Wednesday/Thursday, 04/05 November, 2015

ESSENTIAL QUESTION: How did the atomic theory develop?

RELEVANCE: Why do science facts keep changing?

NGSSS: SC.912.P.8.3; MAFS.912.N-Q.1.1; LAFS.910.WHST.1

LEARNING OBJECTIVES:  Students will be able to:

-Compare and contrast the varying atomic theories of the past.

-Justify why the atomic theory has changed over time.

-Set up the experimental plots for the project to determine how pH affects plant growth.

BELL RINGER: Write to explain why you think the atomic theory has changed over time.

VOCABULARY: theory, law

HOME LEARNING: HL 1 Flow chart of development of the atomic theory

AGENDA

WHOLE GROUP

The bell ringer was to write to explain why you think the atomic theory has changed over time.

Students received HL 1. The flow chart should include the person who discovered the theory, the year of the discovery, and a drawing of the atomic model proposed by that scientist. flow chart should be done in time sequential order from the earliest theory to the modern theory. You can find the handout below.

Us this to make a flow chart on the progress of the atomic theory. Write darkly. I will make a copy and return the original.

 Students then completed a gallery walk of the atomic theory, completing the handout. You can find the handout and the station cards below.

Use these handouts to record your notes from the gallery walk.

These six stations are to recorded in your notes. Be sure to answer the questions asked with information from the correct station.

Monday/Tuesday, 02/03 November, 2015

ESSENTIAL QUESTION: How did the atomic theory develop?

RELEVANCE: Why do science facts keep changing?

NGSSS: SC.912.P.8.3; MAFS.912.N-Q.1.1; LAFS.910.WHST.1

LEARNING OBJECTIVES:  Students will be able to:

-Compare and contrast the varying atomic theories of the past.

-Justify why the atomic theory has changed over time.

BELL RINGER: Describe the cookie dough for chocolate chip cookies. Be descriptive as possible.

VOCABULARY: theory, law

HOME LEARNING: notebook update

AGENDA

WHOLE GROUP

The bell ringer was to describe cookie for chocolate chip cookies and relate it to one of the atomic theories of the past.

We then watched a video on the development of the atomic theory. You can watch the video below.

Watch the video to learn about the development of the atomic theory.

Students then read from the text on the atomic theory.

Wednesday/Thursday, 28/29 October, 2015

ESSENTIAL QUESTION: What pH is best for plant growth?

RELEVANCE: How can I grow bigger vegetables?

NGSSS: SC.912.N.1.1; MAFS.912.N-Q.1.1; LAFS.910.WHST.1

LEARNING OBJECTIVES:  Students will be able to:

-Complete the first grading period project.

BELL RINGER: on a sticky, write to describe all essentials for plant growth

VOCABULARY: hypothesis, materials, procedures, variables

HOME LEARNING: notebook update

AGENDA

WHOLE GROUP

Students were given a 40 minute exam correction period. Students absent for the initial exam were given the entire period.

Students spent the remainder of the class working on their research plan. You can find the plan below in movie form. Go to Slide Share (the link is below) to see the actual slide show.

This is the research plan in video form. Click the link below for the actual slide show.

Chemistry Research Plan

Monday/Tuesday, 26/27 October, 2015

ESSENTIAL QUESTION: What topics have we studied this quarter? 

RELEVANCE: Quarter Exam

ESSENTIAL QUESTION: What have I learned this quarter?

RELEVANCE: I CAN pass a quarterly exam!

NGSSS: SC.912.N.1.1; SC.912.P.8.1; SC.912.P.8.2; SC.912.P.8.4; SC.912.P.8.5; MAFS.912.N-Q.1.1; LAFS.910.WHST.1

LEARNING OBJECTIVES:  Students will be able to:

-Take an exam covering information presented this grading period.

BELL RINGER: NA

VOCABULARY: cumulative for quarter.

HOME LEARNING: notebook update

AGENDA

WHOLE GROUP

Students turned in and reviewed home learning 9.

Students then had a 15 minute study period.

Finally, students took a quarter exam that covered information presented during the entire grading period.

Thursday/Friday, 22/23 October, 2015

ESSENTIAL QUESTION: How are elements arranged?

RELEVANCE: Why use a periodic table?

NGSSS: SC.912.P.8.3; SC.912.P.8.4; SC.912.P.8.5; MAFS.912.N-Q.1.1; LAFS.910.WHST.1

LEARNING OBJECTIVES:  Students will be able to:

-Read and interpret a periodic table.

