Reflection: Exit Tickets Diffusion of Water Molecules - Section 4: Reflect & Apply


When we share conclusions as a class, this acts as an exit task, formative assessment, and as an opportunity for me to give immediate feedback to students.

I like to listen carefully for any misconceptions. For example, today I notice that some students are grasping the idea that molecules move faster in hot water than cold water. 

Sharing conclusions also serves as an opportunity to improve my students’ use of appropriate and precise science vocabulary. Today, I realize that students need some support with correctly using the words, "diffuse" and "diffusion" in their writing. (They understand the meaning, but are still learning how to use these words correctly in sentences and when speaking). Here's an example of how I listen closely and provide helpful hints as a student is sharing: Student Sharing Conclusion 2

  Exit Tickets: Sharing Conclusions
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Diffusion of Water Molecules

Unit 5: Matter
Lesson 7 of 11

Objective: SWBAT explain use the process of diffusion to demonstrate the presence of molecules in matter water.

Big Idea: In this lesson, students investigate how the temperature of water affects the time it takes for food coloring to mix with water (due to the movement of tiny molecules).

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5 teachers like this lesson
Science, diffusion, Matter and its Properties, temperature, investigation, water, molecule, chemical reaction
  90 minutes
students investigating
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