Sub Unit Activities Solid Liquid Gas
Sub-unit Activities, Inquiries, Questions, Data Analyses
Concepts:
- Students should be able to understand the (chemical) changes a substance may experience; a solid to liquid, liquid to gas, gas to liquid etc.
- Understanding where these changes occur (different environments).
- Understanding why these changes occur (do the kids suggest heat, atoms?).
- Understanding how they occur (“ “ heat, atoms? ).
- What is a “chemical change”, what does it do?
- Understanding how heat is involved (what does heat do? What is heat?).
- Can we control these changes and alterations in matter/substances? (why or why not?)
- Have the students relate these concepts to other materials; provide examples.
Activities:
- Students can experiment and play with chocolate and any other materials that may work within these standards and guidelines.
- Students can collaborate and work together to share discoveries, interests, curiosities and questions.
- Students can research our standards, key terms, etc. using classroom computers, the library, home resources, magazines, other students, teachers and family.
- Students can research other environments and work to determine if and where chemical changes such as these occur in those places; why or why not (hypothesize, predict, critical thinking).
- Have students brainstorm (individually, paired, groups) what other household materials we could use to demonstrate the same concepts.
Questions/Problems that are aligned with each concept/activity:
- Ask students what they already know about chemical changes, solids, liquids and gases. Have them work in teams to come up with as many ideas as possible.
- Ask them where they can find examples or models of what they know; evidence.
- What is heat? Where does it come from? How does it work? Why do we have heat? What else do we use it for?
- What is involved in a chemical reaction? Can we see it? Can we imitate it or act it out?
Techniques to analyze date:
- Students can create charts, tables, and graphs about evaluating materials that do and do not work with our materials (hot plate, and hot water)- example provided.
- What can we change from solids to liquids, etc. Why is this? Can we change something about this situation to make it work?
- Students can research and build their own experiments to share with the class and we can test them together to see if they change stages. This can develop into a science fair type activity.
Table:
materials being tested | does it change from a solid to a liquid | does it change from a liquid to a gas |
---|---|---|
chocolate | yes | yes |
marshmellows | yes | no |
page revision: 1, last edited: 04 May 2011 03:28