Arkansas State Science Education Specialist by malj

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									             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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