Communicating matters
View Sequence overviewStudents will:
- investigate to identify and name the properties that help us describe a gas.
- apply this to determine if something is a gas or not.
Students will represent their understanding as they:
- record observations about the behaviour of gases using words and labelled diagrams.
- make and discuss claims about the properties of gases.
In this lesson, assessment is formative.
Feedback might focus on:
- what teams/students think is happening as they push the cup slowly into the water in the first part of the investigation. What can they feel as they push the cup downwards? What does that tell them about what is inside the cup?
Feedback can also be provided during the class discussion determining the properties of gases (in reference to the properties of liquids and solids). Gauge each group/students’ ideas about the properties in comparison to other groups.
Whole class
Class science journal (digital or hard copy)
Balloons
Demonstration copy of Tissues in a cup Resource sheet
Tea light candle
Small glass
Long matches/lighter
A small jug containing 1 tsp of bicarbonate of soda
50 ml vinegar
Each group
One deep container
Two tissues
Water to fill the container
One transparent plastic cup
Each student
Individual science journal (digital or hard copy)
Tissues in a cup Resource sheet
Lesson
The Inquire phase allows students to cycle progressively and with increasing complexity through the key science ideas related to the core concepts. Each Inquire cycle is divided into three teaching and learning routines that allow students to systematically build their knowledge and skills in science and incorporate this into their current understanding of the world.
When designing a teaching sequence, it is important to consider the knowledge and skills that students will need in the final Act phase. Consider what the students already know and identify the steps that need to be taken to reach the level required. How could you facilitate students’ understanding at each step? What investigations could be designed to build the skills at each step?
Read more about using the LIA FrameworkRe-orient
Revisit the samples examined, and the ideas students had about gases, recorded on the Y-chart or table created in the Launch phase. Focus on the samples that students thought might be classified as gases. Review the vocabulary they used to describe gases and how they decided what made something a gas.
The Inquire phase allows students to cycle progressively and with increasing complexity through the key science ideas related to the core concepts. Each Inquire cycle is divided into three teaching and learning routines that allow students to systematically build their knowledge and skills in science and incorporate this into their current understanding of the world.
When designing a teaching sequence, it is important to consider the knowledge and skills that students will need in the final Act phase. Consider what the students already know and identify the steps that need to be taken to reach the level required. How could you facilitate students’ understanding at each step? What investigations could be designed to build the skills at each step?
Read more about using the LIA FrameworkIdentifying and constructing questions is the creative driver of the inquiry process. It allows students to explore what they know and how they know it. During the Inquire phase of the LIA Framework, the Question routine allows for past activities to be reviewed and to set the scene for the investigation that students will undertake. The use of effective questioning techniques can influence students’ view and interpretation of upcoming content, open them to exploration and link to their current interests and science capital.
When designing a teaching sequence, it is important to spend some time considering the mindset of students at the start of each Inquire phase. What do you want students to be thinking about, what do they already know and what is the best way for them to approach the task? What might tap into their curiosity?
Read more about using the LIA FrameworkWhat’s in an empty cup?
Allow students to examine an empty balloon, then discuss.
- What is it?
- Is it a solid, liquid or gas?
- What is it used for?
- How do we blow it up/inflate it?
Allow students to examine an inflated balloon, or to blow up balloons themselves, and discuss.
- What’s inside the balloon now? How do you know?
- Is what’s inside it a solid, liquid or gas? Why do you think that?
- Why do we tie the end of the balloon off after we’ve inflated it?
Next, show students an empty transparent cup, and ask if there is anything inside it. Turn the cup over and place it on a flat surface and ask again if there is anything inside the cup.
Support students to compose a question for investigation about the cup and its contents, by prompting them to begin a question with ‘how’ or ‘what’. Some examples include:
- What’s inside an empty cup?
- How can we show there is air/gas inside an empty cup?
Student questions about the ‘empty’ cup
The questions students ask about the cup will depend upon their prior knowledge.
When viewing the ‘empty cup’ the questions students ask will depend upon their prior knowledge and if they are able to identify air as a gas that takes up space.
