Names: Tiffany Moise, Kelly Varble

Standard:P.CM.06.11 Describe and illustrate changes in state, in terms of the arrangement and relative motion of the atoms or molecules.

Grade Level:6th

Lesson Title:Molecules of Solids, Liquids, and Gases

Prior Knowledge:

P.PM.04.23: compare and contrast the states (solids, liquids, and gases) of matter

P.PM.01.21: demonstrate that water as a solid keeps its own shape (ice)

P.PM.01.22: demonstrate that water as a liquid takes on the shape of various containers

THE TEACHING PROCESS

Lesson Overview:

After completion of the lesson, students will be able to:

  • Compare and contrast the molecules in the three stages of matter
  • Create a model for each of the stages: solid, liquid, and gas by completing a hands-on activity
  • Recall various definitions such as: solid, liquid, gas, evaporation, freezing, melting, condensation, hydrogen, oxygen, and bonds.
  • Complete a chart based on the movement of the water molecule and the shape of the molecule in the three stages

List of Materials:

  • Book: Hydro’s Adventure through the Water CycleBy Michael and Randi Goodrich
  • 18 Toothpicks for each group
  • 12 balls of clay in one color for each group
  • 6 balls of clay in another color for each group
  • 16 Ziplock bags
  • Chalkboard/White board
  • Chalk/dry erase markers
  • Informational Handout for each student
  • Blank quiz on molecules in each state for each student
  • Answer key of the quiz for teacher
  • Blank charts on fixed shape and molecule movement for each student
  • Answer key of chart on fixed shape and molecule movement for teacher

Phase One: Engage

Teacher will read the book Hydro’s Adventure through the Water CycleBy Michael and Randi Goodrich to the class. While reading the story ask the students to write down words in which they would like to know the definition of. Tell the students they will be learning about solids, liquids, and gases and what each of their molecules look like. After the story the teacher will answer any questions or describe any definitions the students are curious about.

Phase Two: Explore

Students will pair up in groups of two or three. Each group will receive a Ziplock bag containing: 18 toothpicks, 12 balls of clay in one color, and 6 balls of clay in another color. The bags will also have labels describing what each color means. For example, the green clay will play the role of oxygen and the purple clay will play the role of hydrogen. The toothpicks will represent the bonds that the molecules share with one another.

First, the teacher will demonstrate how to put together the water molecule in the gas state. Two hydrogen will bond to one oxygen. The students will then recreate the model based on the teachers demonstration.

Next, the teacher will draw on the board a representation of the molecules in the liquid phase. The students will then recreate the model based on the drawing of the liquid phase.

Lastly, the teacher will draw on the board the representation of the water molecule in the solid phase. The teacher will then describe that this is comparable to a snowflake or ice crystal. Overall, the student will need eighteen bonds, six oxygens, and twelve hydrogens to recreate the model shown on the board. The teacher will also have a model already created and placed on the front table. That way, students are able to come up and view the model while they make theirs. The teacher will point out that the solid phase is shaped like a hexagon with six sides and six points coming out of each of the oxygen molecules.

Phase Three: Explain

The teacher will pass out the informational handouts on the different phases of water. The teacher and students will take turns reading the boxes of information and then discuss the illustrations. The teacher will answer questions the students may have.

Phase Four: Elaborate

Based on the reading of the different phases of water and how the molecules move, students will complete a chart. The chart consists of the state (solid, liquid, and gas), whether the state has a fixed shape or not, and how the molecules in each state move. This will be turned in after the students have filled in each of the required boxes. The answer key is provided for the teacher.

Phase Five: Evaluate

After completing the charts, the teacher will give each student a quiz on the molecules in each state, how they move, and what shape they take. The quiz is ten questions long: four questions on a liquid, two questions on a solid, and four questions on a gas molecule. The answer key is provided for the teacher.

References:

Goodrich, Michael and Randi Goodrich. Hydro’s Adventure through the Water Cycle. Lake Oswego: GeoQuest Publications, 2004.

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