2. Overview of upcoming unit plan!
 This presentation will keep you up to date on the project that we will
be working on these next few weeks! These are the questions that we
will be focusing on:
 Essential: Why is determining the state of matter of an object important?

 Unit: What are the three states of matter?

 Content: How does a liquid change to a solid?
 How does a solid change to a liquid?
 How does a liquid change to a gas?
 How does a solid change to a gas?
 How does gas change to a liquid?

3. Summary of the unit
 In this unit, students will learn the basics of the
states of matter. They will spend one lesson
learning the basic definitions of a solid, liquid, and
gas. They will spend the next lesson learning the
different characteristics of each state of matter
and categorize objects into the appropriate state.
In the next lesson, they will use their knowledge of
the three states of matter and apply it to the group
experiment. In the experiment, students will be
changing a liquid (milk and rock salt) to a solid
(ice cream), they will view the effects of dry ice
(solid to a gas), and a solid (ice cube) changing
into a liquid.

4. How we will be learning
 Standards: 1.) Identify states of matter as solids, liquids, and gases.

 Objectives for unit: Students will correctly follow the steps in a scientific
experiment to observe a liquid change to a solid, a solid change to a liquid,
and a solid change to a gas. During the experiment, students will measure,
observe, collaborate and communicate information about the change of
state of the matter. Students will categorize matter as solid, liquid, or gas.

 Project Based Learning: Project-Based Learning in an instructional way of
learning based on student activities, that engage students interest and
motivation. This will be used in the classroom with the activity as well as the
experiment. I will motivate the students to communicate and make sure
their safety is in place. I will engage the students with the hands-on
experiments that will further their knowledge of the material.


5. Role of the teacher
 As the teacher, I will be giving the students
adequate examples and definitions so they are
clear on the subject matter. I will provide the
different objects to the students that they will
be categorizing. Lastly, I will provide the
needed material for our experiments and
monitor the students as they work in their
groups.


6. Role of the parent
 Parents need to make sure the student is
completing any homework given during the unit to
ensure the student’s knowledge before the
experiment day. It is also their responsibility to
send the students in appropriate clothing for the
day of the experiment. This includes no long
necklaces, earrings, etc., hair is tied up, and
closed toed shoes are worn. Also, volunteers are
always welcome for the experiment day!


7. Role of the student
 The student should come to class everyday
prepared to learn new information. If they do
not understand a concept within the lesson,
they should ask their peers or the teacher for
help. They need to complete any necessary
homework and assignments given in class and
work well with their group members.


8. Benefits of the Unit
 This unit provides students with essential
knowledge they will use throughout their
lifetime. It provides critical thinking and
problem-solving skills through project based
learning. Students will communicate and
collaborate as a group for the experiment
which promotes appropriate communication
with others. It allows them to get to know their
classmates better which promotes good social
skills.

9. Contact information
 Please feel free to contact me via the class
wiki site if you have any questions or
concerns. The best time to reach me is during
my free period from 11:00-12:00 or after
school from 3:30-4:30.
 wiki: http://cat250group03.pbworks.com