If students seem unsure on this point, they might ask questions such as Is there something inside the empty cup?, or How can we show the cup is empty?. The investigation will then provide the experience and evidence to show that the cup is not empty. This, in turn, supports their developing understanding of air as a gas that takes up space.
Ensure the discussion after the investigation supports students to develop the idea that the cup is filled with air and air takes up space.
If students are already able to identify that gas/air is taking up the space inside the cup then they might ask questions such as How can we show there is air/gas inside the empty cup? The investigation will provide the supporting evidence to show there is something in the cup, and the discussion after the investigation can focus on how to gather and record this evidence.
When viewing the ‘empty cup’ the questions students ask will depend upon their prior knowledge and if they are able to identify air as a gas that takes up space.
If students seem unsure on this point, they might ask questions such as Is there something inside the empty cup?, or How can we show the cup is empty?. The investigation will then provide the experience and evidence to show that the cup is not empty. This, in turn, supports their developing understanding of air as a gas that takes up space.
Ensure the discussion after the investigation supports students to develop the idea that the cup is filled with air and air takes up space.
If students are already able to identify that gas/air is taking up the space inside the cup then they might ask questions such as How can we show there is air/gas inside the empty cup? The investigation will provide the supporting evidence to show there is something in the cup, and the discussion after the investigation can focus on how to gather and record this evidence.
The Inquire phase allows students to cycle progressively and with increasing complexity through the key science ideas related to the core concepts. Each Inquire cycle is divided into three teaching and learning routines that allow students to systematically build their knowledge and skills in science and incorporate this into their current understanding of the world.
When designing a teaching sequence, it is important to consider the knowledge and skills that students will need in the final Act phase. Consider what the students already know and identify the steps that need to be taken to reach the level required. How could you facilitate students’ understanding at each step? What investigations could be designed to build the skills at each step?
Read more about using the LIA FrameworkThe Investigate routine provides students with an opportunity to explore the key ideas of science, to plan and conduct an investigation, and to gather and record data. The investigations are designed to systematically develop content knowledge and skills through increasingly complex processes of structured inquiry, guided inquiry and open inquiry approaches. Students are encouraged to process data to identify trends and patterns and link them to the real-world context of the teaching sequence.
When designing a teaching sequence, consider the diagnostic assessment (Launch phase) that identified the alternative conceptions that students held. Are there activities that challenge these ideas and provide openings for discussion? What content knowledge and skills do students need to be able to complete the final (Act phase) task? How could you systematically build these through the investigation routines? Are there opportunities to build students’ understanding and skills in the science inquiry processes through the successive investigations?
Read more about using the LIA FrameworkTesting ideas
Students investigate to find out what’s inside the empty cup.
Using a demonstration copy of the Tissues in a cup Resource sheet, review and discuss the steps of Part 1 of the investigation. Students will:
- Pack the tissue firmly into the bottom of the plastic cup.
- Turn the cup upside down and hold the rim of the cup flat on the surface of the water.
- Slowly push the cup straight down into the water.
- Remove the cup from the water and examine the tissue
Students discuss their predictions and reasoning for them in their collaborative teams, and record them using the Predict, Reason, sections of the PROE chart. Students then carry out the investigation, observing what happens and recording their findings in the Observe, Explain sections of the PROE chart.
Using a demonstration copy of the Tissues in a cup Resource sheet, review and discuss the steps of Part 2 of the investigation. Students will:
- Pack the tissue firmly into the bottom of the plastic cup.
- Turn the cup upside down and hold the rim of the cup flat on the surface of the water.
- Slowly push the cup into the water, tilting the cup as you push it down.
- Remove the cup from the water and examine the tissue.
Students discuss their predictions and reasoning for them in their collaborative teams, and record them using the Predict, Reason, sections of the PROE chart. Students then carry out the investigation, observing what happens and recording their findings in the Observe, Explain sections of the PROE chart.
Model how to complete if necessary.
