Subject : Chemistry
Grade/Semester : 7/1
Academic Year : 2016 - 2017
Lesson No. : 1
Day/Date/Period : January- February 2017 Time Allocation: 5 x 45’
Standard Competence
Understanding the states of matter.
Basic Competence
Comparing the characteristic of solid, liquid, gas, and plasma.
Understanding the application of states of matter
Indicator
Comparing the characteristic of solid, liquid, gas, and plasma based on observation.
Understanding the particle theory of each of states of matter
Identify the examples of states of matter in daily life
A. Aim
1. Student can understand the concept of particle theory of each of states of matter
2. Students will determine whether an example of matter is a solid, liquid, gas, or plasma through
collaborative, real-world activities and gameplay.
Characteristic of students expected:
Honesty, respect, communicative
B. Topics
Particle theory
Diffusion
Investigating diffusion
Brownian Motion
Gas Pressure
C. Method of learning
- Model : Direct Instruction (DI), collaborative, real-world activities and gameplay.
- Method : Discussion and game play
- Strategic:
Face to face learning
Group discussion
Self- learning
D. Learning Activity
Main Stages Time/Duration
Warm Up-Lead In: 1 x 45’
- Ask the students about their knowledge of states of matter
- Ask the students to give the examples of each states of matter
- Tell the students how God has created it all
Step by Step Procedures: 3 x 45’
- Exploration:
- Ask the students to write one of the states of matter on top of 4 pieces of
chart paper, so that one paper has solids written on it, one has liquids,
one gas, and one plasma. Hang the chart paper in different places around
the classroom.
- Divide students into 4 groups and have each group stand in front of one
piece of chart paper. Explain that you will set a timer for a short time and
each group should record examples of the matter state listed on the chart
in front of them--as many examples as they can think of within the time
frame. When you give a signal (such as a bell or chime), students should
rotate clockwise to the next chart and repeat the activity without duplicating
any existing answers. At the final signal, they should bring their current
chart to you and return to their seats. You may want to make the initial time
periods brief (30 seconds) and make the final time periods longer (60-90
seconds) since students will need to read what's already on the chart and
come up with less obvious answers.
- After the rotation activity, hang the charts at the front of the room and invite
discussion. Is there anything that clearly does not belong? Put question
marks next to any items that students have disagreement over.
- Tell students that they will be exploring the states of matter and that
afterward, they will have the opportunity to revisit the chart and their
original responses.
- Show the States of Matter movie to the class. Talk with students about the
tiny atoms and molecules that make up matter, and how changes in
temperature and pressure cause these particles to gain or lose energy,
which affects a material’s physical properties. Are students surprised to
learn about additional states of matter that aren’t often discussed in science
class, like plasmas? You may want to take another look at the plasma chart
paper at this point if students were not previously familiar with that state of
matter.
- students know that a particular example needs to be re-classified?
-
Set up the four pieces of chart paper as explained in step one of the lesson
procedure below, and preview the Matter Sorter game. This is a quick
game which requires students to determine the state of matter: various
- Tell the students at the end of watching the movie how great is our God
- Project the Matter Sorter game for the class to see. Explain the basic premise, and play a
round together as a whole class review activity. Students may wish to point to the chart paper
that lists the correct answer. You may want to pause the game periodically to talk about the
reasoning behind students' answers.
- Allow students to play the game independently and have them record their scores. After a set
amount of time (5-10 minutes should be sufficient), have students navigate to the Review
Quiz and record their scores for the quiz, as well.
- Bring the class back to a whole group discussion. Were there any surprises in the game?
Does the information they learned from the game and movie make them want to change
anything listed on the charts? Make edits on the charts as needed. How do students know that
a particular example needs to be re-classified?
E. Resources:
- Cambridge Checkpoint Science Coursebook 7 & 8
- Internet
F. Assessment
a. Assessment technique : observation and group discussion
b. Instruments example:
Which one of the following statements is correct?
a. Liquids cannot be compressed or expanded.
b. Gases cannot be compressed.
c. Gases are easier to compress than solids.
d. Solids are easily compressed.
G. Biblical Concepts
Genesis 1:1 : “ In the beginning God created the heavens and the earth”
Nehemiah 9:6: “ You alone are the Lord, You have made heaven, The heaven of heavens, with all their
bost, the earth and all things on it, the seas and all that it is in them, and you preserve them all”
Isaiah 40:26 : “ Lift up your eyes on high, and see who has created these things and the strength of his
power; not one is missing’
Acknowledged by, Surabaya, 25 July 2015
__________________________________ __________________________________
Juwati Ureyang, S.T., M.Pd. Ratna Kusuma Dewi, S.Si
