Chemistry 201 Phase Change Role Play

STEPP Lesson Plan Form
Teacher: Austin Dicken

11-27-16
School:
8th
Prairie Heights Middle School

Content Area:
Date:
Grade Level:
Title: Phase Change Role Play

Lesson #:_1_ of _1_
Content Standard(s) addressed by this lesson:

(Write Content Standards
th
directly from the standard)
6 Grade Science Standard 1.3: The physical
characteristics and changes of solid, liquid, and gas states can be explained using
the particulate model
Understandings: (Big Ideas)

Matter in the solid state has a fixed volume and its molecules/compounds/atoms are
fixed in space
Matter in the liquid state has a fixed volume and its molecules/compounds/atoms
move freely
Matter in the gaseous state does not have a fixed volume and its
molecules/compounds/atoms move freely to adapt to its container
Inquiry Questions: (Essential questions relating knowledge at end of the unit of
instruction, select applicable questions from standard)
Describe the molecules of a solid, liquid, and gas referring to volume, shape, and
frequency of collisions.
Evidence Outcomes: (Learning Targets)

Every student will be able to: work with their group to role play a phase change
of matter given their phase change of matter, a definition of their phase change of
matter, examples of their phase change of matter, and figures of how the molecules
are arranged before and after their phase change of matter has occurred with 100%
accuracy
I can: work with my group to role-play our groups phase change of matter
in front of the class
This means: students will have to work with a group of peers to role play a
chosen phase change of matter from the standpoint of their bodies being
the molecules in their solids, liquids, and gasses
List of Assessments: (Write the number of the learning target associated with
each assessment)
Colorado State University College of Applied Human Sciences
Page 1

Formative Verbal questioning during do now and role-play activity, visual
observations for correctness during do now and for correctness of molecules during
role-play activity, fist to five closure
Summative correct answers given during do now, graphic organizer filled out with
correct phase changes of matter during role-play activity
Page 2
Planned Lesson Activities

Name and Purpose of Lesson
Should be a creative title for you and the
students to associate with the activity.
Think of the purpose as the mini-rationale
for what you are trying to accomplish
through this lesson.
Approx. Time and Materials
How long do you expect the activity to
last and what materials will you need?
Phase Change of Matter Role Play
Anticipatory Set
The hook to grab students attention.
These are actions and statements by the
teacher to relate the experiences of the
students to the objectives of the lesson,
To put students into a receptive frame of
mind.
To focus student attention on the
lesson.
To create an organizing framework
for the ideas, principles, or
information that is to follow
(advanced organizers)
An anticipatory set is used any time a
different activity or new concept is to be
introduced.
Do Now Identify if the following statements are true or false:

1. Solids have a definite shape and a definite volume
2. Liquids have a definite shape and do not have a definite volume
3. Gasses do not have a definite shape and do not have a definite
volume
Introduction who can relate todays do now to the molecules in solids,
liquids, and gasses using examples? for example, solids have a fixed
volume and fixed shape which means that the molecules in a solid are
tightly packed together so that they cannot move and change the
overall shape of the solid. For example, liquids molecules are far
enough away from each other to be able to shift and move around each
other in order to change the shape of the overall liquid. However, the
liquids molecules are close enough together to make any liquids
volume definite. For example, gasses have an indefinite volume and
shape because the molecules in a gas are very far apart allowing them
to move past one another and be compressed together. Properties
such as volume and shape change as phases of matter change. What is
the driving force that causes phases of matter to change thus changing
properties of the matter? The addition and subtraction of energy
Purpose to build collaboration skills while digging deeper into the

