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## PowerPoint Slideshow about ' IT MATTERS!' - jenna-booth

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constant?

How does the particle model of matter explain some observed

properties and changes in matter?

How can we differentiate the states of matter in terms of their particle structure?

made of?

states of matter ?

Content Standards

Pure substances can

be identified by properties

which are independent of the sample of the substance and

the properties can be explained by a model of matterthat is composed of small particles.

Substances can undergo physical and/or chemical changes which may change the properties of the substancebut do not change the total mass in a closed system.

- At the end of this unit, the students will be able to:
- Uncover the ideas and reasons for classifying what is matter and what is not.
- Know what matter is made of.

- Develop the understanding of the particle model of matter.
- Explain evaporation and the changes that take place when particles of a liquid are changed to gas.
- Explain the phenomena of boiling and condensation beyond what they could observe with their eyes.

- Understand that the states of matter differ because of the arrangement and motion of the particles in each state as well as the attraction between them.
- Create a video presentation about the importance of matter in our everyday life.

Unit Summary arrangement and motion of the particles in each state as well as the attraction between them.

In arrangement and motion of the particles in each state as well as the attraction between them.this unit the students will learn about MATTER. They are going to differentiate, identity, observed and gain different information that is related to matter.

In arrangement and motion of the particles in each state as well as the attraction between them.the end, they are expected to come up with a

Moving picture presentation about the importance of matter. During the activity

the students will become

a scientist,a photographer, a video editor and a researcher.

Calendar of events arrangement and motion of the particles in each state as well as the attraction between them.

Week 1 arrangement and motion of the particles in each state as well as the attraction between them.

Preparation for the Project-making

Day 1- arrangement and motion of the particles in each state as well as the attraction between them.

The teacher will have a video clip presentation as a motivation to present to the students the unit topic and divides the class into groups with 5-6 members each.

The arrangement and motion of the particles in each state as well as the attraction between them.teacher will then introduce to the students using a multimedia presentation the curriculum framing questions, the learning objectives and the unit project. All questions regarding to the project will be entertained by the teacher during this day.

Day 2- arrangement and motion of the particles in each state as well as the attraction between them.

Before the teacher will begin with the lesson proper about identifying matter; an activity will first be given. The think-pair-share will allow the teacher to know the students’ prior knowledge. The activity involves three basic steps. During the "think" stage, the teacher tells students to ponder a question written in the activity sheet.

This allows for wait time and helps students control the urge to impulsively shout out the first answer that comes to mind. Next, individuals are paired up and discuss their answer or solution to the problem.

During this step students may wish to revise or alter their original ideas. Finally, students are called upon to share with the rest of the class. The teacher will then correct misconceptions by presenting the answer of the activity sheet.

Day 3- original ideas. Finally, students are called upon to share with the rest of the class. The teacher will then correct misconceptions by presenting the answer of the activity sheet.

Group activity termed as the appointment clock about the topic composition of matter. The teacher directs students to find three people with whom to schedule appointments at the quarter hour, the half hour, and the 45-minute mark. The teacher begins the lesson and provides information to move students to higher-order thinking.

The teacher original ideas. Finally, students are called upon to share with the rest of the class. The teacher will then correct misconceptions by presenting the answer of the activity sheet.determines the stopping point and asks students to meet with their quarter hour appointment to discuss their thinking about a couple of questions the teacher has posed. The teacher walks around and listens to the conversations taking place between partners, noting any misconceptions or misunderstandings.

The teacher uses this information to adjust instruction by redirecting the next segment of the lesson. Students meet with their half hour appointment and the teacher conducts the same informal observation and adjusts the third section of the lesson. Students continue this process until the lesson is complete.

Day 4- redirecting the next segment of the lesson. Students meet with their half hour appointment and the teacher conducts the same informal observation and adjusts the third section of the lesson. Students continue this process until the lesson is complete.

The first half of the period will be a video clip presentation about the particle model of matter. The other half will be dedicated for the students to brainstorm about their project.

Day 5- redirecting the next segment of the lesson. Students meet with their half hour appointment and the teacher conducts the same informal observation and adjusts the third section of the lesson. Students continue this process until the lesson is complete.

