“can you help make this lesson plan CLASS Lesson 1.1 Brief Phase Change Planning for the Unit Phase Change Planning for the Unit Lesson 1.1 Brief Vocabulary • freedom of movement • kinetic energy • molecular attraction • molecule • phase • scale • temperature Unplugged? Digital Devices Not Required This lesson can be taught without devices. If students do not have devices, provide them with the Phase Change Pre-Unit Assessment student sheets. Digital Resources Digital Resources • Phase Change Pre-Unit Assessment copymaster | Word • Phase Change Pre-Unit Assessment copymaster • Phase Change Pre-Unit Assessment Answer Key and Scoring Guide • Phase Change Glossary • Phase Change Multi-Language Glossary Materials & Preparation Materials For Each Student • optional: 1 copy of the Phase Change Pre-Unit Assessment student sheet* *teacher provided Preparation Before the Day of the Lesson 1. Plan for students who need accommodations. If a student in your class requires additional time or other assessment modifications, you may want to come up with a plan for that student before administering the assessment. For more information about modifying assessments for students with disabilities, see the note in the Differentiation section titled “Supporting students who require accommodations or modifications during assessment.” 2. Optional: Make copies of the Phase Change Pre-Unit Assessment student sheet. If you do not have one-to-one devices available, locate the copymaster in Digital Resources and make one copy for each student. Immediately Before the Lesson 1. Have on hand the following materials: ◦ optional: digital devices ◦ optional: Phase Change Pre-Unit Assessment student sheets 2. Unlock the lesson. By default, assessment lessons are locked and students cannot view them. If students are taking the assessment online, unlock the lesson by pressing SETTINGS at the bottom of the lesson thumbnail in the chapter overview. At the End of the Day 1. Review multiple-choice results and score written-response questions. Review the results to learn more about students’ understandings of the content before you begin the unit. If using one-to-one devices, the Pre-Unit Assessment multiple-choice questions are auto-scored. An answer key for the multiple-choice questions, as well as rubrics for scoring the written-response items, can be found in the Phase Change Pre-Unit Assessment Answer Key and Scoring Guide (in Digital Resources). 2. Decide if you want to lock the lesson. The End-of-Unit Assessment that students take is identical to the Pre-Unit Assessment, so you may wish to lock the lesson after students complete their work so that students cannot view the assessment. Lock the lesson by pressing SETTINGS at the bottom of the lesson thumbnail in the chapter overview. Note: If students have not yet pressed HAND IN, the system will hand in their work automatically. Differentiation Specific Differentiation Strategies for English Learners Phase Change glossary. Throughout this unit, you will find resources for supporting English learners in science, including a glossary in the Amplify Library that includes Spanish definitions for primary Spanish speakers. If you have English learners in your class whose primary language is Spanish, make sure to point out the glossary to them in the Digital Resources. Throughout the unit, students will be provided with ample opportunities to practice using a small set of high-utility science vocabulary words that are contextualized and used repeatedly in a variety of modalities; this attention to a core set of words supports their English language development. Academic language support. Developing science language and literacy is a complex process that includes, yet is broader than, vocabulary knowledge and usage. Science texts include general academic and discipline-specific vocabulary, and they also include disciplinary ways of using language, such as grammatically complex sentences and texts that are structured in more academic ways than everyday language. These broader aspects of academic language in science can be highlighted to students. Alternate means of expressing ideas during assessment. This Pre-Unit Assessment includes a writing assessment with written prompts in English. Some English learners at the early Emerging level of English language proficiency (i.e., Newcomer ELs) may experience more success expressing their ideas when provided a few different options. It would be appropriate for this group of students to read the prompts and express their ideas in writing for the Pre-Unit Assessment in their primary language. Providing students with this opportunity allows them to show what they know about the science concepts, rather than whether or not they can express their understanding of concepts in English. After students have written in their primary language, you may ask them to explain what they wrote as you record their ideas. If this discussion is done in English, the information you gather can provide you with insights into how they can already use English to express their knowledge. It may also be appropriate for these students to express their ideas for the Pre-Unit Assessment by using labeled drawings or diagrams