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
   Date                         Activity                                                   Materials                 Additional Notes
 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
             about what we found out about Matter                            part 2.
             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?
             science reader. (Harcourt)
             5) DAY 4: Read page 3 of Matter is
             Everything science reader. (Harcourt)
             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,
          emphasizing vocabulary (hard/soft,              graduated cylinders
          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
          cups/graduated cylinders=volume. Discuss
          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
           answers. Switch.
           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
                         different states. Read What is the World Made of? . Talk about what they already know and       matter part 2
                         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
                         http://oncampus.richmond.edu/academics/education/projects/webunits/biomes/oceans.html
                         (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
                         http://oncampus.richmond.edu/academics/education/projects/webunits/biomes/oceans.html
                         (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
                         http://oncampus.richmond.edu/academics/education/projects/webunits/biomes/oceans.html
                         (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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