-Describe how the elements are arranged on the periodic table.

-Distinguish between the different families of elements and their properties.

BELL RINGER: Read the challenge. Highlight the section that explains which elements are the same and which are different on earth and on Chykogon.

VOCABULARY: atom, atomic number, electron, electron dot diagram, element, energy level, ion, isotope, mass number, neutron, nucleus, periodic table, proton, radioactive, valence electrons

HOME LEARNING: HL 9, study for exam

Students identified the problem by reading the background information as their bell ringer.

Students received HL 9, which is due next class. Print two copies. One is to be placed in your interactive notebook. The other copy is to submit. You can find the handout below.

This is HL 9. Be sure to turn in a copy to me and keep one for yourself.

Classes that needed to complete the notes and vocabulary (due to testing) did so. You can find the information for the notes on the last blog. Be sure to define the following: periodic law, alkali metals, alkaline earth metals, transition metals, metalloids, nonmetals, halogens, and noble gases.

We then worked on the Chykogon Periodic Table. You can find the handouts below. Be sure to place them in your notebook with this section.

Complete the handouts and place in your notebook. Remember, compare the Chykogonian elements to those found on Earth to discover their names and positions on the periodic table.

Tuesday/Wednesday, 20/21 October, 2015

ESSENTIAL QUESTION: How are elements arranged?

RELEVANCE: Why use a periodic table?

NGSSS: SC.912.P.8.3; SC.912.P.8.4; SC.912.P.8.5; MAFS.912.N-Q.1.1; LAFS.910.WHST.1

LEARNING OBJECTIVES:  Students will be able to:

-Read and interpret a periodic table.

-Describe how the elements are arranged on the periodic table.

-Distinguish between the different families of elements and their properties.

BELL RINGER: Read the challenge. Highlight the section that explains which elements are the same and which are different on earth and on Chykogon.

VOCABULARY: atom, atomic number, electron, electron dot diagram, element, energy level, ion, isotope, mass number, neutron, nucleus, periodic table, proton, radioactive, valence electrons

HOME LEARNING: update notebook, complete vocabulary, study

AGENDA

WHOLE GROUP

For the bell ringer, students read the introduction to the activity and determined which sentence supplied information about the similarities between the Chykogen elements and those found on Earth.

Some students continued the grouping of the elements of the periodic table by family activity. Be sure to include your key.

Students also completed notes on the elements and the periodic table. They first completed the table below with the correct information.

Parts of the Atom

Particle Name        Charge       Location      AMU

Proton

Neutron

Electron

Students then wrote note, including:

# protons = atomic number

# protons + # neutrons = atomic mass

Atomic mass - # protons = # neutrons

An atom has no charge, having the same number of protons and electrons (# protons = # electrons).

An ion is charged, having either more protons or electrons.

Finally, students were asked to define the following:

periodic law

alkali metals

alkaline earth metals

transition metals

metalloids

nonmetals

halogens

noble gases

Friday/Monday, 16/19 October, 2015

ESSENTIAL QUESTION: How are elements arranged?

RELEVANCE: Why use a periodic table?

NGSSS: SC.912.P.8.3; SC.912.P.8.4; SC.912.P.8.5; MAFS.912.N-Q.1.1; LAFS.910.WHST.1

LEARNING OBJECTIVES:  Students will be able to:

-Read and interpret a periodic table.

-Describe how the elements are arranged on the periodic table.

-Distinguish between the different families of elements and their properties.

BELL RINGER: Can you name the places? Plus space to create one on your own!

VOCABULARY: atom, atomic number, electron, electron dot diagram, element, energy level, ion, isotope, mass number, neutron, nucleus, periodic table, proton, radioactive, valence electrons

HOME LEARNING: There is no separate home learning, except to complete vocabulary and study!

AGENDA

WHOLE GROUP

The bell ringer was similar to HL 8. Complete the handout using the periodic table to name the places. Use the fifth space to make up a name, place, or thing, using the symbols from the periodic table. Exchange with a shoulder buddy to see if you can solve their puzzle and if you can solve theirs! You can find the handout below. It will go in the center space of your Cornell notes.

This is the bell ringer. Find the answers using your periodic table. Use the provided space to make up your own mystery word, name, animal, or place.

