Reflection: Exit Tickets Defining Properties of Solids, Liquids and Gases - Section 5: Making Meaning of Solids, Liquids and Gases


Students easily sorted images under the headings of solid, liquid and gas, which indicated they have a rudimentary knowledge of solid and liquid. Yet, most exit ticket responses relied on examples versus being able to show an understanding of solid, liquids and gases. Even though I demonstrated how solids, liquids and gases behave and discussed the definitions with the students, many students could not articulate this on their exit ticket.

This indicates to me that my students need more experiences with developing their schema of a solid and liquid at least. The 3 Balloon lesson is a good introductory lesson, but I think the next lesson(s) should address students' misconceptions, as noted on the exit slips about solids and liquids.

Demonstrating with play dough did not address all my students' learning styles. Some students need to manipulate the play dough and discuss with each other. Then together we work out a definition for the solid. The same for liquids, students need the opportunity to explore different liquids and pour then into different containers before developing a definition together for liquids.

The exit tickets helped me discover some of my students' misconceptions and plan the next lessons to address these misconceptions.


  Exit Tickets: How Did the Exit Ticket Work?
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Defining Properties of Solids, Liquids and Gases

Unit 5: Unit 5 Matter and Its Interactions
Lesson 1 of 11

Objective: SWBAT make observations about the properties of solids, liquids and gases.

Big Idea: Students explore the 3 states of matter using balloons.

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