Allow students time to complete their investigation in collaborative teams. You might ask them to complete the two parts of the investigation separately, discussing and sharing results after each. Alternatively you might review and discuss both steps and allow them to complete each part without interruption, discussing and sharing results at the end. See the Integrate step of this lesson for discussion prompts.
Predict, Reason, Observe, Explain (PROE)
PROE is a tool to engage students in the investigative process and support deep thinking.
PROE is a tool to engage students in the investigative process and support deep thinking. It affords students’ experience with developing argumentation skills through science inquiry, and supports you, the teacher, to monitor their thinking in order to guide the inquiry.
PROE is a tool to engage students in the investigative process and support deep thinking. It affords students’ experience with developing argumentation skills through science inquiry, and supports you, the teacher, to monitor their thinking in order to guide the inquiry.
The Inquire phase allows students to cycle progressively and with increasing complexity through the key science ideas related to the core concepts. Each Inquire cycle is divided into three teaching and learning routines that allow students to systematically build their knowledge and skills in science and incorporate this into their current understanding of the world.
When designing a teaching sequence, it is important to consider the knowledge and skills that students will need in the final Act phase. Consider what the students already know and identify the steps that need to be taken to reach the level required. How could you facilitate students’ understanding at each step? What investigations could be designed to build the skills at each step?
Read more about using the LIA FrameworkFollowing an investigation, the Integrate routine provides time and space for data to be evaluated and insights to be synthesized. It reveals new insights, consolidates and refines representations, generalises context and broadens students’ perspectives. It allows student thinking to become visible and opens formative feedback opportunities. It may also lead to further questions being asked, allowing the Inquire phase to start again.
When designing a teaching sequence, consider the diagnostic assessment that was undertaken during the Launch phase. Consider if alternative conceptions could be used as a jumping off point to discussions. How could students represent their learning in a way that would support formative feedback opportunities? Could small summative assessment occur at different stages in the teaching sequence?
Read more about using the LIA FrameworkDiscussing claims
Share and discuss findings as a class. Encourage students to seek further information and clarification from other teams using the science question starters.
- What did you think would happen to the tissue when you pushed the upside-down cup into the water?
- Were your predictions correct?
- What did you observe as you pushed the cup into the water?
- Did the tissue get wet? Why do you think that happened?
- What do you think is inside the cup, apart from the tissue?
- There is air inside the cup.
- What was happening to the air as you pushed the cup down into the water?
- What did you notice happened when you tilted the cup as you pushed it down?
- Air bubbles escaped from the cup.
- Were you able to get the tissue wet? What did you have to do to make that happen?
The Inquire phase allows students to cycle progressively and with increasing complexity through the key science ideas related to the core concepts. Each Inquire cycle is divided into three teaching and learning routines that allow students to systematically build their knowledge and skills in science and incorporate this into their current understanding of the world.
When designing a teaching sequence, it is important to consider the knowledge and skills that students will need in the final Act phase. Consider what the students already know and identify the steps that need to be taken to reach the level required. How could you facilitate students’ understanding at each step? What investigations could be designed to build the skills at each step?
Read more about using the LIA FrameworkThe Investigate routine provides students with an opportunity to explore the key ideas of science, to plan and conduct an investigation, and to gather and record data. The investigations are designed to systematically develop content knowledge and skills through increasingly complex processes of structured inquiry, guided inquiry and open inquiry approaches. Students are encouraged to process data to identify trends and patterns and link them to the real-world context of the teaching sequence.
When designing a teaching sequence, consider the diagnostic assessment (Launch phase) that identified the alternative conceptions that students held. Are there activities that challenge these ideas and provide openings for discussion? What content knowledge and skills do students need to be able to complete the final (Act phase) task? How could you systematically build these through the investigation routines? Are there opportunities to build students’ understanding and skills in the science inquiry processes through the successive investigations?
Read more about using the LIA FrameworkFurther investigation (demonstration)
Set up a demonstration for students to view:
- Place the tea light into the small glass and light it using the long matches.
- Slowly add some vinegar to the jug containing bicarbonate of soda until it bubbles and fizzes. Don’t put in so much that it comes out over the top.