We collected and reviewed HL 8.

Students color coded their periodic tables by families. There should be at least 9 families. Be sure to use your key. You can use the periodic table below as a guide. You DO NOT have to have the same colors for the families on your table. However, be sure to correctly label the families you include. 

Wednesday/Thursday, 14/15 October, 2015

ESSENTIAL QUESTION: How are elements arranged?

RELEVANCE: Why use a periodic table?

NGSSS: SC.912.P.8.3; SC.912.P.8.4; SC.912.P.8.5; MAFS.912.N-Q.1.1; LAFS.910.WHST.1

LEARNING OBJECTIVES:  Students will be able to:

-Compare the sizes, charges, and relative positions of the subatomic particles.

-Relate an atom’s number of protons to its charge, name, and atomic number.

-Calculate the mass number of an atom.

-Create an electron dot diagram for elements.

BELL RINGER: Cloze activity The Periodic  Table

VOCABULARY: atom, atomic number, electron, electron dot diagram, element, energy level, ion, isotope, mass number, neutron, nucleus, periodic table, proton, radioactive, valence electrons

HOME LEARNING: HL 8 Periodic Table Worksheet

AGENDA

WHOLE GROUP

Students completed a cloze activity on the periodic table. You can find the handout below.

This is the bell ringer. It will be placed with your notes for this essential question.

Students received a periodic table and HL 8. They can be found below. Be sure to write your answers for HL 8 on your own paper to submit.

Use this periodic table to complete your home learning assignment.

This is HL 8. Complete using the periodic table. Be sure to make a copy on your own paper to submit for a grade. Also, record the due date and your grade in your notebook.

Students also received a vocabulary list for this topic Be sure to draw, list an example, or write something to remind you of what the word means.

This is the vocabulary necessary for understanding this topic. Be sure to complete and place with this topic's notes.

We then completed the Gizmo activity Element builder. Students are mandated to complete the assessment for the Gizmo.

SMALL GROUP/INDEPENDENT PRACTICE/DI

Students who compete work early should go to Dr. Gayden’s Science Zone and learn more about atoms by completing the pHET activity.

Be sure you can answer the following Higher Order Thinking questions!

HOTS: 

-What do you notice about the valence electrons in all noble gases? 

-What elements have only one valence electron? What does this tell you about these elements?

EXIT STRATEGY: assessment at end of Gizmo

Monday/Tuesday, 12/13 October, 2015

ESSENTIAL QUESTION: How are elements arranged?

RELEVANCE: Why use a periodic table?

NGSSS: SC.912.P.8.3; SC.912.P.8.4; SC.912.P.8.5; MAFS.912.N-Q.1.1; LAFS.910.WHST.1

LEARNING OBJECTIVES: Students will be able to:
-Compare the sizes, charges, and relative positions of the subatomic particles.
-Relate an atom's number of protons to its charge, name, and atomic number.
-Calculate the mass number of an atom.
-Create an electron dot diagram for elements.

BELL RINGER: Students previewed pages 160-180 in the text and choose a method of representing the periodic table. They then wrote a poem, in any form and illustrated the poem in color.

VOCABULARY: atom, atomic number, electron, electron dot diagram, element, energy level, ion, isotope, mass number, neutron, nucleus, periodic table, proton, radioactive, valence electrons

HOME LEARNING: notebook update for notebook check

AGENDA
WHOLE GROUP

Students completed the bell ringer.

Students also reviewed HL 7.

We viewed the BrainPop movie The Periodic Table. You can watch the video by searching the site (www.brainpop.com) for the title. Use the log in username and pass word palmbeach.

We then worked on the prior knowledge questions and the Gizmo warm up for the Gizmo Element Builder. You can find the handouts by logging into www.explorelearning.com with the user name and password I have supplied to you. If you cannot remember your user name and password, please email me at DrGCDMS@dadeschools.net.

It is mandatory that you complete the assessment at the end of the Gizmo.

Thursday/Friday, 08/09 October, 2015

ESSENTIAL QUESTION: How are mass and weight different?

RELEVANCE: Do I loose weight if I visit the moon?

NGSSS: SC.912.P.8.2; MAFS.912.N-Q.1.1; LAFS.912.WHST.1

LEARNING OBJECTIVES:  Students will be able to:

-differentiate between weight and mass.

-justify why weight changes with gravitational pull.

BELL RINGER:  Write the three leveled questions for your interactive notebook.