rather than providing purely written responses. After students have recorded their responses, you may invite them to elaborate orally as you record their ideas. Providing students with alternate ways of expressing understanding can ensure that you will have an accurate baseline from which to plan differentiated instruction and measure students’ growth of understanding over the course of the unit. Specific Differentiation Strategies for Students Who Need More Support Refer to specific strategies for English learners. Throughout this unit, the strategies listed in the Specific Differentiation Strategies for English Learners section are often good strategies for a variety of learners. Students who need more support for reading, writing, talking, and using academic language will often benefit from those suggestions. However, it is important to keep in mind that although suggested strategies for English learners may also be of benefit, students with disabilities have their own unique needs, which should be acknowledged, and be provided specific support per Individualized Education Plans (IEPs) or 504 Plans. Supporting students who require accommodations or modifications during assessment. There may be students in your class who have individualized educational plans and require assessment modifications or accommodations. Modifications and accommodations play important roles in helping students with disabilities demonstrate what they know and can do. There may be students in your class who have Individualized Educational Plans (IEP) or 504 Plans and require assessment accommodations or modifications. Accommodations (including alternate ways of presenting knowledge, responding to questions, additional time, or a change in location or scheduling of the assessment) do not reduce the learning or performance expectations. They allow students with disabilities to complete the assessment so that they are provided equitable access to the assessment. If a student in your class requires additional time or another modification, you may want to come up with a plan for that student before administering this assessment. For example, you can plan for that student to continue the assessment into the next period or for an instructional aide to read the questions to that student in a quiet place. Supporting equitable participation in conversations. Many students need explicit instruction in the norms of effective interacting in extended academic discussions. At the beginning of the year (or at the start of this unit) you may want to create, in collaboration with the class, specific norms for discussions. This will help to ensure that all students understand how to include their peers and respect their contributions. Support for students with disabilities. Students with disabilities have their own unique needs which should be acknowledged and be provided specific support per Individualized Education Plans (IEPs) or 504 Plans. Standards Next Generation Science Standards (NGSS) NGSS Practices • Practice 4: Analyzing and Interpreting Data • Practice 6: Constructing Explanations and Designing Solutions NGSS Disciplinary Core Ideas • PS1.A: Structure and Properties of Matter: ◦ Gases and liquids are made of molecules or inert atoms that are moving about relative to each other. (MS-PS1-4) • PS1.A: Structure and Properties of Matter: ◦ In a liquid, the molecules are constantly in contact with others; in a gas, they are widely spaced except when they happen to collide. In a solid, atoms are closely spaced and may vibrate in position but do not change relative locations. (MS-PS1-4) • PS1.A: Structure and Properties of Matter: ◦ The changes of state that occur with variations in temperature or pressure can be described and predicted using these models of matter. (MS-PS1-4) NGSS Crosscutting Concepts • Scale, Proportion, and Quantity 1 Class Multiple-Choice Questions 2 3 Lesson 1.1 Activity 1 Phase Change Planning for the Unit Phase Change Planning for the Unit Lesson 1.1 Activity 1 Multiple-Choice Questions 25 min Students complete 18 multiple-choice questions to show their current understanding of the content before beginning this unit. Instructional Guide 1. Introduce the Pre-Unit Assessment. Today, you’ll complete an assessment that will help show what you already know about the topics you’ll be studying throughout this unit. Just do your best! 2. Students complete multiple-choice questions. Circulate and assist students with clarifying instructions, as needed. Teacher Support Assessment Pedagogical Goals: Assessing Complex Ideas The Pre-Unit, Critical Juncture, and End-of-Unit assessments are different from traditional multiple-choice tests. Rather than testing recall of isolated facts, the questions are designed to assess the deep, explanatory understanding called for in NGSS and the Progress Build. Students are required to figure out and explain or make predictions about phenomena and as a result, students should expect to spend more time with each question as they think through the scenarios and work out their answers. Rationale Pedagogical Goals: Why Use a Pre-Unit Assessment? Having students complete an assessment before the unit begins and then again at the end