- Cover the top of the jug with your hands or a piece of paper, to trap some of the gas being produced.
- After a few seconds remove your hands/the paper and pour the gas only—not the liquid—onto the candle. The candle will be extinguished.
The Inquire phase allows students to cycle progressively and with increasing complexity through the key science ideas related to the core concepts. Each Inquire cycle is divided into three teaching and learning routines that allow students to systematically build their knowledge and skills in science and incorporate this into their current understanding of the world.
When designing a teaching sequence, it is important to consider the knowledge and skills that students will need in the final Act phase. Consider what the students already know and identify the steps that need to be taken to reach the level required. How could you facilitate students’ understanding at each step? What investigations could be designed to build the skills at each step?
Read more about using the LIA FrameworkFollowing an investigation, the Integrate routine provides time and space for data to be evaluated and insights to be synthesized. It reveals new insights, consolidates and refines representations, generalises context and broadens students’ perspectives. It allows student thinking to become visible and opens formative feedback opportunities. It may also lead to further questions being asked, allowing the Inquire phase to start again.
When designing a teaching sequence, consider the diagnostic assessment that was undertaken during the Launch phase. Consider if alternative conceptions could be used as a jumping off point to discussions. How could students represent their learning in a way that would support formative feedback opportunities? Could small summative assessment occur at different stages in the teaching sequence?
Read more about using the LIA FrameworkFurther discussion
Discuss what was happening in the demonstration, and what it tells us about gases.
- Why did I cover the top of the jug?
- What did I pour from the jug over the candle to make it go out?
- What does that tell you about gases?
- That some gases can be poured. That some gases are denser—this is similar to oil sitting on top of water—two liquids. In this case it is the air sitting on top of the carbon dioxide.
Referring to the properties of liquids identified in the previous lesson as a reference, challenge students in collaborative teams to write a list of claims, or ‘rules’ (i.e. the properties) for gases. Revise the term volume if required.
Share teams’ list of claims with the class. Discuss each claim made with the objective to reaching consensus and create a list naming the properties of a gas.
- Share one claim you have made about gases.
- Has anyone else made the same or a similar claim?
- What evidence supports or does not support this claim?
- Do we agree that this claim can officially be listed as a property of a gas?
If teams are not able to identify all the properties of a gas (spread out to fill the space, can be confined within a container, can be compressed, can sometimes be poured—see the Gas and its properties professional learning embedded in this step), present the missing properties as claims. Ask students if they agree or disagree with these claims and what supporting evidence from the investigation justifies their thinking.
Record the final list of properties of a gas in the class science journal.
Reflect on the lesson
You might:
- add to the class word wall of vocabulary related to gases and their properties.
- refer back to the list created in Lesson 1, or substances students confidently categorised as gases, and substances they weren’t sure about.
- Would they reclassify any based on what they have learned?
- add to the class TWLH, completing the H and L sections with what they have learned about gases.
- ask students for further questions about gases to add to the class science journal or TWLH chart.
- Discuss how you might investigate to find the answers to these questions. Provide students with opportunities to undertake such investigation.
- revisit the drawings and words students used in the Launch phase to describe gases, and make any additions using a different coloured pen/pencil.
- discuss how they might use science communication techniques to help others understand what they have learned. Add it to the list created in the Launch phase.
- consider what questions a 'non-expert' might ask them about gases.
Gas and its properties
What are the properties of gases?
Gases usually meet the following criteria:
- Gases do not have a constant volume, and will spread out to fill the available space.
- Gases can be confined within a container or object.
- Gases can be compressed.
- Some dense gases can be poured.
Students might not associate gases with matter. They might not think that gases take up space or have mass and weight. They also might not associate air with gases.
Gases usually meet the following criteria:
- Gases do not have a constant volume, and will spread out to fill the available space.
- Gases can be confined within a container or object.
- Gases can be compressed.
- Some dense gases can be poured.
Students might not associate gases with matter. They might not think that gases take up space or have mass and weight. They also might not associate air with gases.