VOCABULARY: force, mass, gravity, weight, spring scale, balance

HOME LEARNING: HL 7 How is mass different from weight?

AGENDA

Students completed the three leveled Costa's questions on the Cornell notes page in their notebook for this topic.

Students received HL 7 on How is mass different from weight. You can find it below. The completed handout will go with this topic in your notebook. Turn in a copy to me.

This is HL 7 Place it in your notes, after making a copy for me

Period 2 also completed and turned in the Separating Mixtures lab.

Classes completed the Weigh and Mass Gizmo and placed it in their interactive notebooks.

Classes then began construction of their lab notebooks.

Tuesday/Wednesday, 06/07 October, 2015

ESSENTIAL QUESTION: How are mass and weight different?

RELEVANCE: Do I loose weight if I visit the moon?

NGSSS: SC.912.P.8.2; MAFS.912.N-Q.1.1; LAFS.910.WHST.1

LEARNING OBJECTIVES:  Students will be able to:

-differentiate between weight and mass.

-justify why weight changes with gravitational pull.

BELL RINGER:  Density problems

VOCABULARY: force, mass, gravity, weight, spring scale, balance

HOME LEARNING: update notebook

Students completed density word problems as their bell ringer. You can find the problems below.

1. 28.5 g of iron shot is added to a graduated cylinder containing 45.50 mL of water. The water level rises to the 49.10 mL mark, from this information, calculate the density of iron. 

2. What volume of silver metal will weigh exactly 2500.0 g. The density of silver is 10.5 g/cm3.

Solve these and place in your notebook.

Students completed the Separating Mixtures and submitted for grading.

We then watched a video weight and mass and did a stop and jot as the video played, recording two facts from the video. You can watch the video below.

This is the video on Weight and Mass. Pause or restart as many times as you wish, so that you understand all the concepts presented.

Students then worked to complete the Gizmo Weight and Mass. The completed handout will go in your notebook as a part of your notes.

Friday/Monday, 02/05 October, 2015

ESSENTIAL QUESTION: How are mixture separated?

RELEVANCE: Which types of matter are easiest to separate?

NGSSS: SC.912.P.8.2; MAFS.912.N-Q.1.1; LAFS.910.WHST.1

LEARNING OBJECTIVES:  Students will be able to:

--separate mixtures by their physical properties.-justify why weight changes with gravitational pull.

BELL RINGER:  Due to length of lab, students should read ALL procedures as their bell ringer and record any safety precautions that should be taken during the lab.

VOCABULARY: magnetism, evaporation, filtration

HOME LEARNING: update notebook

Students turned in HL 6 and we reviewed the content.

Students then read the entire lab to familiarize themselves with the procedures and to know what safety precautions to take while completing the lab. Since this is a hands-on activity, it cannot be completed if not in class. Unfortunately, there is no virtual activity that will allow you to make up this activity.

Wednesday/Thursday, 30 September/01 October, 2015

ESSENTIAL QUESTION: How are mass and weight different?

RELEVANCE: Do I loose weight if I visit the moon?

NGSSS: SC.912.P.8.2; MAFS.912.N-Q.1.1; LAFS.910.WHST.1

LEARNING OBJECTIVES:  Students will be able to:

-differentiate between weight and mass.

-justify why weight changes with gravitational pull.

BELL RINGER:  Density problems

VOCABULARY: force, mass, gravity, weight, spring scale, balance

HOME LEARNING: HL 6 Elements, Compounds, and Mixtures Poem Interpretation

Students did density word problems as their bell ringer. You can find the handout below.

This is the bell ringer for today. Don't forget that any time the Essential Question changes, you must write the date, Benchmark, and Essential Question in your table of contents, along with the page you will be making the Cornell Notes on. Then, turing to that page, make a Cornell Notes with the data and essential question at the top. This page goes in the center section of the page.

Students received HL 6. We read the poem aloud. Students are to answer the questions based on the poem. They will keep the copy with the poem and hand in the single page. You can find a copy of HL 6 below.

This is HL 6. Read the poem and answer the questions. Only the question page is to be submitted. Be sure to write using complete sentences.

We also completed the Solubility and Temperature Gizmo Challenge, along with the accompanying CER.

Students began the Mass and Weight Gizmo. It will be continued in the next class, as we did not complete the activity.

