1. A special partnership between the Georgia Department of Education and the Educational Technology Training Centers in support of the 8 th Grade Physical Science Frameworks. Module 3: Food and Cooking

2. Georgia Performance Standards Framework for Physical Science – Grade 8 Unit: Food and Cooking Differentiated Task Moving on Up: Modeling Phase Change

3. Standards Content S8P1. Students will examine the scientific view of the nature of matter. c. Describe the movement of particles in solids, liquids, gases, and plasma states. Supporting Content S8P2. Students will be familiar with the forms and transformations of energy. b. Explain the relationship between potential and kinetic energy. Characteristics S8CS1. Students will explore the importance of curiosity, honesty, openness, and skepticism in science and will exhibit these traits in their own efforts to understand how the world works. a. Understand the importance of—and keep—honest, clear, and accurate records in science. S8CS5. Students will use the ideas of system, model, change, and scale in exploring scientific and technological matters. b. Understand that different models (such as physical replicas, pictures, and analogies) can be used to represent the same thing. S8CS9. Students will understand the features of the process of scientific inquiry. Students will apply the following to inquiry learning practices: f. Scientists use technology and mathematics to enhance the process of scientific inquiry.

4. Enduring Understandings: Energy is involved in chemical and physical changes. As particles are exposed to increasing levels of energy, their speed of movement increases and they will experience a change of phase. Essential Question: How do rock candy and rock salt illustrate the characteristics of liquids, solids, and solutions?

5. Phases of Matter And Phase Change Pre-Assessment Students will create a concept map.

6. United Streaming Video: Physical Science - States of Matter Click image to access a Harcourt Demo Click image to access a Berkeley Demo Introductory Resources Click image to access video Science Theater Blog – States of Matter

9. Demonstrations Option 1: BBs and Petri Dish Place BBs in a Petri dish to illustrate each phase. This can be displayed on an overhead projector or with a document camera. Note: Make sure the Petri dishes are sealed, so students will not handle the BBs.do not handle BBs. Option 2: Bouncy Balls in a Jar Place bouncy balls into a large, clear, plastic bottle. This teacher-lead or student activity will be used to illustrate each phase. By turning the bottle on its side, an overhead projector or document camera can be used.

10. Students will create a demonstration or product that confirms their understanding of how energy is involved in phase change and how the movement of particles is different in solids, liquids, gases, and plasmas. Performance Tasks Basic Task Technology desired Intermediate Task Technology or simulation expected Advanced Task Technology with hands-on or interactive demonstration expected

11. Student Performance Task You will demonstrate molecular motion in solids, liquids, and gases. You may use one of the following techniques, or develop your own method for creating the demonstration. Your group should write a proposal explaining how you plan on demonstrating molecular motion and submit it to your teacher. After approval, create your demonstration and then present it to your classmates. OpenOfficeOpenOffice UnFREEz ScratchUnFREEzScratch

12. What were the “Big Concepts” in each activity? How will students make sense of these concepts? Discuss real-world examples that may reinforce students’ understanding. Homework, accommodations for students with disabilities, gifted students, ELL. What other standards and elements might one introduce at this time to unify the concepts? What are some common student misconceptions and how can these activities facilitate the student’s proper conception and understanding? Teacher Reflection