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Marvelous Matter: A Journey through States and Phases of Fun!

Samay Godika, Jessie Jin, Kelly Lahart, Maria Li

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STS.014 Final Project

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Learning Objectives

Lesson Overview

Takeaways & Reflection

Activity Demonstration

Appendix

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Table of Contents

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Learning Objectives

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Topic:

States of Matter and Phase Changes

Subject: Chemistry

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Age: Early High School

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Goals: Allow students to embody the different states of matter and phase changes to enhance their learning experience.

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Learning Objectives:

To Understand the following…

Particle

Movement

Advanced

Concepts

Phase Changes

Differences in particle movement between solids, liquids, and gases

If time permits, explain defects in solid state and plasma as an additional state of matter

Six possible phase changes between solids, liquids, and gases

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Lesson Overview

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Embodied Learning

  • Each student embodies a particle of a solid, liquid, or gas

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  • Students will change their movements in order to reflect the phase change they are undergoing to reach a different state of matter

This box is the taped square representing the container

This box is the taped X marking the bottom of the container

Each circle is a student representing a particle

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Materials & Prior Preparation Steps

  • Resources needed: masking/painters tape, classroom with open space
  • Cost: $0-$6 depending on whether the school already has masking or painters tape
  • The instructor can tape out some squares on the ground to symbolize the container that is holding a solid/liquid/gas and an X to symbolize the bottom of the container
    • Tape multiple squares suitable to the size of the classroom and number of students
  • Print as many exit ticket handouts as there are students in the class
    • Included in official lesson plan handout

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Lesson Structure

  • Part I: Lecture/ Instruction - Teacher reviews the lesson content and explains states of matter. Every group models each state and phase change in their square (estimated time: ~30 minutes).
  • Part II: Interactive Activity - Teacher assigns different groups to be in different states of matter and ask about phase changes (estimated time: ~25 minutes)
  • Part III (Extra Bonus Time Activity) - Modeling solid defects (the lacking or misalignment of atoms in a crystal structure or lattice) and explain plasma and the corresponding phase changes (estimated time: ~30 minutes).

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Part I: Lecture / Instruction

  • Teacher explains states of matters and phase changes!
  • Demo of each state / phase change in groups so students get an understanding of the activity.

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Activity Demonstration

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Example: Melting (Solid → Liquid)

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Example: Vaporization (Liquid → Gas)

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Part II: Interactive Activity

  • Students embody the particles to show understanding of the content
  • Teacher will call out some state of matter or phase change.
  • Students will work with their groups to call out the answer
  • This also gives students who may have a less strong grasp of the lesson a way to continuing learning from watching classmates and matching their actions (they won’t be “out” individually due to the team aspect)
  • Potential to make it a game! Options include:
    • Musical chairs - students must have the transition into a new state of matter done by the time music ends
    • Simon Says - students only change movements to a new state of matter if “Simon Says”

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Activity 1: Call Out State Of Matter

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Activity 2: Call Out The Phase Change

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Part III: Additional Concepts

  • There are some advanced concepts that could be modeled by this activity given that there is extra time!
  • Solid defects
    • Explain and embody solid defects
    • This is the lacking or misalignment of atoms in a solid (see next slide for more details)
  • Plasma
    • Touch upon plasma as an additional state of matter and the phase changes related to plasma

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Solid Defects

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Takeaways & Reflection

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Exit Ticket & Reflection

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  • Verbal feedback after lesson. Then, have students complete exit ticket.

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  • Because the lesson is group based, the exit ticket gives an opportunity for students to individually demonstrate what they have learned.

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  • This does not need to be evaluative but more so an opportunity for teachers to gauge each student’s understanding

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  • Link to Exit Ticket answer key

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Appendix

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Melting (Solid → Liquid)

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Condensation (Gas → Liquid)

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Freezing (Liquid → Solid)

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Sources

All images are credited to Google Images

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Thanks!

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CREDITS: This presentation template was created by Slidesgo, including icons by Flaticon, infographics & images by Freepik and illustrations by Stories

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