Solutions and Phase Changes: Children's Stories
Initial Publication Date: August 11, 2008
Summary
In this activity, students will work in small groups to take vocabulary words and concepts about solutions and phase changes and break them down to the level of lower elementary age children. This will be done by writing and illustrating a children's book. Students will learn by teaching the subject and working with peers. Students are expected to come away with a solid understanding of solutions and phase changes that they were largely responsible in building themselves.
Learning Goals
Goals:
1. Successfully follow directions from the rubric.
2. Successfully work in small groups.
3. Explain vocabulary pertaining to solutions and phase changes in a way that a young child could understand.
4. Explain at least one main concept of solutions (colloids, suspensions) and/or phase changes using water or other teacher approved ideas in such a way that a young child could understand.
5. As a group, explain the children's book to the class by describing the characters and the different concepts.
Vocabulary Examples:
surface tension, surfactant, solution, solvent, solute, solvation, condensation, sublimation, colloid, suspension, saturated solution
Concept Examples:
1. Temperature/energy changes cause phase changes.
2. Particle size is a large indicator of categorizing something as a solution, suspension, or colloid.
3. An aqueous solution can carry electrical charges under specific situations and with specific solutes.
1. Successfully follow directions from the rubric.
2. Successfully work in small groups.
3. Explain vocabulary pertaining to solutions and phase changes in a way that a young child could understand.
4. Explain at least one main concept of solutions (colloids, suspensions) and/or phase changes using water or other teacher approved ideas in such a way that a young child could understand.
5. As a group, explain the children's book to the class by describing the characters and the different concepts.
Vocabulary Examples:
surface tension, surfactant, solution, solvent, solute, solvation, condensation, sublimation, colloid, suspension, saturated solution
Concept Examples:
1. Temperature/energy changes cause phase changes.
2. Particle size is a large indicator of categorizing something as a solution, suspension, or colloid.
3. An aqueous solution can carry electrical charges under specific situations and with specific solutes.
Context for Use
This activity can be used for any subject in which the students already have a background knowledge. It was originally used for the water solution and phase subjects. This a vocabulary heavy subjects with some simpler concepts that students use in everyday life. This activity is different from the normal assessments. It takes about 4-5 class periods. 1-2 periods should be spent discussing concepts and defining vocabulary. 2-3 periods should be given to write and illustrate the book. The due day should include time for groups to share their books. This activity was originally used for 11-12 grade chemistry students, but 9th grade physical science students would probably be able to successfully complete it as well.
Description and Teaching Materials
The students should be given a rubric that briefly describes the necessary parts of the book and the allotted points for the project and each part of the book. The total points may be whatever amount deemed worthy, but some ideas for the necessary parts are as follows:
Book must be at least 10 pages
Each page must have at least 3 sentences
Each page must have an illustration
The book must have a "cover" with a title and names of authors
Use and explain at least 5 vocabulary words
Book must explain at least 1 major concept about water
The rubric should also show a list of vocabulary words from the chapters or subjects being used. Discuss the rubric at length and open the discussion to questions from students. Once the discussion is over, split the class into groups of 2-3 people. Three people works just fine for this activity. The first day should be used by the students to brainstorm and to write the story. The second and third days should be used to finish writing, to make the book, and to re-write the story and illustrate in the book. The third day should be when the book is due as well as the day that the groups share their books with the class.
Supplies:
Each group will need access to art supplies (markers, crayons, colored pencils) and will need at least 6 sheets of 11" x 17" white construction paper as well as a stapler. Any classroom notes and textbooks are important resources as well. It also wouldn't hurt to have some children's books for the students to look through.
Book must be at least 10 pages
Each page must have at least 3 sentences
Each page must have an illustration
The book must have a "cover" with a title and names of authors
Use and explain at least 5 vocabulary words
Book must explain at least 1 major concept about water
The rubric should also show a list of vocabulary words from the chapters or subjects being used. Discuss the rubric at length and open the discussion to questions from students. Once the discussion is over, split the class into groups of 2-3 people. Three people works just fine for this activity. The first day should be used by the students to brainstorm and to write the story. The second and third days should be used to finish writing, to make the book, and to re-write the story and illustrate in the book. The third day should be when the book is due as well as the day that the groups share their books with the class.
Supplies:
Each group will need access to art supplies (markers, crayons, colored pencils) and will need at least 6 sheets of 11" x 17" white construction paper as well as a stapler. Any classroom notes and textbooks are important resources as well. It also wouldn't hurt to have some children's books for the students to look through.
Teaching Notes and Tips
~ Remind groups to define vocab words, not just use them
~ Suggest starting with characters and situations.
~ The most difficult part is brainstorming the characters and the situations.
~ On the rubric is in discussion, and as a reminder to students....emphasize that the most points go toward the SCIENCE part of the book, not how well it is drawn, etc.
~ The rubric is a MUST.
~ Have examples of children's books. It's usually been a while since students have seen one.
~ Suggest starting with characters and situations.
~ The most difficult part is brainstorming the characters and the situations.
~ On the rubric is in discussion, and as a reminder to students....emphasize that the most points go toward the SCIENCE part of the book, not how well it is drawn, etc.
~ The rubric is a MUST.
~ Have examples of children's books. It's usually been a while since students have seen one.
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Assessment
The rubric is the grade sheet for this project. It shows what part of the activity is the most important by showing the points allotted to each part. It should be used to show students how the group did in each graded section of the activity. Did the group use and explain the necessary amount of vocab words? Did the group explain a major concept about water (solutions, colloids, suspension, phase changes)?
The best way to determine how well the students have reached the goals and how well they understand vocab and concepts is to closely read the book. If they were able to explain chemistry in such a way that a 6 year old could understand, it is more than likely the students understand very well.
The best way to determine how well the students have reached the goals and how well they understand vocab and concepts is to closely read the book. If they were able to explain chemistry in such a way that a 6 year old could understand, it is more than likely the students understand very well.
Standards
Grades 9-12 ~ II.A.1 ~ properties of matter