Try this before you hand out any vocabulary. Ask students: “A cold cup develops water droplets on the outside. Where did that water come from? Write your best explanation before touching the materials.” Don't correct anyone. Save the responses, run the stations, then ask again — that before-and-after will tell you more than a page of definitions.
A hands-on companion to Amplify's Phase Change unit · Print the color page, or the built-in black-and-white page for the copier · Follow your district's lab-safety procedures (Station 7 is a teacher-controlled demo).
The seven stations
The lab runs as a sequence, 1 → 7 — from a melting ice cube to a teacher-led dry-ice sublimation demo. Each sheet has a focus question, materials, procedure, a data table, an “Explain It” prompt, and a safety reminder. The count updates from the manifest.
Build ACE thinking into the rotation
At each station, push past naming the change: Articulate — what happened, in your own words? Connect — what observation, measurement, or model supports it? Extend — what would you predict if one condition changed? That last question is the point: students take the model somewhere the lab didn't take them.