31 July - 6 August

FOCUS / ARONGA learning intentions:

We are FOCUSING on identifying the particle nature of the states of matter in the water cycle.

We are FOCUSING on enhancing our understanding of the states of matter by transforming orange juice into different states of matter.

We are FOCUSING on selecting information about particles and explaining our understanding of it.

Success Criteria: I can...

• Create a diagram of the water cycle.
• Identify different states of matter.
• Create a visual poster about the changes in states of matter.
• Write opinions about different states of matter.
• Observe changes in states of matter.
• Connect information about the water cycle.
• Read an article about the water cycle.

                                                                                                          Achievement Objectives:

Investigate the water cycle and its effect on climate, landforms, and life.

Begin to develop an understanding of the particle nature of matter and use this to explain observed changes.

Compare chemical and physical changes.

Activities:

Monday

• The students will watch a video about the water cycle.
• They will then see from a slide a wide variety of different things to which they will have to write whether it is a solid, liquid, gas or neither.
• They will then create a visual poster of the changes in states of matter.
• Afterwards, the students will draw the water cycle in their science books using words, diagrams, labels and arrows.
• Finally, the students will write about what state of matter is the most important to humans and why.

• • The students will watch this video first: 
  • The students will need to pour about 2/3 of a cup of orange juice into a clear plastic cup.
  • Next, they will need to mix in about a teaspoon of baking soda.  Using the spoon (or even a straw), the students can mix it a bit. 
    
  • The students will need to predict what the bubbles are made out of, and explain that this carbonation (or carbon dioxide) is similar to the carbonation found in soda.
    
  • After a few seconds, they will notice that the acid in the orange juice (a liquid) reacts with the baking soda (a solid), to create bubbles on top (a gas).
  • The students will need to draw and label what is used in the experiment and label whether it is a liquid, solid or gas.
  • • When they finish their experiment they will write their observations of what they saw in their science book.
    • Afterwards, they will write a scientific explanation within their conclusion in their science books about why their predictions and observations happened.
    • Finally, the students will look at this website Acid-Base reactions and they will Write at least THREE notes from 3 different paragraphs IN THEIR OWN WORDS.

    • If they have finished writing the notes from 3 different paragraphs they can write notes on the other strands according to the point system below:

      • JACK: 3 paragraphs + 1 more paragraph (3 points)

      • QUEEN: 3 paragraphs + 2 more paragraphs (4 points)

      • KING: 3 paragraphs + 3 more paragraphs (5 points)

                                                                                                                         Thursday

• In their science books the students will write and answer the questions below:

  1. Before you read this, what are particles? 

  2. List stories, films, books which show particles in them.

  3. What similarities or consistencies are there between them.

• Students will then read the article How particle detectors capture matter's hidden, beautiful reality.
  

• They will write any keywords and scientific vocabulary which is related to particles.
• Finally, they will rule a 10cm by 10cm frame and draw a picture, icon, or meme that represents the concept/theme of particles.