ASU GK12 2009 – 2010 6E Lesson Plan Template Author: Seth Schirmer Date: Spring 2010 Topic: States of Matter Title: What type of matter is shaving cream? Grade Level: 6th Lesson Summary: Using their prior knowledge of solids, liquids and gases, students will perform a series of experiments to determine shaving cream’s state(s) of matter. They will first develop a hypothesis stating shaving cream’s state(s) of matter. After thorough testing, they will be able to draw an educated solution about shaving creams states of matter. Arkansas Science Frameworks SLEs: (list # and text of each SLE) NS.1.6.2 Apply components of experimental design used to produce empirical evidence: Hypothesis Replication Sample size Appropriate use of control Use of standardized variables NS.1.6.5 Communicate results and conclusions from scientific inquiry Main SLE covered in this activity: NS.1.6.5 Communicate results and conclusions from scientific inquiry Objectives: The learner will: 1) Make observations throughout experiments 2) Form a conclusion about shaving creams state(s) of matter from their observations Essential Question: What is shaving cream’s state(s) of matter? BACKGROUND INFORMATION Timeline: One 45 minute class period Materials: -Shaving cream -Wax paper -Pennies Teacher Preparation: -Handouts for activity -Assign students to groups -If needed, put some shaving cream on wax paper and allow it to sit overnight Student Prerequisites: -Know the characteristics of each phase of matter PROCEDURE Engage: Begin class by reviewing the states of matter. Ask students to describe the characteristics of each state, how the molecules move within each of these states and then give some examples of each phase. Proceed to tell students that in their lab today, they will determine shaving cream’s state(s) of matter. If the students have not already learned about colloids, you will discuss these with them once they have completed their experiments on the shaving cream. Explore: Provide students with activity sheet, a piece of wax paper, a dollop of shaving cream and a penny. Begin by telling the students to first hypothesize what state of matter they think shaving cream is and support their answers. Remind them to use scientific reasoning and not their opinions. Then guide them through the experiments where they will test the characteristics of shaving cream. This will be done by allowing them to feel the texture of shaving cream and observe what happens when they place a solid object (penny) on top of the shaving cream. Lastly, they will observe what happens to the shaving cream when it is left out over night. Once students have completed these experiments, they will then draw a conclusion about shaving cream’s state(s) of matter. The students should have realized that shaving cream possesses characteristics of all three phases of matter. Explain: Once students have completed the activity, have them discuss their conclusions with the class. The teacher will then continue the discussion about the phases of matter and will discuss colloids, revealing that all three phases of matter exist in shaving cream. Elaborate: A teacher led discussion will allow students to discuss the characteristics of colloids. Then ask them to give some examples of colloids they use every day. If students are unable to come up with some examples, one provided by the teacher should prompt them to realize the number of items they use on a daily basis that are colloids. Extend: Teacher can discuss the fourth phase of matter with students, plasma. Ask students to give examples of plasma. Discuss what characteristics make plasma. Evaluate: The students will be evaluated informally through observation while they are working on the activity. Students will turn in a handout containing their written observations and their final conclusion. They will be graded on the following: -Forming a hypothesis based on scientific reasoning -Ability to record scientific observations -Drawing conclusions based on scientific observations CROSS CURRICULAR CONNECTIONS Math: Language Arts: Observations and conclusions based on the experiment will be written in complete sentences. Social Studies: Other: Parental Involvement: Technology Connections: Resources: http://www.chemactive.com/ppt/grade_9/ http://www.teach-nology.com/teachers/lesson_plans/science/chemistry/matter/ http://mypages.iit.edu/~smile/chbi1100.htm Notes: Credits: This lesson: __is original _X_was adapted from _Dena R. Hall_____________’s original lesson.
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