Solids, Liquids, Gasses

Introduction

A scientist from planet Bubbleburger has landed on Earth. Dr. Snickle has not discovered matter on his planet, and he has heard that everything on Earth is made of matter as a solid, liquid, or gas. This scientist, Dr. Snickle, is looking for some experts on solids, liquids, and gasses to help him learn about the states of matter and the difference between the three. He has heard that you would be just the people for the job! If you would like to help Dr. Snickle discover solids, liquids, gasses by explaining the difference between the three, you will need to get into a team and get started on the mission!

Task

During this process, you are going to research about your special topic in order to gain information to give to Dr. Snickle. You will become an expert on your topic, and to show this you will create a powerpoint presentation with your group to present at the end of the week.

Process

DAY 1

Step 1: You will first need to get into groups of 3. Each group will need a Solids Expert, a Liquids Expert, and a Gasses Expert. Each person in the group will also need to have 1 job from the following: Reader, Recorder, or Navigator

Experts: Study the state of their job title (solid, liquid, gas)

Reader: Reads information to co-workers

Recorder: Takes notes from the information the team finds

Navigator: Controls the computer while working in the group

Step 2: Once you decide what your jobs will be, you will see me for approval. After group jobs are approved, go to your seat and research your topic for the remainder of class.

----To begin your research, visit the chemistry tab at patchison.weebly.com. There, you will find links to videos and information to guide you in your research.

DAY 2

Step 1: When class begins, you will need to research your topic more to find any interesting details, examples, etc. that you would like the class to know about.

Step 2: At the end of class, we will have an **expert team meeting** to combine all information we have collected. You will get information from your classmates and share the information you gathered.

**This meeting will be with all of the experts of your kind in the classroom. The solids experts will meet with all other solids experts, the liquids experts will meet with all other liquid experts, and the gasses experts will meet with all other gasses experts around the classroom.

Day 3

Step 1: When class begins today, you will need to get back into your original groups (the groups where you selected who would be the navigator, the reader, and the recorder). You will have 10 minutes to research together about any topic you feel that you did not gather enough data on. 

Step 2: After you have all information you need, you will begin putting together a powerpoint presentation with your group.

Day 4

Work on powerpoint presentation with your group. Remember to bring in an example of your topic tomorrow.

Day 5

PRESENT POWERPOINT PRESENTATIONS and examples of solids, liquids, and gases.

**I will save a copy of each presentation to my computer and e-mail them to Dr. Snickle to review for information about solids, liquids, and gasses.

Evaluation

Name_______________________________________________                      Score _____ / _____

1

 3 5
How well did you stay focused on your task?

I did not stay focused on my task.

 I stayed focused part of the time. I stayed focused all or nearly all the time.
How accurate was your information? My information had nearly nothing to do with my topic. My information had a little to do with my topic, but I got sidetracked a lot. My information focuses on my topic all or almost all the time.
Did you complete your part of the project? I did not complete my part of the project I completed a portion of my part of the project, but not the whole thing. I completed all of my part of the project.

Did you bring in an example of your topic to show the class?

 I did not bring an example. I brought an example, but it was for the wrong topic. I brought an example for my topic.

Conclusion

At this point, you should have gained a lot of information on solids, liquids, and gasses; you should be an EXPERT in all of these fields after putting together and listening to the presentations!! I would like you to conclude this WebQuest by completing the handout I have that allows you to reflect on what you learned, what you still have questions about, and what your thoughts are on this project. I hope you have enjoyed your time researching, and I am very proud of you all for helping Dr. Snickle learn about solids, liquids, and gasses. He will be very pleased to see the presentations, I am sure.

Teacher Page

Teacher:  Paige Atchison

Date: 3/30/2016

Subject  / Grade Level: 3rd Grade

Title of Lesson: States of Matter WebQuest

Materials: Computer, ISN, pencil, *supplemental books that discuss states of matter*

 

*Optional

Integration of Technology: Students will use laptops or Ipads to research their topics. They will then create a PowerPoint presentation.

 

Next Generation Science Standards:

2-PS1-1. 2-PS1-4. 5-PS1-1.

 

Missouri Learning Standards:

3.Sci.1StatesOfMatter.1.D.a-c, e, g.

Lesson Objective(s):

  • Students will know information about each of the 3 states of matter.
  • Students will be able to find and identify the states of matter in everyday life.

 

Differentiation strategies to meet diverse learner needs:

I will make sure there are some lower level learners and upper level learners in each group. While the students are doing individual work, I will assist students who do not understand. Together, we will come up with information for their project.

 

ENGAGEMENT

  • I will begin by reading the book “Joe Joe Wizard Brews up Solids, Liquids, and Gases”.

https://myon.com/reader/index.html?a=sl_wbslg_s12

  • I will capture the students’ interest by introducing the WebQuest in a way that makes them feel like they have a “job”. I will make it known that each student has a duty they must complete in order for the project to work correctly.
  • I will allow the students to pick their “job” based on what they know the most about and what they are the most interested in.
  • I will let students know that they will be rewarded for hard work at the end with a treat, but that they have to do their job in order to get the treat.
    • We will make ice cream in a bag (discuss how the liquid changes to a solid) then eat.

 

EXPLORATION

  • Students will work through the WebQuest with the directions and links given on my website:

                                           patchison.weebly.com

  • This activity is divided into 5 days.

 

EXPLANATION

  • I will explain what a WebQuest is to my students.
  • I will pull up my website and walk the students through all the links while they work alongside me on their own devices.
  • I will have all students click on the WebQuest and we will discuss what is going on.
  • I will read them the issue, and allow them to ask questions about what is going on. Then, we will quickly walk through the order in which they will need to complete the WebQuest.
  • I will probe the questions, “What planet do you think Dr. Snickle came from? Why?” “What role are you interested in taking for this project?”
  • I will have students work through the WebQuest on their own, asking questions as necessary. 

ELABORATION

  • Students will extensively research the topics they choose (solids, liquids, or gasses) in order to create a PowerPoint presentation with their group as a final project.
  • Students will understand how the states of matter are applied in our daily lives by finding real-world examples of each state of matter and explaining why they are a solid, liquid, or gas and by answering questions that are asked about the materials they bring in.

 

EVALUATION

  • Students will take notes on research as they go through the webquest. I will observe the students working.
  • At the end of each day, I will examine the ISN’s to see how much information each student has written to determine if they have been researching throughout the class period.
  • At the end of the WebQuest, I will observe each student giving their presentation and ask questions about their topic, to which they should be able to answer.
  • There will be a grading rubric handed out to the students (view evaluation tab) prior to the start of the WebQuest.