Lesson ELEVEN
What happens to matter when
thermal energy is added or removed?
Grade 8
Science
A s ki ng Q u es t io n s, D ev el o pi ng M o d e ls
an d Co n s tru c ti ng E xpl an a tio ns
45-90
minutes
ENGLISH LANGUAGE ARTS
R e ad in g I nfo r m at io n a l T e xt , W r it in g an Ex pl a na tio n
PURPOSE
In this lesson, students gain a deeper understanding of particle motion in chemical reactions.
Students continue to use texts to gather information, participate in discussions to refine their
understandings, and use models to support written explanations.
STANDARDS
Com mo n Cor e S ta te S ta n da r ds
•
In t egr a te q ua nt it a ti ve o r t e ch ni c a l i nfo r ma t i o n ex pr e ss e d i n wo rd s in a
te x t w it h a v e rs io n o f t ha t i nf o r m at io n exp r es s ed v i su al l y ( e .g. , i n a
flo wc h ar t, di ag ra m , m o de l, gr ap h, o r ta bl e ). C CS S. E LA - LI T ER A CY .R S T. 68.7
•
D ev el o p th e to p i c w it h re l ev an t, w el l -c ho s en fa c ts , d e fi ni tio n s, co nc re t e
de t ai ls , q uo ta ti o n s, o r o th er i nfo r ma ti o n a nd e xa m pl e s. C C SS .E LA LI T ER A CY .W H S T. 6 -8 .2 . B
•
Us e pr e ci s e la ng ua g e an d do m a in - sp e ci fi c v o c ab ul ar y to i nfo r m ab o ut o r
e xpl a in th e to p i c. C C S S. ELA -L I TE R A CY. W H S T. 6 -8 .2. D
•
Ga th e r r el e va nt i nfo r m at io n fr o m mu l tip l e p ri nt an d d ig it a l so u rc e s,
us in g s e ar c h te r m s eff e ct iv e ly ; a s s es s th e c r e dib il it y an d a cc ur a cy o f
e ac h so ur c e; an d q uo t e o r p ar ap hr as e t he d a ta a nd co n cl us io n s o f o th er s
wh il e avo id in g p la gi ar i s m an d fo ll o w in g a s t a nd ard fo r m a t f o r ci t at i o n.
C CS S. E LA - LI T ER A CY .W HS T .6- 8.8
Lesson ELEVEN
Formative Assessment
Lesson Plans
W ha t ha p pe ns t o ma tte r w he n t he r ma l e ne r gy i s a d d e d or r e m ove d ?
STANDARDS Continued
N ex t Ge ne ra ti o n S ci e nc e S ta n da r ds
•
D ev el o p a mo d el th a t pr edi c t s a nd d e sc ri be s ch a ng e s i n p ar t ic l e m o tio n,
te m p er at ur e , a nd s t at e o f a p ur e su bs t an c e w he n th er m a l en e rg y i s
ad de d o r r e mo v e d. M S - PS -1 -4
•
D ev el o p an d u s e a mo de l to d e s cr ib e h o w th e to t a l n u mb er o f a to m s
do e s no t ch an g e i n a c he m i c al r ea c tio n an d t hu s m as s is c o n s erv e d. M S P S- 1 -5
•
Ch e m i c al R e a ct io ns . P S1.B
Sub s ta n c es r e ac t ch e m ic a ll y i n ch ar a c t eri s ti c wa y s. In a c h e mi c al pr o c e ss ,
th e at o ms t ha t m a k e u p t he o r ig in al s ub st a n c es a r e r eg ro u p ed in to
dif f er en t mo l e cu l es , a nd th e s e n e w sub s t an c e s h av e di ff er e nt pro p er ti e s
fro m tho s e o f r e a ct a nt s.
Th e to t al nu m b er o f e a ch ty p e o f a to m i s co ns er v ed, a nd th u s t h e m a ss
do e s no t ch an g e.
S ci e nce a n d En gi ne er i n g Pra cti ces
•
A s ki ng qu e st io n s a nd de fi ni ng pro b l e m s
•
D ev el o pi ng a nd us in g mo d el s
•
Co ns tr u ct in g exp l an a ti o ns a nd d es ig ni ng so l ut io n s
Understand particle motion is directly related to the presence or absence of
thermal energy.
1
Explain what happens to matter (particles) when thermal energy is added or
removed.
2
Reference relevant and appropriate evidence from text(s) and discussions to
support explanation.
2
Lesson ELEVEN
Formative Assessment
Lesson Plans
W ha t ha p pe ns t o ma tte r w he n t he r ma l e ne r gy i s a d d e d or r e m ove d ?
1
Read: Collision Theory and Rates of Reaction.
2
Complete Double Entry Journal and discuss.
3
Generate a model and write an explanation.
Culminating task
Write a one to two-paragraph explanation describing how matter is affected in the
presence or absence of thermal energy. Generate a model of this effect, clearly
labeling the components in your model. Support your explanation with information
from the video, discussions, and previous readings. Cite your sources.
