# Unit_Title_STATES_OF_MATTER - Unit Title STATES OF MATTER PART 1

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```					Unit Title   STATES OF MATTER PART 1

Time Required                  Needed
Engage      1) DAY 1:What is matter? (Talk about                            1) What is Matter video from
the unit we are beginning. Show What is                         UnitedStreaming)
Matter video from UnitedStreaming)                              2) Harcourt science reader What is
Discuss what they think is matter                               Matter?, computer, projector
afterwards.                                                     3) Forms of matter and Solids
2) DAY 2: What is Matter? (cont.) Talk                          segment from Properties of matter
yesterday.                                                      4) What is Matter? science reader
Read pages 1-4 of Harcourt science reader                       5) Matter is Everything science
What is Matter? using projector and                             reader.
computer. Discuss.                                              6) liquids segment from Properties of
3) DAY 3: Tell students that we are now                         matter part 2
going to be discussing the 3 Forms/states
of matter. Show Forms of matter and
Solids segment from Properties of matter
part 2. Discuss what students think solids
are.
4) DAY 4: How to Measure Solids? Get
science tool kits out and explain that we are
going to discover how to measure solids.
Read page page 5 of What is Matter?
5) DAY 4: Read page 3 of Matter is
6) DAY 5: Discuss new state of matter
(liquid). Show liquids segment from
Properties of matter part 2. Discuss what a
liquid is. How is it different from a solid?
Explore   1) DAY 1: Explore Great Water Odyssey        Great Water Odyssey States of   Great Water Odyssey is
computer program States of Matter unit for   Matter unit                     available from the St.
15-20 minutes.                                                               John’s Water Management
2) DAY 2: Continue Great Water Odyssey                                       District (Florida)
exploring.
3) DAY 3: Great Water Odyssey (cont.)
4) DAY 4: Continue program
5) DAY 5: Continue program
Explore   1) DAY 1: Discuss unknown vocabulary            1-6) vocabulary cards, vocab
(matter-everything around you)                  definitions
2) DAY 1: Discuss ways to sort matter           2) ruler, balance, measuring cups,
heavy/light, small/large, big/little, also by   3) Boadmaker software
color & shape).
3) DAY 2: Review vocabulary and how we
can sort matter.
4) DAY 3: Discuss new vocab. (solid).
Explain that solids are types of matter that
do NOT change shape.
5) DAY 4: Discuss new vocab
(mixture=putting 2 or more objects
together...objects do not change/can be
sorted back out, mass-amount of matter
obj. has, length-how long something is,
balance-tool measures mass, volume-how
much space matter takes up). Explain we
use different tools to measure solids-show
ruler=length, balance=mass, measuring
units on tools.
6) DAY 5: Discuss new vocab. (liquid-
matter that flows, does not have its own
shape, takes shape of container, dissolve-
mix completely with liquids).
Extend   1) DAY 1: Give students a baggie with         1) baggie
small items and have them sort in various     2) paper clip, pencil, crayon, eraser,
ways                                          toy car, bouncy ball, small bubbles
2) DAY 2: Divide class into 2 groups. A)      3) various pasta
Have one group sort various shapes and        4) school supplies
colors of pasta into 2 and 3 groups using     5) pictures from mags.
sorting mats. B) Have other group sort        6) science tool kit –rulers, balance,
school supplies into 2 or 3 groups using      graduated cylinder, measuring tape,
sorting mats. Switch. Share with class.       measuring cups
3) DAY 3: Have students identify solids in    7) tools vocab words and def
pictures.                                     8) pennies
4) DAY 4: Give students tools, pictures of    9) water droppers
tools, and what each tool does and have       10) record sheet
them match together.                          11) pictures with liquids
5) DAY 5: Have students identify liquids in   12) 3 different sizes of containers
pictures/classroom.                           13) measuring cups
6) DAY 5: Divide class into 2 groups. A)
One group performs Penny Drop
experiment. Record results. B) One group
does Shape of Liquids experiment. Record
results. Switch. Share with class.
Evaluate   1) DAY 1: Have them explain afterwards         1) pictures from magazines
the ways in which the ways in which the        2) overhead transparency machine
objects were sorted.                           3) Transparency IS 4
2) DAY 1: Have students identify matter in     4) sorting mat worksheets
pictures or around them.                       5) colored paper cut in halves
3) DAY 1: Use transparency IS 4 to have        6) rulers
students describe matter using appropriate     7) balance
vocabulary.                                    8) objects to measure for length
4) DAY 2: Have each group explain to me        (pencil, car, book, block, box)
or teacher’s assistant how they sorted their   9) objects to measure for mass (car,
items.                                         teddy, ball, sm. book, post-it note
5) DAY 2: Alternate-give students a            pad)
sorting mat and have them draw and label       10) transparency IS 6
how they sorted their items.
6) DAY 3: Have students make a tri-old
fan book. Have students “find” 3 solids in
the classroom or outside and draw them in
their book.
7) DAY 4: ONLY WORKING WITH
RULERS AND BALANCE TODAY,
divide class into 2 groups. A) One group
uses rulers to measure various objects and
records answers on picture worksheet. B)
One group uses the balance to measure the
mass of various objects and records
8) DAY 5: Have students view measuring
cups to determine how much of a liquid is
in the cup.
9) DAY 5: Use transparency IS 6 (Harcourt
Science) to have students record how much
liquid is in a measuring cup.
Unit Title     STATES OF MATTER PART 2

