Key Stage 3 Science
“Particles Unit”
“Particles Unit”
Unit Overview:
Links to Units 4D; 5C; 5D and 6C
Establish prior learning –
differences between solid, liquid and
gas
[N.B. Pupils at KS2 should not have
studied particles, but most have]
Consider various models to
represent particles in solids, liquids
and gasses
[N.B. Use murder mystery to think
about ideas and evidence]
Apply the particle model to familiar
situations
e.g. Changes of state
Apply the particle model to
unfamiliar situations
e.g. Expansion; conduction; pressure;
diffusion.
Common Misconceptions:
1.
Pupils have previously studied melting and dissolving, but get these two processes
confused.
2. Pupils believe that the particles expand when heated as opposed to the spaces
between increasing
‘Particles’ [LESSON 1]
Big Question: What are all substances made up of?
Science content
To distinguish between
a solid, a liquid and a
gas.
Lesson Objectives
Science skills
Transferable skills
Generating ideas and
explore possibilities
(PELT)
Making decisions and
evaluating models
generated (SEAL)
Developing resilience and
optimism in the course
of learning science and
solving problems by
overcoming fears and
anxiety of being wrong
(SEAL)
Key Words
Properties; Compressible; Volume; Shape
Resources:
30 x Copies of Concept Cartoon 8.4 or Electronic version of it
Exhibition of 20 materials – some solid; some liquid and some gas
Flipchart paper
Lesson Plan
STARTER
Discussion centred on ‘Concept Cartoon’ 8.4. Use discussion to illicit prior
learning and note any properties of solids, liquids and gasses on the board.
[8 mins]
MAIN
1. Exhibition of about 20 materials – some solid, some liquid and some gas.
Pick a pupil to identify a solid and justify their selection. Discuss with
whole class. Continue with other pupils picking out further solids, liquids
and gasses. Classify all the materials. [10 mins] Notes: Write down three
examples of and three properties of a solid; a liquid and a gas. [10 mins]
2. Get the pupils to work in groups [4 max.] and to draw on flipchart paper
what they think it looks like inside a solid, liquid and gas through the most
powerful microscope. [10 mins]
3. Ask different groups to explain their ideas to the class – where the
ideas came from and how the ideas can help to explain some of the
properties that were discussed earlier. [15 mins]
PLENARY
Task: You are going to explain what we mean by a solid, liquid and/or gas
to an alien. Give them two minutes thinking time and then pick people to
offer their explainations [5 mins]
Assessment Opportunities
Listening to and responding to ideas during discussions. Looking at ideas
and discussing these with groups on what solids, liquids and gasses are
like inside [N.B. Use the time to select the groups to feedback to the
class]
Notes
Meta-cognitive plenary involving “what contribution did you make with the
model”, “did you agree with the model, if not did you express your
opinion…..”
Also the models that they do on A3 to generate ideas can be used in
future lessons
Today’s motto is “It’s O.K. to be wrong”
‘Particles’ [LESSON 2]
Big Question: What are all substances made up of?
Science content
What is a solid, liquid
and a gas
Lesson Objectives
Science skills
Evaluating models.
Transferable skills
Trying to influence
others, negotiating and
balancing diverse views
to reach workable
solutions (PELT)
Developing resilience and
optimism in the course
of learning science and
solving problems by
overcoming fears and
anxiety of being wrong
(SEAL)
Experience satisfaction
and mastery.
Building a sense order
and predictability in the
world by understanding
the principles of how
things work (SEAL)
Working with others to
solve problems (SEAL)
Key Words
Properties; Melting; Boiling; Evaporating; Condensing; Freezing
Resources:
Posters on solids liquids and gasses from last lesson
Molecular models; polystyrene balls; other ‘models’
10 x sets of Card sort from Badger Year 7 61a
Lesson Plan
STARTER
Question and answer session based on last lesson – asking for examples of
solids, liquids and gasses; discussing their properties. [5 mins]
MAIN
1. Discussion centred on the posters the class drew last lesson – try to
relate their ideas on the internal structure of solid, liquid and gas to
their properties. Look for some consensus in the model [15 mins]
2. Using alternative models to help to illustrate the ideas about particles
– polystyrene balls; marbles; peas. Model solid, liquid and gas and focus in
on the space between the particles and the forces between the particles.
