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  1. 1. 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?
  2. 2. 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.
  3. 3. 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.
  4. 4. 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.
  5. 5. 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!
  6. 6. 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.
  7. 7. 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.
  8. 8. 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: