What grade are you thinking? For younger grades it would be interesting to start with ice, melt it, and then boil it to show steam. You could then out a lid on the boiling water and let the lid trap the vapor, take the lid off of the pan and let the vapor that is now liquid fall into the pan. Finally you could put the water back into a freezer and wait until it turned back into ice.
Are you assuming that students will use their prior knowledge to predict how these changes in state occur? Or are you planning to use this to help students articulate their knowledge after learning? As a predictive activity, it would be deep (although maybe difficult) and could provide a nice record of student ideas to which they could return later and explain how their thinking has changed. If it is a post-learning activity, you might need a little bit more prompting to help them explain deeply (and not just repeat what they learned in class).
What grade are you thinking? For younger grades it would be interesting to start with ice, melt it, and then boil it to show steam. You could then out a lid on the boiling water and let the lid trap the vapor, take the lid off of the pan and let the vapor that is now liquid fall into the pan. Finally you could put the water back into a freezer and wait until it turned back into ice.
ReplyDeleteAre you assuming that students will use their prior knowledge to predict how these changes in state occur? Or are you planning to use this to help students articulate their knowledge after learning? As a predictive activity, it would be deep (although maybe difficult) and could provide a nice record of student ideas to which they could return later and explain how their thinking has changed. If it is a post-learning activity, you might need a little bit more prompting to help them explain deeply (and not just repeat what they learned in class).
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