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Solid,gas,liquid
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Activity To further the children understanding the properties of matter, the lesson will be a hands on activity to demonstrate the differences between a solid, liquid, and gases. As the instructor, I would introduce the terms matter, solids, liquid, and gases instead of focusing on the terminology I would focus on the shapes of solid, liquid, and gases. I would show the students various objects that would represent solid, liquid, and gas for example, I would show the solid objects and ask them what kind of shape is this or what shape do you see? The properties of liquid I would have a glass of water and various containers, I would poor the water and ask the students what shape is the water and how does the water change when poured into the
Matter exists in three basic states: solid, liquid, or gas. A substance experiences a phase change when the physical characteristics of that substance change from one state to another state. Perhaps the most recognizable examples of phase changes are those changes from a solid to a liquid or a liquid to a gas. When a substance goes through a phase change, there is a change in the internal energy of the substance but not the temperature of the substance (Serway, et al. 611).
Before I started my lesson, I made sure that all of my materials were placed where I needed them; at the front desk. The materials I brought were a PowerPoint presentation, a few color swatches, project paper, pencils, and crayons. When I began, I greeted everyone and gave them an insight to what was being taught that day. To start, I showed a PowerPoint presentation that discussed the terms Monochromatic colors and Value. The PowerPoint wasn't very long; however, as an example I showed the class various color swatches that I received from Lowes. Color swatches were the perfect example to show because they show different values of a particular color; blue, yellow, pink, and so on. The nice pa...
Quarter 1 Narrative: General: Physics class focussed on understanding and practicing scientific method and developing basic mathematics and other scientific skills required to learn Physics. A number of hands on activities and designed labs helped the learners to understand the subject content as well as to practice scientific method. Students were taught and encouraged to write a formal lab report and science papers. Students’ progress were assessed with help of formative and summative assessments and lab reports. A project work named ‘The innovation with balloon’ helped them to understand application of Physics in real life. .
For this field assignment, I chose to observe a seventh grade self-contained math class at William A Morris I.S 61 on Staten Island. I am currently a substitute teacher at the school and has worked at this school for approximately two years. For the purpose of this observations, I worked with Mr. Karl Knutsen, a 6th and 7th grade math, special education and technology supervisor at the school. Mr. Knutsen has been a teacher for seven years and has worked in I.S 61 for five. He currently teaches all self-contained math classes and is the "tech guy" for the building, meaning he is the go-to guy for all SmartBoard or computer based questions and emergencies. I am currently observing and working with Mr. Knutsens first and second period 7th grade class, 717. This class has 12 students, 11 boys and 1 girl, ranging in ages 13-14. Each student has an IEP for varying
John Henry is a 15 year old 9th grade student who suffers from ADHD and anxiety disorder. John frequently makes inappropriate verbalizations during teacher’s instructional time. This behavior causes distractions for himself and his peers. The teacher would ask John to stop talking out of turn, but the student only stopped for a short amount of time. The teacher would then pull John out of the classroom to speak one-on-one on some adjustments he can make with his behavior to make his learning more successful. After pulling John out of the classroom, he would be complaint for 2-3 days, but not for a week long period. Afterwards, the parent/guardian were contacted, but the target behavior was still not altered in any way.
Since the days of Aristotle, all substances have been classified into one of three physical states. A substance having a fixed volume and shape is a solid. A substance, which has a fixed volume but not a fixed shape, is a liquid; liquids assume the shape of their container but do not necessarily fill it. A substance having neither a fixed shape nor a fixed volume is a gas; gases assume both the shape and the volume of their container. The structures of gases, and their behavior, are simpler than the structures and behavior of the two condensed phases, the solids and the liquids
There are four different types of states of matter, this states are caused by the change of temperature. When temperature increases an object can go to the process solid to liquid, liquid to gas, or the object can become hot. When the particles get to the gas state, the particles start to spread out and move freely. When they are in the liquid state, the particles are tightly packed, but they are far apart to move one another. When an object goes from solid to liquid, the particles start to get apart from each other. For example, an ice goes to the process solid to liquid when is left in high temperatures. The ice starts to melt and it transforms into a liquid. When an object goes from liquid to gas the particles are spread. For example, when
The school that I visited was new. It was the first year of the school opening. The school board had combined two schools into one, so the students had to adjust to their new environments and new individuals. They seemed to be getting along well with each other. Since the school is new the teacher has to adjust to new problems that araise. Times for the subjects and times for using the computer labs change. So the teacher must always be fixable for anything. In this observation of this classroom I learned about the enjoyment of teaching. How you have to adapt to each of the students.
In Science, teachers serve as the facilitator of learning, guiding them through the inquiry process. Teachers must ask open-ended questions, allow time for the students to answer, avoid telling students what to do, avoid discouraging students’ ideas or behaviors, encourage to find solutions on their own, encourage collaboration, maintain high standards and order, develop inquiry-based assessments to monitor students’ progress, and know that inquiry may be challenging for some students so be prepared to provide more guidance. There are three types of Science inquiry: structured, guided, and open. Structured is the most teacher-centered form of inquiry. This type of inquiry is mainly seen in laboratory exercises where the teacher needs to provide structure, however the students are the ones who conduct the experiment and find conclusions. Guided inquiry is where the students are given tools to develop a process and find the results. As an example, the teacher would instruct the students to build a rocket, but not tell them how to design it. This leaves creativity and uniqueness for the students to be able to apply their knowledge and skills. Open inquiry is when students determine the problem, i...
I attended a second grade class at Smallville Elementary on February 22, 2014; the class began promptly at 0855. There are 26 children in this second grade class. There are 15 male students and 11 female students. The student diversity is 2 Hispanics, 1 African-American, 1 East Indian, and 1 New Zealander (White but with an extreme accent). Three children were left-handed.
Solids have a definite shape and do not take the shape of their container. Liquids do not have any definite shape and do take the shape of their container, the same is true with gases. Once again it is the bond between the atoms of liquids, and gases that make it have no definite shape. The first phase of matter is solids. Solids are the most stable form of matter.
The students that I observed in the classroom were of middle to high school. I went to see 8th, freshman, 10th , and seniors classes, they seemed excited and very curious to why I was there. The middle school was more alive and rambunctious while I observed them. The High school kids were more relaxed, more comical. Some were paying attention while others seemed tuned out to the lecture or involved in socialization with friends within the class. By the end of the class Mr. Hasgil had restored the attention of everyone by using tactics such as history jeopardy with candy as the prize with the high school kids. In both he middle school and high school the kids were mostly Caucasian with a mixture of black, Asian , and Hispanic in the classes.
One of the widest used methods is learning through discovery. Discovery is finding out information using hands on experiments. The children can discover what happens in science and why. They answer the problems for themselves. They use their schema, prior knowledge of science, to search for information. The cycle of scientific discovery is first a question or series of questions are raised. Second, through a discussion a problem is identified and narrowed so that the kids can solve the problem. Third, with the assistance of the teacher, the children propose a way of looking at the problem and then collect the...
For my observation experience I went to Southern High School in Harwood, MD. Southern High School has a special education department for the students with disabilities. The teacher that I met with for this classroom observation was Ms. West. In the classroom there were at least four assistant teachers that helped Ms. West throughout the school day. The assistant teachers helped Ms. West co- teach the class and were there to help the students if they needed extra help. The school also has a couple of student aides that come in to help the teachers and the students in the classroom. There were at least twelve students in the classroom. The students in the class had many different exceptionalities such as learning disabilities, Down syndrome,