Engage              7) DAY 6: Sink or Float? Explain Some objects sink or float on top of a liquid. Show            1)Anywhere Science Activity;
Anywhere Science Activity; Guessing what sinks or floats? video segment from                    Guessing what sinks or floats
UnitedStreaming. Discuss why the students think different objects sink/float                    segment from UnitedStreami
8) DAY 7: Review what mixtures are. Discuss that you can make mixtures with liquids.            2) computer
9) DAY 8: Discuss new state of matter (gas). Show gases segment from Properties of matter       3) projector
part 2. Discuss what a gas is. How is it different from a solid and liquid?                     4) vocab. and definition cards
10) DAY 9: Review states of matter. Tell students that we will be talking about water and its   5) gases segment from Prope
how some of the info in book relates to that knowledge.                                         6) What is the World Made o
11) DAY 10: Show students globe. Review what it is a model of and what the colors stand         7) globe
for (BLUE=water, others=land).                                                                  8) map of Florida
12) DAY 11: Show students globe. Review what it is a model of and what the colors stand         9) Boardmaker software
for (BLUE=water, others=land). Review different land masses and water forms (oceans,
rivers, streams, continents, etc.).
13) DAY 12-15: State that we are going to learn more about Florida. Show map of Florida.

Explore             6) DAY 6: Continue exploring Odyssey program. Also explore Sink or Float with Blue at           1) computers with internet co
Nick JR.                                                                                        2) Great Water Odyssey
7) DAY 7: Continue exploring Odyssey program. Also explore Sink or Float with Blue at           3) BBC science website
Nick JR.                                                                                        4) Nick Jr. website
8) DAY 8: Continue exploring Odyssey program. Also explore Sink or Float with Blue at           5) Ocean Biome website
Nick JR
9) DAY 9: Continue exploring Odyssey program. Also do sorting activity at
http://www.bbc.co.uk/schools/ks2bitesize/science/activities/gases.shtml
10) DAY 10: Continue exploring Odyssey program. Also explore
(ocean biomes for information)
http://www.bbc.co.uk/schools/scienceclips/ages/9_10/changing_state.shtml
11) DAY 11: Continue exploring Odyssey program. Also explore
(ocean biomes for information)
http://www.bbc.co.uk/schools/scienceclips/ages/9_10/changing_state.shtml
12) DAY 12-15: Continue exploring Odyssey program. Also explore
(ocean biomes for information)
http://www.bbc.co.uk/schools/scienceclips/ages/9_10/changing_state.shtml
Explain   7) DAY 6: Discuss vocabulary (sink= things go under the water, float= things stay on top of       1) vocab cards and definition
the water). Discuss possibilities why.                                                            2) Boardmaker software
8) DAY 7: Discuss vocabulary (dissolves-mixing completely in a liquid, seems to disappear         3) salt
but really breaks down into tiny parts). Show how salt dissolves in water. Put on windowsill      4) water
in sun. After water evaporates and salt “sticks” to glass, remind students that mixtures can be   5) Odyssey curriculum
separated.                                                                                        6) map of Florida
9) DAY 8: Discuss vocab (gas-matter that does not have its own shape, usually can’t see it,       7) globe
still has mass and takes up space-volume).                                                        8) pictures of various waterw
10) DAY 9: Discuss vocabulary (ice, vapor/steam, waterways, evaporation, freezing,
boiling, melting, condensation) Explain that water is the only substance that is found in all 3