Monday/Tuesday, 28/29 September, 2015

ESSENTIAL QUESTION: How is matter classified?

RELEVANCE: Is a mixture a solution or is a solution a mixture?

NGSSS: SC.912.P.8.2; MAFS.912.N-Q.1.1; LAFS.910.WHST.1

LEARNING OBJECTIVES:  Students will be able to:

-contrast mixture and pure substances.

-distinguish between elements, compounds and mixtures.

-classify mixtures a homogeneous or heterogeneous.

BELL RINGER:  KW on mixtures and substances(what you know/what you want to know).

VOCABULARY: mixture, solvent, solute, homogeneous mixture, heterogeneous mixture, compound, substance, element

HOME LEARNING: Update notebook. Don’t forget that you MUST have a level 1, level 2 AND level 3 question. Be sure your summary is inclusive and thoroughly addresses the entire lesson.

Students completed a bell ringer on mixtures and substances by writing what they already know about substances and mixtures and what they want to know.

Research plans were collected, but will be returned next week so that you can complete them for the final grade. Please be sure to pay attention to ALL suggestions!

Home learning 5 was reviewed. Since you have the original copy be sure you corrected any wrong answers you have and place the corrected document with the notes for today. Remember, EVERY TIME there is a DIFFERENT essential question, that is YOUR signal to list the date, science benchmark, essential question and page in your table of contents and then turn to that page, make a Cornell notes and complete the bell ringer!

Students completed the handouts listed below as we discussed the points in the powerpoint (shown as a video below). The handouts are also listed below. 

This is a video of the slide show presentation used to learn about mixtures, elements, and compounds.

Should you prefer to view the slide show as a slide show, click the link Elements, Compounds, and Mixtures

Complete these handouts as notes after viewing the powerpoint on Mixtures, Compounds and Elements. It is shown as a movie above.

Complete this handout after participating in the virtual separation activity.

Keep this concept map and study it!

Students then studied the methods used to separate solutions, completing the handout as they viewed the interactive site Should you wish to review the material on your own, please click the link Separating Mixtures.

Since there are some classes that did not complete the Gizmo Challenge Solubility and Temperature, we will complete it, including the CER during the next class.

Thursday/Friday, 24/25 September, 2015

ESSENTIAL QUESTION: How does matter change?

RELEVANCE: Is being pregnant a physical or a chemical change?

NGSSS: SC.912.P.8.2; MAFS.912.N-Q.1.1; LAFS.910.WHST.1

LEARNING OBJECTIVES:  Students will be able to:

-differentiate between physical and chemical properties of matter.

-identify physical and chemical changes in matter

BELL RINGER:  

Write for two minutes about all the changes your body underwent when you were/are pregnant.

VOCABULARY: physical property, chemical property, physical change, chemical change, substance

HOME LEARNING: HL 5

Students did a sustained silent writing for two minutes on the changes their bodies are going through/went through during pregnancy as their bell ringer.

Research plans were reviewed. Remember, you MUST do the background research so that we can formulate our hypothesis.

Home learning 5 was distributed. You can write darkly on your copy, and I will make a copy for you. You can find HL 5 below.

This is HL 5. Complete as directed.

We then completed the CER for the density lab.

Students took notes on how matter changes as we viewed a Study Jams video. You can find the note page below. Remember, you are to draw or write an example for each term.

Obviously, you only need one of these. Complete for your notes.

You can find the link for the Study Jams video here: Physical and Chemical Changes of Matter. How much did you learn? Try testing yourself by clicking on the Test Yourself link on the page.

Students began a Gizmo challenge to determine how solubility is related to temperature. Use the Gizmo username and password I supplied you and complete the handout, including the CER. You can find the handout below.

Complete this page and submit. 

Monday/Tuesday, 21/22 September, 2015

ESSENTIAL QUESTION: What is density?

RELEVANCE: Can I determine the identify of an unknown substance by finding its density?

NGSSS: SC.912.P.8.2; MAFS.912.N-Q.1.1; LAFS.910.WHST.1

LEARNING OBJECTIVES:  Students will be able to:

-measure the mass and volume of several different object.s

-calculate the density of objects by using their measured mass and volume.

-calculate percentage error.

BELL RINGER: Solve the density problem: 

A solution has a volume of 75 mL. It has a mass of 158 g. What is it’s density? Could this substance be pure water? Why or why not?

