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Scientix Lesson plan
Title:
Aggregation states of water
Author: Angela Rotaru
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Subject:
- Science - Aggregation states of water
- Geography - Water on Terra
- Technology - Kahoot - Water circuit in nature
- Mathematics - Water volume - Practical exercises for measuring the volume of
water
Aim of the lesson
Describe in
1-2 sentences what you would like to achieve with your students by the end of
the lesson.
Students will learn about water sources on
the Earth, will make experiences to observe:
- passing water in liquid state in a solid
state and vice versa;
- passage of water from the liquid state to
the gaseous state and vice versa;
- changing the volume of water as it moves from
a state of aggregation to another state;
Age of students
10-11 years
Time
Preparation
time: 3 hours
Teaching
time: 50 minutes
Teaching material
Online:
https://www.youtube.com/watch?v=mylCQjryPiU
- Paxi-
a water circuit in nature
Offline:
List here all
the offline tools, such as: tubes, water, ice, cooking machine, electronic scales, glass and plastic
containers, ice packs, colored paper, colored pencils, markers, magnetic board,
laptop, videoprojector, telephones,
21st century skills
Add here how the lesson plan
corresponds to 21st century skills. To find out more: http://www.p21.org/our-work/p21-framework.
In the framework of the
activity, I aimed to develop at the students:
- learning and
innovation skills
- creativity and
innovation
- critical
thinking and problem solving
- communication
- collaboration
- make effective use of
information, the media and technology.
Lesson Plan.
Name of activity
|
Procedure
|
Time
|
1. Organizational Moment
|
I together with the chemistry
teacher prepare the materials for the lesson and organize the group of
students on 4 working groups (7 pupils in each group)
|
3
minutes
|
2.
Capturing the attention
|
Students
find the answer to riddles:
Riddles
·
I
take the shape of the bowl you put me in
I
do not taste, smell, color?
·
Who
in the world always makes his way
Only
where is the valley?
Students
will watch the film – Paxi- The Water Circuit in Nature
|
5
minutes
|
3. Announcement of the theme
|
Aggregation states of
water
|
1
minutes
|
4. Experience-Based
Learning
|
Students are divided into 4 groups:
Group 1- Curious
Students measure 100 ml of water they put in a
test tube. This is put on the flame cooking machine for 10 minutes. During
this time the pupils watch what happens with the water in the bowl. They
observe the boiling and evaporation phenomenon. Note what they saw on a
sheet. It finally measures the amount of remaining water. Calculates the
difference between the amount of water at the beginning in the pot and the
remaining amount.
Presents in front of all colleagues the
phenomenon observed and the calculations explaining what happened with the
water that disappeared from the vessel. I define with the teacher the
phenomenon of evaporation.
Group 2 Researchers
Students weigh three cubes of ice. I put them in
a pot on the cooking machine for 7 minutes. During this time they follow and
write on a sheet that happens with ice. Measures the amount of water from
melting ice.
Presents the comments made to all
colleagues. They define with the teacher the melting phenomenon.
Group 3
Contributors
Students measure 100 ml of water. They put the
water in a container covered with a flame cover from the cooking machine. Let
the water boil on the big flame. The teacher will take the lid after 5 minutes
and put it in another pot. Repeat the operation 4-6 times. Students write
what happened, how the water came from the first pot in the second container.
They present their comments to colleagues and
define the phenomenon of condensation with the help of the teacher.
Groups 4
Presentations
The pupils put 250 ml of water in special ice
bags, 250 ml of water in a plastic
container and 250 ml in a 250 ml glass bottle the day before the start of the
activity and put them in the freezer of the room of the school's food. At the
beginning of the activity, bring the recipients and the students make
observations:
- what happened with the water in the special
bags
- what happened to the water in the plastic
container and what happened to the container;
- what happened to the water in the glass
container, but with the glass container;
They find that water increases its volume by
freezing. I define the phenomenon of frost.
A team representative presents to all colleagues
the observed phenomenon.
|
10 minutes experience +5 minutes presentation
10 minutes experience +5 minutes presentation
10 minutes experience +5 minutes presentation
10 minutes experience +5 minutes presentation
|
Conclusions
|
I write
on the blackboard the title of the lesson and the definitions of aggregation
states through which the water passes into nature: evaporation, condensation,
freezing and melting. Students write on the notebook.
Students
will explain why water is important to people, animals and plants, and how we
can keep clean water and how we can save water.
Students will communicate what they liked and
what they did not like about group activities today.
.
|
7 minutes
|
Assessment.
I created Kahoot a 6-question test that students will answer using personal
phones.
Q1: What is the state
of water in nature?
30 sec
only a liquid
This is a bad answer
a solid one
This is a bad answer
a liquid, solid and gaseous.
This is a correct answer
only in gaseous state.
This is a bad answer
Q2: What is the
phenomenon of solids in the liquid state?
20 sec
melting
This is a correct answer
evaporation
This is a bad answer
solidification
This is a bad answer
condensation
This is a bad answer
Q3:
The passage of liquid water into a gaseous state is called ....
30 sec
melting
This is a bad answer
evaporation
This is a correct answer
solidification
This is a bad answer
condensation
This is a bad answer
Q4: Water flowing from
liquid gaseous is called .....
30 sec
• evaporation
This is a bad answer
• melting
This is a bad answer
• condensation
This is a correct answer
• solidification
• Q5: What is the name
of the water course in nature?
30 sec
a route
This is a bad answer
a reflux
This is a bad answer
a water circuit in nature
This is a correct answer
a trough
This is a bad answer
Q6: How should drinking
water be good?
30 sec
• cloudy
This is a bad answer
• blue
This is a bad answer
• with smell
This is a bad answer
• tasteless, odorless, transparent
This is a correct answer
Student feedback
I will analyze the
activity, highlighting the strengths and weaknesses of the lesson.
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