states. Explain/ show what they are. Use trivia and on page 2.6 in Odyssey curriculum guide
and storybook to share facts re: expansion, weight, temperature, and how this process forms
different things in the world (river, seas, oceans, etc.).
11) DAY 10: Explain about different land masses and water forms (oceans, rivers, streams,
continents, etc.).
12) DAY 11: Show map of Florida. Show various waterways and landforms.
13) DAY 12-15: Brainstorm types of waterways. Show an example of each on map.
Extend    7) DAY 6: Do What floats? experiment after dividing into 2 groups with 2 different sets of        1) 2 plastic containers with w
objects. Have students record results on sheet.                                                   2) recording sheet
8) DAY 7: Have students dissolve their choice into water (koolaid, chocolate, tea). Ask           http://www.sciencenetlinks.c
them to describe process.                                                                         sink_test.pdf
9) DAY 8: Have students do blowing bubbles experiment. Ask what they are blowing into             3) 2 sets of objects
solution to make bubbles? What type of matter is it?                                              4) single koolaid packets
10) DAY 9: Have students demonstrate freezing by making popsicles. Have students                  5) instant tea
demonstrate melting while they are eating. Demonstrate condensation by leaving a cold             6) liquid chocolate
drink out on a table. Help demonstrate evaporation by cooling spaghetti.                          7) bubbles
11) DAY 10: Have students do Inflatable Ball Toss to distinguish between water and land,          Straws
also to determine how much water is on the Earth.                                                 8) inflatable globe
12) DAY 11: Have students do Inflatable Ball Toss to distinguish between water and land,          9) waterways pictures
also to determine how much water is on the Earth. Have students identify continents and
water.
13) DAY 12-15: Tell students to choose one waterway with which to become an expert.
Have each student choose one.
Evaluate   10) DAY 6: Have students explain why the objects would sink or float.                        1) teaspoon
11) DAY 7: Give students various objects, a teaspoon, and a plastic glass. Have them put a   2) glass
teaspoon of material into glass and stir. Record what happens.                               3) 8 balloons
12) DAY 8: Do Matter in a Bottle p. 53 experiment. Record/draw results. (Harcourt science)   4) 4 clean 2 liter soft drink bo
13) DAY 9: Have students do What Freezing Does p.75 experiment. Record results. Share        5) 4 plastic container w/lid
results next day. (Harcourt science)                                                         6) water
14) DAY 10: Have students locate various landforms and water forms on the globe or map       7) markers
15) DAY 11: Have vocabulary words, definitions, and map available. Have students match       8) globe
definitions and then find on a map.                                                          9) map
16) DAY 12-15: Have students create a postcard about their waterway using various            10) vocab cards and definitio
resources. Share at end.                                                                     11) research sources
17) DAY 12-15: Have students label a map with continents and oceans…can use maps,            12) library
globes, etc.                                                                                 13) continent labeling paper
18) DAY 16: Present postcards to class                                                       14) over-size postcard size pa

18) END EVALUATION AFTER SIGNIFICANT REVIEW (2-3) days: States of Matter
quiz from Odyssey, and label map/put map puzzle together

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