you agree with the model, if not did you express your opinion…..”Also the models that they do on A3 to generate ideas can be used in future lessons Today’s motto is “It’s O.K. to be wrong”


Big Question: What are all substances made up of?


What is a solid, liquid and a gas

Evaluating models. Trying to influence others, negotiating and balancing diverse views to reach workable solutions (PELT)Developing resilience and optimism in the course of learning science and solving problems by overcoming fears and anxiety of being wrong (SEAL)Experience satisfaction and mastery.Building a sense order and predictability in the world by understanding the principles of how things work (SEAL)Working with others to solve problems (SEAL)

Key WordsProperties; Melting; Boiling; Evaporating; Condensing; Freezing

Resources:Posters on solids liquids and gasses from last lessonMolecular models; polystyrene balls; other ‘models’10 x sets of Card sort from Badger Year 7 61a

Lesson Plan

STARTER Question and answer session based on last lesson – asking for examples of solids, liquids and gasses; discussing their properties.

[5 mins]

MAIN 1. Discussion centred on the posters the class drew last lesson – try to relate their ideas on the internal structure of solid, liquid and gas to their properties. Look for some consensus in the model [15 mins] 2. Using alternative models to help to illustrate the ideas about particles – polystyrene balls; marbles; peas. Model solid, liquid and gas and focus in on the space between the particles and the forces between the particles. Introduce the effect of heating and cooling to start to look at melting; boiling; evaporating etc. [15 mins]

PLENARYCard sort activity based on Badger Year 7 61a

Assessment OpportunitiesListening to and responding to ideas during discussions. Looking at ideas and discussing these with groups on what solids, liquids and gasses are like inside

NotesGoing back to model produced last lesson.Looking from 2D to 3D.Using models to explain things that happen- solid liquids and gases.Today’s motto is “It’s ok to be wrong”


Big Question: Are models perfect?


How particles behave in solids, liquids and gases

Distinguish, recognise the difference between ideas and evidence

Adapting ideas as circumstances change (PELT)Questioning your own and others ideas (PELT)Communicate effectively with others (SEAL

Key WordsIdea; Evidence

Resources:Exhibition of 6 materials – two solid; two liquid and two gas. Toothpaste and jelly12 x sets of laminated cards for the ‘Missing lunch mystery’Custard made up to be ‘crazy’

Lesson Plan

STARTER Quick classification of two solids; two liquids and two gasses from exhibition used in lesson 1. Introduce more difficult examples to classify e.g. Toothpaste; jelly. Discussion on these. Steer them towards use of the particle model to help with explanations [7 mins]

MAIN 1. ‘The missing lunch mystery’ [‘Exploring Science’ Year 7 p.311]. Release the information in parts , checking theories after each release of information. Discuss the need to adjust theories in the light of new evidence. Compare with the particle model [20 mins] 2. ‘Crazy Custard’ demo – invite pupils to ‘play’ with the custard; try bouncing it on the floor. Give the pupils time in groups to discuss what is happening, allowing time to visit each group to demo it. Get groups to present their ideas to the class – try to focus on particle related explanations [20 mins]

PLENARYIndividually, think of three things that you have learned in the

lesson. [2 mins]. After two mins get them to discuss this with their neighbours. [2 mins] Take feedback from groups and try to focus on what they have learned and how they learned it. [7 mins]

Assessment OpportunitiesListening to and responding to ideas during discussions.

NotesThe lesson is about cognitive conflict.


Big Question: How could we use a scientific phenomena to explain everyday situations


How do the particles in a substance when heated and cooled

Obtaining evidence- precision.Considering evidence- examining results and using the model to explain results

Key WordsMelting; Boiling; Evaporating;

Condensing; FreezingResources:30 x Copies of Concept Cartoon 9.8 [Melting Ice] or Electronic version of itTrays of IceElectronic balance12 x 0-110oC Thermometers

Lesson Plan

STARTER Discussion based on ‘Concept Cartoon’ 9.8 ‘Melting Ice’. Relate this to the particle model [5 mins]

MAIN 1. Assisted demo ‘To Find Out If Ice Changes Weight When Melting’