Introduce the effect of heating and cooling to start to look at melting;
boiling; evaporating etc. [15 mins]
PLENARY
Card sort activity based on Badger Year 7 61a
Assessment Opportunities
Listening to and responding to ideas during discussions. Looking at ideas
and discussing these with groups on what solids, liquids and gasses are
like inside
Notes
Going back to model produced last lesson.
Looking from 2D to 3D.
Using models to explain things that happen- solid liquids and gases.
Today’s motto is “It’s ok to be wrong”
‘Particles’ [LESSON 3]
Big Question: Are models perfect?
Science content
How particles behave
in solids, liquids and
gases
Lesson Objectives
Science skills
Distinguish, recognise
the difference
between ideas and
evidence
Transferable skills
Adapting ideas as
circumstances change
(PELT)
Questioning your own
and others ideas (PELT)
Communicate effectively
with others (SEAL
Key Words
Idea; Evidence
Resources:
Exhibition of 6 materials – two solid; two liquid and two gas. Toothpaste
and jelly
12 x sets of laminated cards for the ‘Missing lunch mystery’
Custard made up to be ‘crazy’
Lesson Plan
STARTER
Quick classification of two solids; two liquids and two gasses from
exhibition used in lesson 1. Introduce more difficult examples to classify
e.g. Toothpaste; jelly. Discussion on these. Steer them towards use of the
particle model to help with explanations [7 mins]
MAIN
1. ‘The missing lunch mystery’ [‘Exploring Science’ Year 7 p.311]. Release
the information in parts , checking theories after each release of
information. Discuss the need to adjust theories in the light of new
evidence. Compare with the particle model [20 mins]
2. ‘Crazy Custard’ demo – invite pupils to ‘play’ with the custard; try
bouncing it on the floor. Give the pupils time in groups to discuss what is
happening, allowing time to visit each group to demo it. Get groups to
present their ideas to the class – try to focus on particle related
explanations [20 mins]
PLENARY
Individually, think of three things that you have learned in the lesson. [2
mins]. After two mins get them to discuss this with their neighbours. [2
mins] Take feedback from groups and try to focus on what they have
learned and how they learned it. [7 mins]
Assessment Opportunities
Listening to and responding to ideas during discussions.
Notes
The lesson is about cognitive conflict.
‘Particles’ [LESSON 4]
Big Question: How could we use a scientific phenomena to explain
everyday situations
Science content
How do the particles in
a substance when
heated and cooled
Lesson Objectives
Science skills
Obtaining evidenceprecision.
Considering evidenceexamining results and
using the model to
explain results
Transferable skills
Key Words
Melting; Boiling; Evaporating; Condensing;
Freezing
Resources:
30 x Copies of Concept Cartoon 9.8 [Melting Ice] or Electronic version of
it
Trays of Ice
Electronic balance
12 x 0-110oC Thermometers
Lesson Plan
STARTER
Discussion based on ‘Concept Cartoon’ 9.8 ‘Melting Ice’. Relate this to the
particle model [5 mins]
MAIN
1. Assisted demo ‘To Find Out If Ice Changes Weight When Melting’ –
initial weighing [5 mins]
2. Class expt ‘To Find Out What Happens When Water Is Heated and
The B.Pt’ – discuss what is happening in terms of particles [15 mins]
3. Return to weighing melting ice and get the answer [5mins]
4. Use ‘States of Matter’ unit on Multimedia Science to review melting,
boiling, etc. [10 mins]
PLENARY
Pupils to use white boards to draw particle diagrams of
a. Less able: solid, liquid, gas
b. More able: melting, boiling, evaporating, condensing [10mins]
Assessment Opportunities
Self assessment – give the pupils the opportunity to decide which plenary
to tackle
Peer assessment – ask the pupils to comment on the quality of the plenary
explanations
Notes
‘Particles’ [LESSON 5]
Big Question: How could we use a scientific phenomena in unfamiliar
situations
Science content
Lesson Objectives
Science skills
Obtaining evidenceobserving.
