## Reflection: Checks for Understanding Investigating Change of State - Section 5: Wrap Up

Why This Form of Assessment for This Lesson:

I chose to have students act out the changes in matter instead of using another form of assessment, such as an exit ticket, because students had been sitting taking notes and having discussion for much of this lesson. Students have to sit for over an hour during reading so I like to have them up and moving during science and math activities.

Although students are completing this formative assessment in small groups, I can easily see which students know how the particles react and which students don't by the way they react when I give a command.  If the students hesitate or look around to see what the other group members do before they start moving, then I know they aren't confident in their understanding of the concepts.  Those students who immediately react to my commands with the correct motion clearly understand.

Video 1 of the Kinesthetic Matter Activity shows a group where none of the students demonstrate an understanding of how the particles change as when melting occurs.  One student is clearly vibrating in place while the other three remain perfectly still as solids.  Then when asked to melt, all of the students lower to the floor, still close together.  I can see that the girl on the end appears to have no clue what happens with melting because she stands and waits to see what everyone else does.

Video 2 of the Kinesthetic Matter Activity shows that the group understands that a gas has particles spread out, but only one girl demonstrates an understanding that the particles are in constant motion.  She continues to move, while everyone else just stands still.  When asked to condense, I can tell that two of the students understand the particles move closer together because they move in.  The third and forth students in the video look at them like they have no clue what they are doing and they do not move at all.

Video 3 of the Kinesthetic Matter Activity shows that one student understands how particles are arranged and moving in a liquid and all of the other students react to what he does.  When asked to model evaporating, that same student adds more space between himself and the others and continues moving (although in a small circle, I know he understands it is in constant motion).  The other students, again, react to what he does.

Checks for Understanding: Kinesthetic connection to the lesson

# Investigating Change of State

Unit 2: Matter and Its Interactions
Lesson 2 of 10

## Big Idea: Students investigate changes in matter by watching ice change to water, water change to steam, and steam condense back into water.

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60 minutes

### Jennifer Sallas

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