– initial weighing [5 mins]2. Class expt ‘To Find Out What Happens When Water Is Heated and

The B.Pt’ – discuss what is happening in terms of particles [15 mins]

3. Return to weighing melting ice and get the answer [5mins]4. Use ‘States of Matter’ unit on Multimedia Science to review

melting, boiling, etc. [10 mins]

PLENARY Pupils to use white boards to draw particle diagrams of

a. Less able: solid, liquid, gasb. More able: melting, boiling, evaporating, condensing

[10mins]

Assessment OpportunitiesSelf assessment – give the pupils the opportunity to decide which plenary to tacklePeer assessment – ask the pupils to comment on the quality of the plenary explanations

Notes


Big Question: How could we use a scientific phenomena in unfamiliar situations


Obtaining evidence-observing.Considering evidence- using your model to explain observations

Developing resilience and optimism in the course of learning science and solving problems by overcoming fears and anxiety of being wrong (SEAL)Collaborating with others to work towards common goals (PELT)

Key WordsDiffusion

Resources:1 x Long glass/perspex tube; cotton wool; conc. Hydrochloric acid and conc. ammonia12 x 400 ml BeakersPotassium [VII] Manganate

Lesson Plan

STARTER Hold up diagrams on white boards of particle models of some of solid, liquid, gas, melting, boiling, evaporating, condensing. Pick pupils to identify what the diagrams represent and how they know. Pick one or two to draw some of these models [5 mins]

MAIN 5. Demo ‘Diffusion of conc hydrochloric acid and conc ammonia in

glass tube’ [10 mins]6. Class expt ‘To observe what happens as potassium [VII]

manganate dissolves’- pupils bullet point their observations and try to explain them- discuss what is happening in terms of particles [15 mins]

7. Return to demo; discuss the observations; allow the class time to start to devise conclusions [15mins]

PLENARY Think of three new things that you learned in to-day’s lesson Explain how you learned these. Take feedback from a few pupils [10mins]

Assessment OpportunitiesListening to and responding to ideas during discussions

Notes


Big Question: What makes a good conclusion?


Considering evidence- what makes a good conclusion.

Assess themselves and others, identifying opportunities and achievements (PELT)Seek help, give and receive feedback, review your own progress as individuals and groups. (SEAL).

Key WordsConclusion; Expansion; Contraction

Resources:1 x Video from ‘Literacy in Science’ on writing conclusionsBall and Ring10 x Sheets of flipchart paper

Lesson Plan

STARTER Key words [Particle; Diffusion; Conclusion] from previous lesson on the board. Pupils, in groups, to write one or two sentences to explain. Take feedback from groups [8 mins]

MAIN 8. Reminder that H/W was to write a conclusion. Show video

‘Writing a Good Conclusion’ Questions on the three elements of a good conclusion. In groups, review the conclusions on diffusion written for H/W. Take feedback on what was good and how they could have been improved. [20 mins]

9. Demo ‘Expansion of the Ball and Ring’ Discussion seeking explaination for observations [10 mins]

10. In groups and on flipchart paper, write a three part conclusion for the ‘Ball and Ring’ demo. Display conclusions on walls [15mins]

PLENARY Select groups to read out parts of their conclusion. Allow positive

comments. [10mins]

Assessment OpportunitiesPeer assessment of H/Ws and of conclusions written in the lesson.All conclusions available to select best bits to put together a class conclusion for next lesson

NotesNeed to see the strategy “Conclusions” video ahead of the lesson.


Big Question: Can we write a good conclusion for an unfamiliar situation?


