Michigan Department of Education

							             Michigan Department of Education
             Technology-Enhanced Lesson Plan

Title:   Solids, Liquids, Gases
Created by: Kristine Pelletier
Lesson Abstract: Learners will discover that various forms of matter exist all
around us.
Subject Area: Science
Grade Level: 6th
Unit of Study: Matter and Energy

MDE Technology-Enhanced Lesson Plan Code: TESC06PT04, TESC06PD04


Michigan Educational Technology Standards Connection:
Students use technology tools to enhance learning productivity and promote
creativity.
   2. Students use a variety of resources, including the internet, to increase
       learning and productivity.

Students use technology resources for solving problems and making informed
decisions.
   1. Students use database or spreadsheet information to make predictions,
       develop strategies, and evaluate decisions to assist them with solving a basic
       problem.

Michigan Grade Level Content Expectations Connection:


Michigan Curriculum Framework Connection:
I.I.MS.1   Generate scientific questions about the world based on observations
I.I.MS.2   Design and conduct scientific investigations.
IV.I.MS.4 Describe the arrangement and motion of molecules in solids, liquids,
           and gases.

Estimated time required to complete lesson or unit:
    Daily Time Allocation: 90 minutes
    Number of Days: 1 day


Instructional resources:
http://www.chem.purdue.edu/gchelp/liquids/character.html
Spreadsheet program
Word processing program



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Sequence of Activities:
Day 1:
  1. Have students visit the following website and read for information.
  http://www.chem.purdue.edu/gchelp/liquids/character.html
  2. After reading, have students open a word document and complete the
     following tasks:
         a. Question : What do you think will be the most common type of matter
            in this classroom?
         b. Hypothesis: students will need to answer this on their own.
  3. Have students save this, they will add more to it later.
  4. Now have students observe different objects in the room. Record on chart
     below what each object would be classified as.
         Solid                         Liquid                        Gas




  5. After recording data, students will need to create a spreadsheet and a graph
     which shows their data results.
  6. Save and print the graph.
  7. Reopen the word document saved earlier. Students will need to look at their
     graph and add the following to their word document:




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            a. Conclusion: Based on your graph results, what is the most common
               type of matter in this classroom?
            b. Analyze: Looking at your graph, calculate the following:
                  i. What percent of the total objects were solid?
                  ii. What percent of the total objects were liquid?
                 iii. What percent of the total objects were gases?
   8. Publish: Write one paragraph that summarizes your findings.


Assessments:
   Pre-Assessment:
     Quick Practice/Quick Write
     ~Review with students how to find percents
     ~Review with students the 3 states of matter

      Scoring Criteria:
       I sometimes give participation points for this review.

      Post-Assessment:
       Graph
       Word journal
       Self survey

      Scoring Criteria:
       As part of the scientific process, I have students score themselves using the
       survey below. They then hand the graph, journal and survey in at one time.
       I give them 10 points for each Yes circled. I also double check that their
       responses are correct. I then hand back the survey, graph, and journal and
       they have one chance to fix any mistakes. The second hand in is the grade I
       enter in the grade book.

       Student Survey:
       Directions: Answer the following questions about your assignment. Be
       honest and truthful. Circle the answer that applies.

       1.   Did you include a graph title?                                Yes   No
       2.   Does the title fit the subject of your graph?                 Yes   No
       3.   Did you include title for your x and y axis?                  Yes   No
       4.   Do the titles fit the subject of the graph?                   Yes   No
       5.   Does your hypothesis include what you think and why?          Yes   No
       6.   Does your conclusion include what you think and why?          Yes   No
       7.   Have a peer double check your percents—are they correct?      Yes   No
       8.   Does your data support your conclusion?                       Yes   No
       9.   Is your published paragraph thorough?
                      Includes hypothesis and conclusion                  Yes   No
                      Includes data that supports conclusion              Yes   No




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Technology (hardware/Software):
Spreadsheet
Word processor
Internet

Key Vocabulary:
Gases, solids, liquids, states of matter, percent, data, hypothesis, conclusion,
analyze, publish

Application Beyond School:
The learners will know how to survey their surroundings, analyze the situation, and
make an educated decision.

Teacher Reflection and Notes:




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