Defining+Matter

** 5-E Lesson Plan : Defining Matter ** || || **Arkansas** **Science Frameworks SLEs: (list # and text of each SLE)** || || || || || || || || || ||
 * Author: Annette Holder ** ||
 * Date: November 1, 2008 ** ||
 * Topic: Defining Matter ** ||
 * Title: Defining Matter ** ||
 * Grade Level: Ninth Grade Physical Science ** ||
 * Lesson Summary: **** Students will participate in a variety of activities that will enable them to understand the definition of matter. They will develop an operational definition of matter and be able to apply that knowledge to the next lesson which is density.  **
 * Title: Defining Matter ** ||
 * Grade Level: Ninth Grade Physical Science ** ||
 * Lesson Summary: **** Students will participate in a variety of activities that will enable them to understand the definition of matter. They will develop an operational definition of matter and be able to apply that knowledge to the next lesson which is density.  **
 * Lesson Summary: **** Students will participate in a variety of activities that will enable them to understand the definition of matter. They will develop an operational definition of matter and be able to apply that knowledge to the next lesson which is density.  **
 * C.1.PS.1 Compare and contrast //chemical// and //physical// //properties// of //matter,// including but not limited to //flammability//, //reactivity, density, buoyancy//, //viscosity//, //melting point// and //boiling point// **
 * Main SLE covered in this activity: **** C.1.PS.1 Compare and contrast //chemical// and //physical// //properties// of //matter,// including but not limited to //flammability//, //reactivity, density, buoyancy//, //viscosity//, //melting point// and //boiling point//  ** ||
 * Objectives: The student will demonstrate understanding of two key components in the term matter. ** ||
 * Essential Question: What is matter? ** ||
 * Objectives: The student will demonstrate understanding of two key components in the term matter. ** ||
 * Essential Question: What is matter? ** ||
 * Essential Question: What is matter? ** ||
 * // BACKGROUND INFORMATION //** ||
 * Timeline: two – three class periods (52 minutes) ** ||
 * Materials: ** ** meter stick, three pieces of string .5 m, 2 balloons, tape, and a pin, tissue paper, Styrofoam cup, water, 1000 mL beaker, Syringe with needle( ****__ not for student use __ ), long stem funnel, an Erlenmeyer flask, 1 holed rubber stopper. **
 * Timeline: two – three class periods (52 minutes) ** ||
 * Materials: ** ** meter stick, three pieces of string .5 m, 2 balloons, tape, and a pin, tissue paper, Styrofoam cup, water, 1000 mL beaker, Syringe with needle( ****__ not for student use __ ), long stem funnel, an Erlenmeyer flask, 1 holed rubber stopper. **
 * Materials: ** ** meter stick, three pieces of string .5 m, 2 balloons, tape, and a pin, tissue paper, Styrofoam cup, water, 1000 mL beaker, Syringe with needle( ****__ not for student use __ ), long stem funnel, an Erlenmeyer flask, 1 holed rubber stopper. **
 * Teacher Preparation: **
 * The teacher will need to do the following tasks prior to the lesson: **
 * 1) **  assemble equipment at stations  **
 * 2) **  assemble long necked funnels and one holed rubber stoppers  **
 * 3) **  acquire syringe with needle  **
 * 4) **  reserve laptops for classroom use  **
 * 1) **  reserve laptops for classroom use  **
 * // PROCEDURE //** ||
 * Engage: **
 * __ Set up A: __ Student stations should be identically set up with the following materials: a meter stick, 3 pieces of string, 2 balloons, tape, and a pin. S should inflate both balloons equally and affix them to the meter stick so that it is balanced and the balloons hang equally. Then burst one of the balloons with the pin. Record all observations.   **
 * __ Set up B: __** **  Student stations should have the following: piece of tissue paper, a Styrofoam cup, water and a 1000 mL beaker. Fill the beaker half full of water. Crumple the tissue paper and place in the bottom of the cup so that it fits tightly. Next, turn the cup upside down and slowly lower in a line perpendicular to the table into the beaker until the whole cup is under water. Finally, remove the cup by lifting it straight up out of the water. Record all observations. Remove from water. Punch a small hole in the cup, repeat the procedure. Record all observations.   **
 * Students should then write an explanation of the results.  **
 * __ Set up B: __** **  Student stations should have the following: piece of tissue paper, a Styrofoam cup, water and a 1000 mL beaker. Fill the beaker half full of water. Crumple the tissue paper and place in the bottom of the cup so that it fits tightly. Next, turn the cup upside down and slowly lower in a line perpendicular to the table into the beaker until the whole cup is under water. Finally, remove the cup by lifting it straight up out of the water. Record all observations. Remove from water. Punch a small hole in the cup, repeat the procedure. Record all observations.   **
 * Students should then write an explanation of the results.  **
 * Explore: **
 * As a demonstration recreate the balancing balloons and ask what will happen if more air is inserted into one of the balloons. Also, recreate the tissue, cup, water activity ask students to share their results. Illustrate using a squirt bottle of colored water at an angle aim the stream of water under the lip of the cup. In doing so the stream of water will force out some air and allow the water to enter the cup. **
 * As a demonstration recreate the balancing balloons and ask what will happen if more air is inserted into one of the balloons. Also, recreate the tissue, cup, water activity ask students to share their results. Illustrate using a squirt bottle of colored water at an angle aim the stream of water under the lip of the cup. In doing so the stream of water will force out some air and allow the water to enter the cup. **
 * Explain: **
 * Students should come to a consensus that will explain their results and identify the two properties of air that were exhibited in this experiment. **
 * Students should come to a consensus that will explain their results and identify the two properties of air that were exhibited in this experiment. **
 * Elaborate: **
 * Students will now attempt to pour water through a pre-prepared long necked funnel. Ask why the water will not go into the flask. Discuss how this relates two the activities in the engage section. **
 * Students will now attempt to pour water through a pre-prepared long necked funnel. Ask why the water will not go into the flask. Discuss how this relates two the activities in the engage section. **
 * Evaluate: **
 * Students will now be able to relate the two key properties of matter, mass & volume. They should be able to correctly explain that these terms also apply to gasses. This understanding will be determined by reading their lab reports. **
 * Students will now be able to relate the two key properties of matter, mass & volume. They should be able to correctly explain that these terms also apply to gasses. This understanding will be determined by reading their lab reports. **
 * CROSS CURRICULAR CONNECTIONS **
 * Math: **
 * Language Arts: Student lab reports will be written using proper grammar, usage, mechanics, and spelling. **
 * Social Studies: **
 * Other: ** ||
 * Parental Involvement: Parents will be invited to attend and assist with monitoring activities. **
 * Parental Involvement: Parents will be invited to attend and assist with monitoring activities. **
 * Parental Involvement: Parents will be invited to attend and assist with monitoring activities. **
 * Technology Connections: Microsoft word will be used to type the reports and they will then be posted on the class wiki.  ** ||
 * Resources: **
 * Resources: **
 * Resources: **
 * Notes: Safety is a concern when using the syringe and also when assembling the funnel/stopper apparatus. ** ||
 * Credits: **
 * This lesson: __is original __ X __ was adapted from __Physical Science Activities Manual/ Univ. of Tennessee at Martin__ original lesson.  ** ||
 * Credits: **
 * This lesson: __is original __ X __ was adapted from __Physical Science Activities Manual/ Univ. of Tennessee at Martin__ original lesson.  ** ||