of the unit provides a baseline from which to measure growth of understanding over the course of the unit. Further, it offers the opportunity to understand students’ early ideas and initial understanding of the unit’s core content, something that can help you adjust instruction to meet the needs of students in your class. In addition, you can also use students’ final written arguments from the previous unit as a pre-assessment of their facility with the science practice of Engaging in Argument from Evidence. Possible Responses 1. A student left a sealed jar of water outside her home. Water can be a solid, liquid, or gas. When she put it outside, the water was a solid. Twelve hours later, the water had changed phase and was a liquid. What happened to the water molecules? a. Before the student left, the molecules were moving in place. After, the molecules were moving around each other. 2. After the phase change, the substance’s molecules will move . . . b. faster, and the substance will be a gas. 3. Substance 1 has a . . . d. stronger attraction between its molecules than Substance 2. Its molecules now move in place. 4. Anh measured the temperature of a pond near his house. Before he left for school, the water in the pond was 18°C. When he came home from school, the temperature of the pond was higher than it was in the morning. What happened to the water molecules while he was at school? b. The molecules started moving faster. 5. A scientist has a container with a substance inside. At first, the molecules in the substance move away from each other. Later, the molecules move around each other. What change did the scientist observe in the substance? b. Before, the substance was a gas. Later, it was a liquid. 6. The scientists transferred energy . . . a. into the substance, and the substance changed into a gas. 7. A cook had a jar containing a sweet food and a jar containing a sour food. The image above shows the sweet and sour foods. At room temperature, both foods are liquids. The same amount of energy was transferred into both substances. Later, one of the foods had changed phase while the other had not. Which food changed phase, and how did it change? a. The sweet food changed because the molecules were able to move fast enough to overcome the attraction between them. Its molecules now move away from each other. 8. Which object has molecules that are moving? c. Both have molecules that are moving. 9. What happens to molecules when their kinetic energy decreases? a. They move slower. 10. Mario is making chocolate. In part of the chocolate-making process, he needs to change the phase from a liquid to a solid. What happened to the molecules of chocolate when it changed phase? b. Before changing phase, the molecules were moving around each other. After changing phase, they were moving in place. 11. After the phase change, the water molecules moved . . . c. slower and started moving in place. 12. The pink substance has a . . . a. weaker attraction between its molecules than the green substance. Its molecules now move away from each other. 13. The fuel tank of an airplane has a device that measures the fuel’s temperature. Before the airplane took off, the temperature of the fuel was 27°C. After the airplane had been flying for one hour, the temperature of the fuel had decreased to 3°C. Which of the following must have happened to the molecules of the fuel? b. The molecules started moving slower. 14. The diagram above describes the movement of molecules in a substance used to make fuel. What change did the fuel scientist observe in the substance? d. Before the process, the substance was a liquid. After the process, it was a gas. 15. The medicine in the diagram above has molecules that are moving around each other. The doctor needs to slow down the molecules enough to cause a phase change. How will she do this, and how will this affect the medicine? She transfers energy . . . c. out of the medicine until it is a solid. 16. A scientist did a test to compare two substances: substance Q and substance R. At room temperature, both substances are liquid. When the scientist transferred the same amount of energy out of both substances, only one substance changed phase while the other did not. Which substance changed phase, and how did it change? a. Substance Q changed phase because the attraction of the molecules was able to overcome their slower movement. Its molecules now move in place. 17. The aluminum molecules are . . . c. always moving. 18. The kinetic energy . . . d. is increasing. 