movement and placement of molecules before, during, and after a
phase change of matter occurs
Do Now (7 min) projector, agenda document, white board, computer,
role sheet, running do now sheet, writing utensils, dry erase marker
Introduction (8 min) role play activity table for every student, 6 plastic
bags, 6 note cards with phase change of matter information, group
assignments, instructions for role play activity, agenda document
Role Play Activity (35 min) 6 plastic bags with phase change of matter
assignments and information, role play activity table for every student,
writing utensils
Page 3
Procedures
(Include a play-by-play account of what
students and teacher will do from the
minute they arrive to the minute they
leave your classroom. Indicate the length
of each segment of the lesson. List actual
minutes.)
Indicate whether each is:
-teacher input
-modeling
-questioning strategies
-guided/unguided:
-whole-class practice
-group practice
-individual practice
-check for understanding
-other
Closure
Those actions or statements by a teacher
that are designed to bring a lesson
presentation to an appropriate conclusion.
Used to help students bring things
together in their own minds, to make
sense out of what has just been taught.
Any Questions? No. OK, lets move on is
not closure. Closure is used:
To cue students to the fact that
they have arrived at an important
point in the lesson or the end of a
lesson.
causes matter to change its phase. Today we are going to play the
role of the molecules in a solid, liquid, and gas in order to show how
they move and are arranged through a role play activity. The teacher
will then introduce the rules and expectations of the role-play activity
making sure students have time to ask any questions or request
clarification.
Do Now students will answer the do now on a running do now sheet,
while the teacher takes role and answers any questions about the do
now. The first student done will also stamp other students do now
sheets based on if they are doing the do now or if they are not doing
the do now
Introduction students actively listen, answer questions, and ask
questions, while the teacher links the do now to the particulate model
and molecules in solids, liquids, and gasses
Role Play Activity students work in groups to come up with their skit,
while the teacher answers questions and helps guide the groups to the
correct arrangement and spacing of the molecules for their skit. The
students will then perform their skit, while the spectating students use
clues during the skit to figure out what phase change of matter each
group has. The teacher will help guide students to the correct answers
between each skit.
Fist to five in order to figure out if students need extra help with phase
changes of matter and properties of solids, liquids, and gasses during
the test review on Wednesday
Page 4

To help organize student learning
To help form a coherent picture and to
consolidate.
Differentiation
To modify: If the activity is too advanced
for a child, how will you modify it so that
they can be successful?
To extend: If the activity is too easy for a
child, how will you extend it to develop
their emerging skills?
Assessment
How will you know if students met the
learning targets? Write a description of
what you were looking for in each
assessment.
To Modify students are placed in specific groups in order to insure

success, activity is visual, activity is collaborative, activity has hands on
portions
To Extend activity has a part that is done alone, students are placed
in specific groups in order to insure success
Formative looking for understanding of particulate model and
properties of solids, liquids, and gases
Summative looking for the correct answers when guessing what
phase change of matter each group has
Page 5
Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize
assessment data to justify your level of achievement)
2. What changes, omissions, or additions to the lesson would

you make if you were to teach again?
3. What do you envision for the next lesson? (Continued practice,

reteach content, etc.)
Page 6

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STEPP Lesson Plan Form

Teacher: Austin Dicken

Prairie Heights Middle School

Title: Phase Change Role Play

Content Standard(s) addressed by this lesson:

Understandings: (Big Ideas)

Evidence Outcomes: (Learning Targets)

STEPP Lesson Plan Form

Colorado State University College of Applied Human Sciences

STEPP Lesson Plan Form

Planned Lesson Activities

Phase Change of Matter Role Play

Do Now Identify if the following statements are true or false:

Purpose to build collaboration skills while digging deeper into the

Colorado State University College of Applied Human Sciences

STEPP Lesson Plan Form

Colorado State University College of Applied Human Sciences

STEPP Lesson Plan Form

To Modify students are placed in specific groups in order to insure

Colorado State University College of Applied Human Sciences

STEPP Lesson Plan Form

Post Lesson Reflection

2. What changes, omissions, or additions to the lesson would

3. What do you envision for the next lesson? (Continued practice,

Colorado State University College of Applied Human Sciences

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