Considering evidenceusing your model to
explain observations
Transferable skills
Developing resilience
and optimism in the
course of learning
science and solving
problems by overcoming
fears and anxiety of
being wrong (SEAL)
Collaborating with
others to work towards
common goals (PELT)
Key Words
Diffusion
Resources:
1 x Long glass/perspex tube; cotton wool; conc. Hydrochloric acid and
conc. ammonia
12 x 400 ml Beakers
Potassium [VII] Manganate
Lesson Plan
STARTER
Hold up diagrams on white boards of particle models of some of solid,
liquid, gas, melting, boiling, evaporating, condensing. Pick pupils to identify
what the diagrams represent and how they know. Pick one or two to draw
some of these models [5 mins]
MAIN
5. Demo ‘Diffusion of conc hydrochloric acid and conc ammonia in glass
tube’ [10 mins]
6. Class expt ‘To observe what happens as potassium [VII] manganate
dissolves’
- pupils bullet point their observations and try to explain them
- discuss what is happening in terms of particles [15 mins]
7. Return to demo; discuss the observations; allow the class time to start
to devise conclusions [15mins]
PLENARY
Think of three new things that you learned in to-day’s lesson
Explain how you learned these.
Take feedback from a few pupils [10mins]
Assessment Opportunities
Listening to and responding to ideas during discussions
Notes
‘Particles’ [LESSON 6]
Big Question: What makes a good conclusion?
Science content
Lesson Objectives
Science skills
Considering evidencewhat makes a good
conclusion.
Transferable skills
Assess themselves and
others, identifying
opportunities and
achievements (PELT)
Seek help, give and
receive feedback, review
your own progress as
individuals and groups.
(SEAL).
Key Words
Conclusion; Expansion; Contraction
Resources:
1 x Video from ‘Literacy in Science’ on writing conclusions
Ball and Ring
10 x Sheets of flipchart paper
Lesson Plan
STARTER
Key words [Particle; Diffusion; Conclusion] from previous lesson on the
board. Pupils, in groups, to write one or two sentences to explain. Take
feedback from groups [8 mins]
MAIN
8. Reminder that H/W was to write a conclusion. Show video ‘Writing a
Good Conclusion’ Questions on the three elements of a good conclusion.
In groups, review the conclusions on diffusion written for H/W. Take
feedback on what was good and how they could have been improved.
[20 mins]
9. Demo ‘Expansion of the Ball and Ring’ Discussion seeking explaination
for observations [10 mins]
10. In groups and on flipchart paper, write a three part conclusion for the
‘Ball and Ring’ demo. Display conclusions on walls [15mins]
PLENARY
Select groups to read out parts of their conclusion. Allow positive
comments. [10mins]
Assessment Opportunities
Peer assessment of H/Ws and of conclusions written in the lesson.
All conclusions available to select best bits to put together a class
conclusion for next lesson
Notes
Need to see the strategy “Conclusions” video ahead of the lesson.
‘Particles’ [LESSON 7]
Big Question: Can we write a good conclusion for an unfamiliar situation?
Science content
Lesson Objectives
Science skills
To use our knowledge
of the particle model
to write a good
conclusion
Transferable skills
invite feedback and deal
positively with praise,
setbacks and criticism
[PLTS]
Key Words
Pressure
Resources:
1 x OHT of class conclusion from last lesson
1 x Collapsing Can with stopper
Lesson Plan
STARTER
Completion of the worksheet from Badger Year 7 Activity 65
MAIN
11. Demo. ‘Collapsing Can’ Set up the demonstration and take it through to
the point where the can is left to cool. Make sure the class has
understood each of the steps in the demo. [10 mins]
12. Put a copy of the combined class conclusion in three parts from last
lesson on the board/OHP. Ask the class to remind you what the three
parts are and to give reasons why this is now a good conclusion [8
mins] [N.B. As this is being done the can should collapse, arousing pupil
interest and preparing for the next activity]
13. Class discussion about what has happened to the can and why. Then,
independently, write a three part conclusion for the ‘Collapsing Can’
demo. [10mins]
14. Swop conclusions with a neighbour; read their conclusion and give two
good points that come from their conclusion [5 mins]
PLENARY
Ask individuals to share one good feature of the conclusion that they
read and explain why it is a good feature. [10mins]
Assessment Opportunities
Peer assessment of conclusions written in the lesson.