VOCABULARY: matter, mass, volume, weight,  density, percent error, physical properties, water displacement

HOME LEARNING: Work on Research Plan

Students completed the bell ringer on a sticky for posting in the room.

We then reviewed HL 4, the logic puzzle for density.  By writing down all possible masses and volumes for each colored box, you can then go back through the list and eliminate those that don't fit the information. It takes thought, patience, and math! 

Notebooks were returned. The rubrics should be taped into the back of the notebook, four pages prior to page A. I should have included that as a part of the reference information. Perhaps next year!

Those students who were given a chance to redo their notebook for a higher grade, be advised that the resubmission will be on the NEXT class!

We received our project research plan and began to compete it. The completed plan is not due until October 23. As a home learning assignment, look up the information for the background. Once you have that info, we can formulate a hypothesis. Your background MUST include complete references. This means, if you use a book, use the MLA style of writing the reference. If you get the information from the internet, first make sure it is a reputable site. Then, be sure to record the entire URL address AND the date the information was accessed.

We then completed the lab on density. We did not finish the CER, but will do so at the beginning of the next class.

Thursday/Friday, 17/18 September, 2015

ESSENTIAL QUESTION: What is density?

RELEVANCE: Can I determine the identify of an unknown substance by finding its density?

NGSSS: SC.912.P.8.2; MAFS.912.N-Q.1.1; LAFS.910.WHST.1

LEARNING OBJECTIVES:  Students will be able to:

-measure the mass and volume of several different object.s

-calculate the density of objects by using their measured mass and volume.

-calculate percentage error.

BELL RINGER: Kahoot on Intensive and Extensive Properties

VOCABULARY: matter, mass, volume, weight,  density, percent error, physical properties, water displacement

HOME LEARNING: HL 4 Density

AGENDA

WHOLE GROUP

Students reviewed matter's intensive and extensive properties by doing a Kahoot activity.

Students received HL 4 on Density. Students should write dark, as I will make a copy of their work and give them back the original. We reviewed how to complete the handout, using gradual release to show how to choose the correct answers for each colored box. Remember, each mass and volume can only be used once. You can find a copy of the page below.

This is HL 4. I will make a copy for you, so write darkly. I suggest you begin in pencil, however, as you can then erase the values that do not fit that particular box.

Students submitted interactive notebooks for a grade. Notebooks will be graded on content and completeness. This includes: having the table of contents completed, completing the assignments roster with dates and current grades, and for each topic, making sure there is a date and essential question, 3 leveled questions with corresponding answers in color (3 different colors), a summary of the main ideas of the topic, all handouts (completed), and all notes and bell ringers.

Students began the Density lab, but due to the Senior Crowing Ceremony, odd day classes did not complete the activity and will do so next week.

Tuesday/Wednesday, 15/16 September, 2015

ESSENTIAL QUESTION: What properties can be used to describe matter?

RELEVANCE: Do I matter?

NGSSS: SC.912.P.8.2; MAFS.912.N-Q.1.1; LAFS.910.WHST.1

LEARNING OBJECTIVES:  Students will be able to:

-identify the properties of matter.

-distinguish between physical and chemical properties of matter.

BELL RINGER: Students record all the observable things they can about the object given.

VOCABULARY: matter, mass, volume, weight, volume, density, physical property, chemical property, physical change, chemical change, properties

HOME LEARNING: notebook update

AGENDA

WHOLE GROUP

Students worked as a team to complete the bell ringer. at group was given an object and asked to write down the observations of the object they were given. Students were to write SOLEY baed on what wa observed, not what is known about the object. Teams then cooperated to write a CER about their observations.

Home learning 3 was collected and reviewed.

Students then completed the activity of using laboratory equipment used in the chemistry lab, if their class had not previously completed the activity. This included finding the mass of objects using a triple beam balance, using a graduated cylinder to find the volume of a liquid, using a metric ruler find the dimensions of an object (length, width, height), using a thermometer to find the temperature of hot and cold water, and using pH paper to determine the pH of solutions.

Students then were asked to identify the physical properties of various materials. They recorded the observable characteristics and determined if the material was a solid, liquid, or gas.

From this information, students discussed and reasoned to find the properties of solids, liquids, and gases and came up with a conclusion about the physical properties of matter.

Materials used in this activity included water, molasses, oil, water, shaving cream, and, an acrylic cube, cotton balls, a balloon filled with air, and a solution of cornstarch and water.