The first 15 minutes of the period will be the interactive quiz about the three topics that has been discussed. The remaining of the hour will be devoted to project planning and the discussion of the project rubrics.

Week 2- redirecting the next segment of the lesson. Students meet with their half hour appointment and the teacher conducts the same informal observation and adjusts the third section of the lesson. Students continue this process until the lesson is complete.

Project-making

Day 1- redirecting the next segment of the lesson. Students meet with their half hour appointment and the teacher conducts the same informal observation and adjusts the third section of the lesson. Students continue this process until the lesson is complete.

Discussion about the topic changes of matter-evaporation, condensation, freezing and melting using a multimedia presentation. Then, introduction of the checklist for the unit project.

Day 2- redirecting the next segment of the lesson. Students meet with their half hour appointment and the teacher conducts the same informal observation and adjusts the third section of the lesson. Students continue this process until the lesson is complete.

The start of the project making. The students will be required to have a learning log all throughout the duration of the creation of the project for them to identify and recognize their learning.

Day 3- redirecting the next segment of the lesson. Students meet with their half hour appointment and the teacher conducts the same informal observation and adjusts the third section of the lesson. Students continue this process until the lesson is complete.

The class will continue on making their project. They will also make a progress report 15 minutes before the end of the period. The teacher will then read some of this and approach the students to offer different suggestions in the modification of the project.

Day 4- redirecting the next segment of the lesson. Students meet with their half hour appointment and the teacher conducts the same informal observation and adjusts the third section of the lesson. Students continue this process until the lesson is complete.

The students will meet their group for the continuation of the projects. While the students are making their project the teacher will remind them about the curriculum framing questions to guide them. The teacher will see to it that all the groups are nearly done with the project.

Day 5- redirecting the next segment of the lesson. Students meet with their half hour appointment and the teacher conducts the same informal observation and adjusts the third section of the lesson. Students continue this process until the lesson is complete.

The first 45 minutes of the period will be on the finalization of the project. The last 15 minutes, the students will have the peer/self assessment.

Week 3- redirecting the next segment of the lesson. Students meet with their half hour appointment and the teacher conducts the same informal observation and adjusts the third section of the lesson. Students continue this process until the lesson is complete.

Presentation of the Project

Day 1- redirecting the next segment of the lesson. Students meet with their half hour appointment and the teacher conducts the same informal observation and adjusts the third section of the lesson. Students continue this process until the lesson is complete.

The teacher will collect all the outputs/projects of the students. The teacher will then randomly select among the projects for the students to know the sequence of the presentation.

The redirecting the next segment of the lesson. Students meet with their half hour appointment and the teacher conducts the same informal observation and adjusts the third section of the lesson. Students continue this process until the lesson is complete.teacher will review the rubrics to the class before the presentation. The first two groups will present on this day. A representative from the group will discuss their output.

Day 2- redirecting the next segment of the lesson. Students meet with their half hour appointment and the teacher conducts the same informal observation and adjusts the third section of the lesson. Students continue this process until the lesson is complete.

This time the next four groups will present their output. As what the first two groups have done, a representative from their group will also explain their output.

Day 3- redirecting the next segment of the lesson. Students meet with their half hour appointment and the teacher conducts the same informal observation and adjusts the third section of the lesson. Students continue this process until the lesson is complete.

The last four groups will present their outputs and would follow the same procedure as in groups 1-6. The teacher will not yet give any feedback and reserves it on the last day of the week.

Day 4- redirecting the next segment of the lesson. Students meet with their half hour appointment and the teacher conducts the same informal observation and adjusts the third section of the lesson. Students continue this process until the lesson is complete.

The students will make a reflection about their experiences, their problems and difficulties in making the project.

Day 5- redirecting the next segment of the lesson. Students meet with their half hour appointment and the teacher conducts the same informal observation and adjusts the third section of the lesson. Students continue this process until the lesson is complete.

From the reflection that the students made yesterday, the teacher will choose at least 10 students to share their experiences, problems and difficulties in making the project.

The redirecting the next segment of the lesson. Students meet with their half hour appointment and the teacher conducts the same informal observation and adjusts the third section of the lesson. Students continue this process until the lesson is complete.teacher will then give the comments for each group and their respective grades. The teacher will then close the period by congratulating the class for a job well done.

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