1 2 Class Written-Response Question #1 3 Lesson 1.1 Activity 2 Phase Change Planning for the Unit Phase Change Planning for the Unit Lesson 1.1 Activity 2 Written-Response Question #1 10 min Students complete the first written-response question on the Pre-Unit Assessment. Instructional Guide 1. Students complete the first written-response question. Circulate and assist students with clarifying instructions, as needed. Possible Responses A truck was carrying a substance in a tank. The molecules of that substance were moving away from each other. The truck parked overnight in a place where energy transferred out of the substance. In the morning, the substance was a gas. How were the molecules moving in the morning? Explain why the molecules were moving that way after energy was transferred out of them. Level 1: The student indicates that the molecules were moving the same way after energy was transferred out of the substance. Possible Student Response: In the morning, the molecules were moving away from each other in the same way the molecules of a gas move. This means the molecules’ movement (or freedom of movement) didn’t change overnight. I know this because the molecules were moving away from each other both at night and in the morning. Level 2: The student demonstrates an understanding of Level 1 AND explains that the speed of the molecules decreased overnight because energy was transferred out of the substance. Possible Student Response: In the morning, the molecules were moving away from each other in the same way the molecules of a gas move. This means the molecules’ movement (or freedom of movement) didn’t change overnight. I know this because the molecules were moving away from each other both at night and in the morning. However, because energy was transferred out of the substance overnight, the kinetic energy of the molecules did change—the energy decreased and the molecules were moving slower. Level 3: The student demonstrates an understanding of Levels 1 and 2 AND explains that the reason the substance didn’t change phase is because the speed of the molecules did not slow down enough for their intermolecular attraction to overcome their speed/kinetic energy. Possible Student Response: In the morning, the molecules were moving away from each other in the same way the molecules of a gas move. This means the molecules’ movement (or freedom of movement) didn’t change overnight. I know this because the molecules were moving away from each other at night and in the morning. However, because energy was transferred out of the substance overnight, the kinetic energy of the molecules did change— the energy decreased and the molecules were moving slower. The reason the energy transfer didn’t cause the molecules’ freedom of movement to change is because the molecules didn’t slow down enough for the attraction between them to overcome their kinetic energy. 1 2 3 Class Written-Response Question #2 Lesson 1.1 Activity 3 Phase Change Planning for the Unit Phase Change Planning for the Unit Lesson 1.1 Activity 3 Written-Response Question #2 10 min Students complete the second written-response question on the Pre-Unit Assessment. Instructional Guide 1. Students complete the second written-response question. Circulate and assist students with clarifying instructions, as needed. Possible Responses A mining crew extracted two different types of minerals from underground. Then, they transferred the same amount of energy into both minerals. Why did mineral A change while mineral B stayed the same? Explain what happened to the molecules of both minerals. Level 1: The student indicates that nothing happened to the molecules of mineral B, but the molecules’ freedom of movement for mineral A changed from a solid (moving in place) to a liquid (moving around each other). The student is not able to explain why only one substance changed phase. Possible Student Response: I don’t know why mineral A changed phase but mineral B did not. When mineral A changed phase, the molecules went from moving in place to moving around each other. Mineral B did not change phase, so the molecules were moving in place before and after energy was added to it. Level 2: The student demonstrates an understanding of Level 1 AND explains that the molecules of both substances increased in kinetic energy and speed. Possible Student Response: The molecules in both substances started moving faster when energy was added to them. This is because their kinetic energy increased. Mineral A changed phase because enough energy was added to it to cause a phase change, but Mineral B must require more energy to change phase. When mineral A changed phase, the molecules went from moving in place to moving around each other. Mineral B did not change phase, so the molecules were moving in place before and after energy was added to it. Level 3: The student demonstrates an understanding of Levels 1 and 2 AND explains that the difference in phase change is due to a difference in the molecular attraction of mineral A compared to mineral B. Possible Student Response: The molecules in both substances started moving faster when energy was added to them. This is because their kinetic energy increased. Mineral A changed phase because enough energy was added to it for the kinetic energy of the molecules to overcome the attraction pulling them towards each other. Mineral B had a higher attraction, so the molecules didn’t increase in kinetic energy enough to overcome the attraction. When mineral A changed phase, the molecules went from moving in place to moving around each other. Mineral B did not change phase, so the molecules were moving in place before and after energy was added to it. Lesson 1.1 Image Credits Phase Change Planning for the Unit Phase Change Planning for the Unit Lesson 1.1 Image Credits Image Credits Shutterstock (Phase Change Pre-Unit Assessment copymaste”