To use our knowledge of the particle model to write a good conclusion

invite feedback and deal positively with praise,setbacks and criticism [PLTS]

Key WordsPressure

Resources:1 x OHT of class conclusion from last lesson1 x Collapsing Can with stopper

Lesson Plan

STARTER Completion of the worksheet from Badger Year 7 Activity 65

MAIN 11. Demo. ‘Collapsing Can’ Set up the demonstration and take it

through to the point where the can is left to cool. Make sure the class has understood each of the steps in the demo. [10 mins]

12. Put a copy of the combined class conclusion in three parts from last lesson on the board/OHP. Ask the class to remind you what the three parts are and to give reasons why this is now a good conclusion [8 mins] [N.B. As this is being done the can should collapse, arousing pupil interest and preparing for the next activity]

13. Class discussion about what has happened to the can and why. Then, independently, write a three part conclusion for the ‘Collapsing Can’ demo. [10mins]

14. Swop conclusions with a neighbour; read their conclusion and give two good points that come from their conclusion [5 mins]

PLENARY Ask individuals to share one good feature of the conclusion that they read and explain why it is a good feature. [10mins]

Assessment OpportunitiesPeer assessment of conclusions written in the lesson.Interaction with individuals as they respond to questions and as they write their conclusions

Notes


Big Question: Is there evidence, observations (empirical) to support the model


How particles move (energy and forces)

Considering evidence-Testing models using evidence (explaining)

Ask questions to extend their thinking (PELT)Review progress as they work, check and evaluate solutions, modify their approach if necessary (SEAL)

Key WordsEvidence, empirical, Brownian movement

Resources:Video clip on Brownian motion

Lesson Plan

STARTER Review session on particles. Ask them to work in pairs to come up with five ‘facts’ that they ‘know’ about particles. Take feedback. Ask individuals to complete the first part of a ‘Certainty Meter’ showing how convinced they are about the existence of particles.

MAIN Ask them if these are ‘facts’. How do they know that particles exist? Can they think of any evidence to support particle theory?

Show the video clip of Brownian Movement.

Demo Brownian Movement using a smoke cell – ideally attach a flexicam to a microscope and project the image for all the class to see clearly.

Ask the class to try to explain what they have seen. If appropriate, ask the class to comment of the various ideas put forward. Discuss the reason for the erratic movement of the smoke particles and the relative size of smoke particles and molecules in the air.

PLENARY

Ask individuals to complete the second part of the ‘Certainty Meter’ on the existence of particles. Discuss cases where individuals have changed their opinion during the lesson and ask why?Open question: Why is evidence important to scientists?

Assessment OpportunitiesListening to and responding to ideas during discussions.

NotesIt may be best to have the flexicam set up and focused before the lesson so that only new smoke needs to be added to the cell.


Big Question: Have you understood and can you apply the particle model?


Presenting or communicating learning using role-play and narration.

Review progress and acting on the outcomes (PELT)Review progress as they work, check and evaluate solutions, modify their approach if necessary (SEAL)Explore how the development of scientific thinking is not a straightforward progression from ignorance to truth but is a set of theories developed through research, thinking and prior knowledge (SEAL)

Key WordsReview of words: Melting, Boiling, Evaporating, Freezing, Condensing

Resources:Class set of white boardsPictures of states of matter and changes of state

Lesson Plan

STARTER Pupils to identify solid, liquid, gas, melting, condensing, boiling from large diagrams/OHTs – pupils to respond on white boards. Pupils to draw a diagram of evaporation on white boards. [10 mins]

MAIN Venue – school hall/drama studio/gym 15. Pupils to work in groups [sixes? Think about composition of

groups!]. Each group given the opportunity to think about and

then role play solid, liquid and gas. Discuss ideas – draw out learning points about speed of movement of particles; distances and forces between.

16. Give pupils a couple of minutes to think/discuss/rehearse each of the following processes and then get groups to model for the class - melting; boiling; evaporating; freezing; expansion; diffusion. Alternatively, give each group one of these processes to think about and role play. They then act it out for the others to guess what they are acting and explain why [30 mins]

PLENARY Put the whole class close together in the room. No thinking/discussion. The role play situations that you call out e.g. It’s getting hotter; It’s getting colder; You are a Gas; etc [10mins]

Assessment OpportunitiesPeer assessment as they discuss what are the strengths and weaknesses of various role plays.Role plays and discussions offer opportunities to assess understanding of particles

Notes

Documents

KS3 SOW - Particles - Hertfordshire Grid for Learning · Web viewUse discussion to illicit prior learning and note any properties of solids, liquids and gasses on the board. [8 mins]