Unit: Matter Its Changes
Concepts:
1. Matter has different volume depending upon its state.
2. Atmospheric pressure is exerted upon matter.
3. Heat can be conducted.
4. Vapor exerts a pressure.
Problem:
Does matter change its volume when it changes it’s state?
Goals:
After this lesson the pupil should have furthered his understanding of one of the above science concepts, as evidenced by:
1. His ability to identify the problem through asking questions.
2. His ability to organize information.
3. His ability to develop a hypothesis.
4. His ability to generalize and learn a concept.
Initiating the Activity: The Discovery Episode
“What do you see on the science table?”
(The following responses may be made by pupils.)
“A can with a screw-down cap.”
“A Bunsen burner.”
“A beaker of water.”
“I am putting one inch of water in the can. Now as I heat the can with the water in it, what will happen?”
When the water begins to boil, the cap is screwed on tightly. After the water has boiled and the cap is secured tightly, a stream of cold water will be poured over the can. The can will then collapse.
Lesson Development: The Discussion Episode
Some possible questions:
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1. Why did the can collapse?
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2. Why was it necessary to put water in the can?
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3. Why was the can heated?
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4. Why did the can need to be capped?
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5. Why was it necessary to pour cold water over the can? (During this time questions usually are redirected to the group.)
Deriving Generalizations or Concepts:
From the demonstration, what big ideas seem to stand out?
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1. For the walls of the can to move inward, it is necessary that forces pushing in be greater than forces pushing out.
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2. The atmospheric pressure pushing in on the can is constant throughout the experiment; ergo, the forces pushing out must have decreased.
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3. When water changes into steam, the volume is increased.
The following list of activities can be found in the books listed in the bibliography which can be applied to content areas and set up in the room.
Coupon Book
Each coupon represents an ingredient in the learning center. A student selects a page, tears it out and follows the directions on that page to add to his learning center.
Learning Center Model
A bulletin board titled “Does Your Learning Center Have...”, things to do games, dittoes, task cards, puzzles; things to look at; pictures; things to make diagrams, pictures, mobiles, models. This helps the students visualize what components are needed.
Pocket Chart
This chart announces happenings at various child created centers. It introduces students to new things at the centers and acts as a reminder for students to use when scheduling their own time.
Add Chart
Gives recognition to students who will be contributing to the center.
Inventing or Improvising
How can a better balance be made than the simple board?
What purpose can used batteries serve?
How would you combine the following objects to make something useful?
(figure available in print form)
Pictorial Riddles
Represents a scientific information on poster board or transparency. Used as a center of discussion.
Two general formats can be used. One illustrates a situation under normal conditions; the other illustrates a discrepant event (something obviously wrong in the picture). A good type of question to stimulate discussion: “What are all the things you could ask about this picture?”
Before and After Riddles:
Diagrams:
How would you draw diagrams to show...
1. Cells
2. Stimulus response
3. Mass
4. Refection
5. Molecular theory
6. An improved safety design
7. A better adapted animal
Related Words
List words or sets containing two-three words and as to relate them.
Brainstorming
Stories to Stimulate Creativity
Ex.
Write
a play to Illustrate a scientific discovery.
Make and collect figures.
Make stick figures indicating some concept.
Collages
Hidden object.