INTRODUCE THE TOPIC Explain that in today’s lesson, students will explore
particle motion in matter when thermal energy is added or removed. At the end of the
lesson, students will write an explanation that responds to the question: What happens to
matter when thermal energy is added or removed?
PART II: guided practice
INTRODUCE A MODEL Introduce Changing Matter model available online
(http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/science/changing_matter
/index.htm). Review the basic tenets of a good model. If necessary, refer students to Lesson
Four notes. Project the Changing Matter model and discuss the model assumptions with
students. Ask students to make predictions about particle motion in the presence and
absence of heat. Help students make connections to what they already know about physical
changes in matter when they make predictions. Begin the model animation and encourage
students to ask questions while you conduct the demonstration.
3
Lesson ELEVEN
Formative Assessment
Lesson Plans
W ha t ha p pe ns t o ma tte r w he n t he r ma l e ne r gy i s a d d e d or r e m ove d ?
ANTICIPATED RESPONSE
PEDAGOGICAL ACTION
If you notice that students have difficulty understanding the assumptions of
the model or the model itself, give support by pausing periodically. Provide
time for discussion in partnerships or groups and check for understanding.
Giving students with time to think and talk about the concepts before
moving forward is helpful for all students. Questions to ask include:
What do you think will happen when we increase the temperature?
• How do you know?
• What is your evidence?
•
RECORD INITIAL THINKING Create a whole-class Double Entry Journal.
Initiate a whole group discussion of the question, “What happens to matter when thermal
energy is added or removed?” Chart student responses in a whole class Double Entry
Journal. Probe students’ thinking by asking questions that include:
•
•
•
•
What’s happening here?
What did you observe? How do you know?
What’s causing this?
Explain what happens to matter when thermal energy is added or
removed.
During the whole class discussion, check students’ developing
understanding of the particle motion in the presence and absence of heat.
Note the language students use to describe particle motion. At this point,
students might strictly rely on the Changing Matter model, referencing
observations to support their explanations.
4
Lesson ELEVEN
Formative Assessment
Lesson Plans
W ha t ha p pe ns t o ma tte r w he n t he r ma l e ne r gy i s a d d e d or r e m ove d ?
ANTICIPATED RESPONSE
PEDAGOGICAL ACTION
If students limit their support for explanations to the model they observed,
push students to also consider information they learned in previous lessons.
You might consider prompting students by presenting them with topics that
they have studied previously with connections to the current lesson topic.
Examples might include:
•
•
•
chemical versus physical change
characteristics of chemical reactions
simple and complex molecules
READ Provide students with access to the online text Collision Theory and Rates of
Reactions
(http://www.bbc.co.uk/schools/gcsebitesize/science/ocr_gateway_pre_2011/rocks_metals
/7_faster_slower1.shtml). The text, available on the BBC website, gives students information
about the particle motion and rates of reaction. It is important for students to have access to
the online version of the text because there are animations that will support them with
comprehension. You may instead choose to project the online version of the text and read
the text together. In this case, stop at key points to discuss the main ideas and supporting
details in the text. Also complete the Double Entry Journal as a whole class. Note that this
will add time to your lesson
COMPLETE DOUBLE ENTRY JOURNAL AND DISCUSS After
students read the text, they complete a Double Entry Journal where they use information
from the text and observation to respond to the opening question, “What happens to matter
when thermal energy is added or removed?” Students also provide support for their
responses and cite the source of information. Give students time to discuss their Double
Entry Journals in pairs or small groups to compare responses and supporting evidence.
Explain what happens to matter when thermal energy is added or
removed.
• Reference relevant and appropriate evidence from text(s).
•
5
Lesson ELEVEN
Formative Assessment
Lesson Plans
W ha t ha p pe ns t o ma tte r w he n t he r ma l e ne r gy i s a d d e d or r e m ove d ?
Conduct spot checks while students complete their Double Entry Journal.
Check that students use content vocabulary when appropriate. You can also
observe and listen to students’ use of the Double Entry Journal as an aid to
support them in engaging in pair and small group discussions.
GENERATE A MODEL AND WRITE AN EXPLANATION In the final
task, students explain particle motion in matter when thermal energy is added or removed.
Students generate a visual model of this effect and construct an accurate explanation of the
effect of thermal energy on the state of matter during a chemical reaction. The model is
clearly labeled and complements the explanation. Students use the notes in their Science
Notebooks, including information from the text, Double Entry Journal, discussion, and
demonstration, to support their explanation.
The explanation:
•
•
•
provides an accurate description of the effects of thermal energy on the state of
matter during a chemical reaction, including references to rate of reaction
references relevant supporting details to explain particle motion and energy
demonstrates logical reasoning in conclusions
6
Lesson ELEVEN
Formative Assessment
Lesson Plans
W ha t ha p pe ns t o ma tte r w he n t he r ma l e ne r gy i s a d d e d or r e m ove d ?
DOUBLE ENTRY JOURNAL
What happens to matter when thermal
energy is added or removed?
How do you know? What is your
evidence? Cite your sources.
7