University of West Alabama

5E Lesson Plan Template

Teacher: Blakeley Parnell

Date: 9/23-9/25

Subject area/course/grade level: 8th Physical Science

Materials: lab equipment, chromebooks, lab handout, states of matter powerpoint, ice, thermometer, stop
watch, bill nye video

Standards (State and ISTE Standards for Students): 4. Design and conduct an experiment to determine changes in
particle motion, temperature, and state of a pure substance when thermal energy is added to or removed from a system.
4aStudents know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or
solving authentic problems.

Objectives: 1. To be able to define matter 2. To be able to determine what it takes to change one
substance in a phase to another 3. To be able to plan and carry out an experiment to measure the change
in temperature

Differentiation Strategies (How will the lesson address the various learning styles of the students and the
needs of those with special needs?): all students will be given a few notes on matter and students with
IEPs will be given a printed off version of my ppt, and during lab will be given step by step to complete the
lab. Students will have an aid to help watch over them during lab. I will give them pre drawn graphs so all
they have to do is fill in the data point on a line graph.

ENGAGEMENT:

Students will write 4 physical characteristics about themselves that people could say about them. They are
relating their physical traits to how we would physically describe a substance also known as physical
properties.
Assessment: warm up oral questioning
EXPLORATION:

Students will use their chromebooks to complete a PhET phase changes simulation challenge.They will
also pick up a sheet to write on guiding them through the simulation. It describes what the particles will
look like at each phase of matter. They will draw what the particles look like in each phase and what the
temperature is that makes phases change. Also known as the boiling and freezing points. They will
complete this on their own piece of paper so they can draw the molecules at each phase and comparing

Approved January, 2013

the molecules at each phase with one substance such as water to another such as neon. Commented [BP1]:

Commented [BP2]:

Assessment: students will work in groups of 2 to compare answers and then they will present their findings
based on the substance I give them from the simulation. https://phet.colorado.edu/sims/html/states-of-
matter-basics/latest/states-of-matter-basics_en.html
EXPLANATION:
Teacher will use a couple of things during this part. There is a nearpod https://app.nearpod.com/command
that allows students follow along with me during notes and it is on their screens as well as up on my
projector. We will go over the definition of matter, solids, liquids, gases, plasma, and what a physical
property is and how we can use them as ways to identify different substances.

Also we will use the PhET simulation to talks about how molecules look like in each phase and what it
takes to changes phases from one to another….energy is the answer. Students will use their knowledge
from the simulation to relate the notes from the nearpod.

Assessment: the next day I gave them a quiz on Canvas our LMS on the notes and simulation on matter,
solid, liquids, gases, molecules, boiling and freezing points.
ELABORATION:

Students will design a lab that helps show the phase changes. Students will monitor the phase change of
ice during a 45 minutes class. They will measure the time every 30 seconds using a hot plate, beaker, ice,
thermometer, and stop watch to do this. They will work in groups of 2 during the lab to get the lab
completed. They will graph their data as a line graph using x and y axis.

Assessment: lab write up and student’s graph

EVALUATION:
Students will individual create a pamphlet or brochure using any technology resource. Most students used
the templates from Microsoft Word. The had to include the following topics on each of the phase: solids,
liquids, gases, and plasma. 1. Energy level 2. Shape 3. Volume 4. 1 example of each (words or picture)
The student must have also included a summary of their lab results and must discuss the boiling point.
I used a SBG rubric for this going from 5-10. I used the NETS technology rubric to evaluate their use of
technology on this assignment and their PhET simulation assignment

Approved January, 2013

 This student received a 5/5
on the proficient scale in all categories.

References:
Bybee, R.W. et al. (1989). Science and technology education for the elementary years: Frameworks
for curriculum and instruction. Washington, D.C.: The National Center for Improving Instruction.
Bybee, R. W. (1997). Achieving Scientific Literacy: From Purposes to Practices. Oxford: Heinemann.
National Research Council. (1999). Inquiry and the national science education standards: A guide for
teaching and learning. Washington, D.C.: National Academy Press.
Polman, J.L. (2000). Designing project-based silence: Connecting learners through guided inquiry.
New York: Teachers College Press.

Approved January, 2013