Interaction with individuals as they respond to questions and as they
write their conclusions
Notes
‘Particles’ [LESSON 8]
Big Question: Is there evidence, observations (empirical) to support the
model
Science content
How particles move
(energy and forces)
Lesson Objectives
Science skills
Considering evidenceTesting models using
evidence (explaining)
Transferable skills
Ask questions to extend
their thinking (PELT)
Review progress as they
work, check and evaluate
solutions, modify their
approach if necessary
(SEAL)
Key Words
Evidence, empirical, Brownian movement
Resources:
Video clip on Brownian motion
Lesson Plan
STARTER
Review session on particles. Ask them to work in pairs to come up with
five ‘facts’ that they ‘know’ about particles. Take feedback. Ask
individuals to complete the first part of a ‘Certainty Meter’ showing how
convinced they are about the existence of particles.
MAIN
Ask them if these are ‘facts’. How do they know that particles exist? Can
they think of any evidence to support particle theory?
Show the video clip of Brownian Movement.
Demo Brownian Movement using a smoke cell – ideally attach a flexicam to
a microscope and project the image for all the class to see clearly.
Ask the class to try to explain what they have seen. If appropriate, ask
the class to comment of the various ideas put forward. Discuss the
reason for the erratic movement of the smoke particles and the relative
size of smoke particles and molecules in the air.
PLENARY
Ask individuals to complete the second part of the ‘Certainty Meter’ on
the existence of particles. Discuss cases where individuals have changed
their opinion during the lesson and ask why?
Open question: Why is evidence important to scientists?
Assessment Opportunities
Listening to and responding to ideas during discussions.
Notes
It may be best to have the flexicam set up and focused before the lesson
so that only new smoke needs to be added to the cell.
‘Particles’ [LESSON 9]
Big Question: Have you understood and can you apply the particle model?
Science content
Lesson Objectives
Science skills
Presenting or
communicating
learning using roleplay and narration.
Transferable skills
Review progress and
acting on the outcomes
(PELT)
Review progress as they
work, check and evaluate
solutions, modify their
approach if necessary
(SEAL)
Explore how the
development of
scientific thinking is not
a straightforward
progression from
ignorance to truth but is
a set of theories
developed through
research, thinking and
prior knowledge (SEAL)
Key Words
Review of words: Melting, Boiling, Evaporating,
Freezing, Condensing
Resources:
Class set of white boards
Pictures of states of matter and changes of state
Lesson Plan
STARTER
Pupils to identify solid, liquid, gas, melting, condensing, boiling from large
diagrams/OHTs – pupils to respond on white boards. Pupils to draw a
diagram of evaporation on white boards. [10 mins]
MAIN
Venue – school hall/drama studio/gym
15. Pupils to work in groups [sixes? Think about composition of groups!].
Each group given the opportunity to think about and then role play
solid, liquid and gas. Discuss ideas – draw out learning points about
speed of movement of particles; distances and forces between.
16. Give pupils a couple of minutes to think/discuss/rehearse each of the
following processes and then get groups to model for the class melting; boiling; evaporating; freezing; expansion; diffusion.
Alternatively, give each group one of these processes to think about
and role play. They then act it out for the others to guess what they
are acting and explain why [30 mins]
PLENARY
Put the whole class close together in the room. No thinking/discussion.
The role play situations that you call out e.g. It’s getting hotter; It’s
getting colder; You are a Gas; etc [10mins]
Assessment Opportunities
Peer assessment as they discuss what are the strengths and weaknesses
of various role plays.
Role plays and discussions offer opportunities to assess understanding of
particles
Notes