Particle Drama

Description: This lesson is designed to accompany the Grade 7 GUSH workshop. By acting as particles in different scenarios, students will be able to consolidate their knowledge of the particle theory and the differences between solutions and mechanical mixtures.

Grade Level: Grade 7 Setting: Classroom

Learning Objectives: 1. Describe the motion of particles in solids, liquids and gases. 2. Differentiate between particles in a solution compared to particles in a mechanical mixture. 3. Demonstrate a method of separating solutions and/or mechanical mixtures.

Duration: 1 hour Key Words: -Particle -Particle Theory -Pure Substance -Mechanical Mixture -Solid -Liquid -Gas

Related Curriculum Links: Understanding Matter and Energy: Pure Substances and Mixtures 3.2 state the postulates of the particle theory of matter 3.3 use the particle theory to describe the difference between pure substances and mixtures 3.4 distinguish between solutions and mechanical mixtures 3.5 describe the processes (e.g., evaporation, sifting, filtration, distillation, magnetism) used to separate mixtures or solutions into their components, and identify some industrial applications of these processes Understanding Earth and Space Systems: Heat in the Environment 3.1 use the particle theory to compare how heat affects the motion of particles in a solid, a liquid, and a gas 3.3 use the particle theory to explain the effects of heat on volume in solids Drama B1.1 engage actively in drama exploration and role play, with a focus on examining multiple perspectives related to current issues, themes, and relationships from a wide variety of sources and diverse communities B1.3 plan and shape the direction of the drama by working with others, both in and out of role, to generate ideas and explore multiple perspectives Equipment: - Large space (empty classroom, gym etc.) - Pencils

Consumables: - Copies of Tin Roof Globals Pollution Cards (attached) - Blank paper

Safety Considerations: Ensure that the large area space is clear of bags, paper etc. to prevent students tripping/slipping during activity.

Lesson: Starter (10 minutes) Handout blank paper and pencils to students and ask them (without using any words) to draw the particles in a solid, liquid and gas. Their drawings should show the motion of these particles (ie: solid particles vibrate in place, are compressed, have a fixed shape etc.). Pick several students to show their drawings to the rest of the class. Activity (45 minutes) Explain to students that they are going to be acting as particles. When you call out different states of matter, students will have to collaboratively act it out. When you call out solid, students should huddle close together and vibrate in place. When you call out liquid they should disperse but stay in groups of 2-3. When you call out gas they should spread out across the entire room and move around freely. If at any point you say that the heat in the system is increasing, they should move around faster. Remind students that when pollutants are added to water, solutions and/or mechanical mixtures are created. Explain that students will now be getting into groups of 5-6 to act out two things: the addition of a pollutant to a water source, and then a method of separating the newly created mixture/solution. Hand out a Pollution Card to each group to determine what pollutant they will be acting out. Suggestions for pollutant separation methods (evaporation, sieve, filters, absorbents etc.) can be given to students if needed, or students can think of their own. Students must only use actions, no sound effects or speaking. When each of the groups have designed and practiced a short skit, they can present it to the rest of the class. The class can then guess which type of pollutant each group was acting out. Conclusion (5 minutes) As an exit card, ask students to provide an example of water pollution in the form of a mechanical mixture and in the form of a solution. They should explain their reasoning behind each example. Accommodations/Modifications If class sizes are too large, a sample group of students can be picked to demonstrate the motion of particles in the three states of matter. Props can be given to students to help act out the scenarios. Extensions Students can also act as particles to represent how heat is transferred by conduction and convection.

Pollution Cards

Oil Spill

Sewage

Chemical Spill

Garbage

Farm Fertilizer

Animal Waste