Gallegos Lessonplan 2

NGSS Lesson Planning Template
Pre-assessment on Quizizz
Lesson # 2 and 3 in a series of 3 or 4

Grade/ Grade Band: 8th Topic: States of Matter
lessons
Brief Lesson Description: Students will investigate the gaseous state of matter and how it relates to a tanker/can implosion by
viewing demonstrations and videos at home. They will carry out an investigation with testable variables, recording
observations and recording data, and writing a concise data analysis in a lab report to support their findings.
Performance Expectation(s): Students will be able to show that they can collect data from an experiment by documenting
this data on a data table. They will also be able to describe the cause and effect of manipulating one variable in an experiment
by recording their data on a data table that consists of illustrations and observation notes. Students will be able to write a
concise data analysis as part of their lab report.
Specific Learning Outcomes: Students will learn about the gaseous state of matter and how it connects to thermal energy
and pressure.
Narrative / Background Information
Prior Student Knowledge: Students will have experience using lab equipment such as a hot plate, tongs, and graduated
cylinder. Students will have experience writing lab reports and collecting data from past labs. Students will have seen the
demonstration done by the teacher.
Science & Engineering Practices: Disciplinary Core Ideas: Crosscutting Concepts:

Scientific and Engineering Practices Disciplinary Core Idea PS1.A Structure Cause and Effect
Developing and Using Models (by the and Properties of Matter Gases and  Cause and effect
end of grade 8) Use and/or develop liquids are made of molecules or inert relationships may be used to
predict phenomena in natural or
models to predict, describe, support atoms that are moving about relative to designed systems.
explanations, and/or collect data to test each other. The changes of state that
ideas about phenomena in natural or occur with variations in temperature or
designed systems, including those pressure can be described and
representing inputs and outputs, and predicted using these models of matter.
those at unobservable scales.
ETS1.B Developing Possible Solutions
There are
systematic processes for evaluating
solutions with respect to how well they
meet the criteria and constraints of a
problem.
MS-ETS1-2 Engineering Design Evaluate
competing design solutions using a
systematic process to determine how
well they meet the criteria and
constraints of the problem.
Possible Preconceptions/Misconceptions: Students may get confused between explode and implode. They may not
understand why the can implodes after collecting data.
LESSON PLAN – 5-E Model

I will ask a few students to share some questions
Instructions and examples will be told and shown first before students work in their groups on questions and illustrations.
I will tell students to go over their questions and think about what three questions they would like to investigate further.
I will go over what investigable questions are and give a few examples of what those might look like.
I will go around and choose a question for each group to make sure that their question involves measuring one variable.
I will ask students to plan with their team how they will carry out the lab and draw a data table that will show what they are
measuring and how they will record their results.
I will show the students an example of my own .
Student will listen to their classmates and might write down new questions based off of what they have heard from other
class mates. Students will decide as a group what one questions they could investigate. Students will write that one question
down and begin to illustrate their lab and data table. Each student must write on their own paper but can work in their
science groups.
EXPLORE: Lesson Description – Materials Needed / Probing or Clarifying Questions:

Materials: Hot plate, Graduated cylinder, cups, cans, timer, goggles, tongs, different liquids
Questions: How does the orientation/size/water temperature/type of liquid affect the force of the impact of the implosion?
They will be testing one of the following variables:

Can size, water temperature in can, orientation of can when submerged, or type of liquid.
I will remind students of lab safety: wear safety goggles when experiment is being done, do not touch the can, do not drink
contents, use equipment appropriately, etc.
I will show students the equipment that they will receive and explain that the group names are on each bin that holds the
equipment.
I will give the following instruction for the handout and what the students will be doing during the lab:
Students should first choose who will do play what role in their group and agree to stick to that role for the entire experiment.
Test one can at a time, draw a picture on data table of what the can looks like, then add comments and observations about
what this picture says about the force of the implosion.
I will instruct students to send one person from each team to get the materials and hot plate
I will circulate the classroom to assist, ask, and answer questions.
Students will gather supplies and begin their investigations
Students will record their observations using the data tables they made prior to the lab.
Students will begin their lab report and data analysis on a separate sheet of paper.
ELABORATE: Applications and Extensions: We will go back to the videos and compare how the can and the tankers are the
same and different.
EVALUATE:
Formative Monitoring (Questioning / Discussion): Why did the tanker implode? How is the cold water similar to the seals on
the tanker? What was happening inside the tanker that might be similar to what was happening inside that can? What about
what was happening outside in both instances?
Summative Assessment (Quiz / Project / Report): Students will write a lab report that includes a data analysis
Elaborate Further / Reflect: Enrichment: To elaborate further, we can talk about the importance of employees being trained
in how to properly pressure wash their tankers. We can also discuss how this might be helpful for them in the future (i.e.
future jobs in science).

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NGSS Lesson Planning Template

Lesson # 2 and 3 in a series of 3 or 4

Science & Engineering Practices: Disciplinary Core Ideas: Crosscutting Concepts:

LESSON PLAN – 5-E Model

EXPLORE: Lesson Description – Materials Needed / Probing or Clarifying Questions:

They will be testing one of the following variables:

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