Unit Plan Overview

Unit:

Three Main States of Matter and Four Main Phase Changes

Teacher: Tina Tian
Stage 1- Desired Results
Connections to Context:
Transfer
Students will be able to independently use their learning to
The labeled volume on the package
Determine if a matter is a solid, liquid, or gas based on its properties
of a liquid (e.g. a bottle of soft drink) Determine what matter can have phase changes in their daily lives
The air in the chip bag
Determine what phase change a matter is having based on the phenomenon
The air human beings breath in and Know how to make certain phase change happen
breathe out
Think about how can we make use of the phase changes to improve our lives
The air plants breathe in and
breathe out
Meaning
Air dry
UNDERSTANDINGS
ESSENTIAL QUESTIONS
The many little water drops on the
Students will understand that
Students will keep considering
Know in physics, a state of matter is one of the
windows in the winter
distinct forms that matter takes on. Three main states of
Water freezing/snow forming
Can all matter exist in three states?
matter are observable in everyday life: solid, liquid, gas
Snow, butter, chocolate, wax
What other matter can have phase changes?
Some matter can exist in these three main states
melting
Can a solid change into a gas? Can a gas change into a
Solids, liquids, and gases have different properties
Salt being used to melt the snow on
solid?
The states of matter can have phase change under
the road
In what other areas do humans make use of phase
certain condition, such as adding and moving heat
changes to improve our lives?
ne may use phase changes of the states of matter to
improve their lives
Established Goals:
GLCEs:
Science:
S.IP.04.11 Make purposeful observation of the
natural world using the appropriate senses.
S.IP.04.12 Generate questions based on
observations.
S.IP.04.13 Plan and conduct simple and fair
investigations.
S.IP.04.14 Manipulate simple tools that aid
observation and data collection (for example:
hand lens, balance, ruler, meter stick,
measuring cup, thermometer, spring scale, stop
watch/timer, graduated cylinder/beaker).
S.IP.04.15 Make accurate measurements with
appropriate units (millimeters centimeters,
meters, milliliters, liters, Celsius, grams,

Cognitive Objectives

Acquisition of Knowledge, Skill and Values/Commitments/Dispositions

Physical Development Objectives
Socio-emotional Objectives

Students will be able to:

Distinguish solids, liquids, and
gases.
Classify solids, liquids, and gases
Know we cannot live without
solids, liquids, and gases

Conclude and list the three

properties of solids regarding mass,
volume, and space
Conclude and list the five
properties of liquids
Conclude and list the five properties
of gases

Students will be able to:

Use balance scales to measure
the volume of matter.
Use graduated cylinders to
measure the volume of
matter.
Collaboratively create a colorful
ice sculpture in each group
Collaboratively construct
melted crayon art by taking
turns
Safely use a hair dryer to melt a
crayon that flows downwards

Students will be able to:

Cooperate with each other
to measure the mass and
volume of different solids and
liquids
Work in group to discuss
what they have observed
and what conclusion they
can get from the
experiments.
Acknowledge the benefits of
hh
phase changes that improve
cddddddour lives

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum

seconds, minutes) for the measurement tool.

S.IA.04.12 Share ideas about science through
purposeful conversation in collaborative
groups.
S.IA.04.13 Communicate and present findings
of observations and investigations.
S.RS.04.11 Demonstrate scientific concepts
through various illustrations, performances,
models, exhibits, and activities.
P.PM.04.16 Measure the weight (spring scale)
and mass (balances in grams or kilograms) of
objects. P.PM.04.17 Measure volumes of liquids
in milliliters and liters. *
P.PM.04.23 Compare and contrast the states
(solids, liquids, gases) of matter.
S.IA.04.11 Summarize information from charts
and graphs to answer scientific questions.
P.CM.04.11 Explain how matter can change
from one state (liquid, solid, gas) to another by
heating and cooling.
Math:
N.FL.04.08 Add and subtract whole numbers
fluently.
M.UN.04.01 Measure using common tools and
select appropriate units of measure.
Language Arts:
L.RP.04.04 combine skills to reveal
strengthening literacy (e.g., viewing then
analyzing in writing, listening then giving an
opinion orally).
L.RP.04.05 respond to and summarize the
major ideas and evidence presented in spoken
messages and formal presentations.
Art:

Infer what gas it is based on its

properties and functions
Know the properties of five
common gases and their
applications
Infer what gas it is based on
its properties and functions
Describe what they have observed
and found in each
experiment/activity
Know the concept of phase change
Know that water has three states
and how it changes from one to
another
Know and describe the concept
of evaporation, condensation,
melting, and freezing
Understand temperature is one of
the factors that will cause phase
change
Know that salt can lower the
freezing point of water
Know there are other substances
which can melt and freeze
besides water
Know that for the same matter
the melting point is equal to its
freezing point
Know that different matter will
have different melting points and
freezing points
Evaluate which substances can
safely come into contact with
extreme heat, and which cannot
Review all the knowledge they
learned in this unit plan

Collaborate with peers to

discover the properties of each
state based on the
corresponding activities they
did
Work in groups and discover
that salt can melt the ice and
can be widely used in
Michigan winter to melt the ice
on the road
Relate their life experience to
evaporation, condensation,
melting, and freezing
Creatively name their ice
sculpture collaboratively in
groups
Collaboratively brainstorm
how to keep decorating the rest
of the blank canvas in order to
represent their class

ART.VA.I.4.4 Prepare, present, and

collaboratively evaluate personal artwork.
ART.VA.V.4.4 Demonstrate cross-curricular
connections through a culminating event.

Evaluative Criteria

Stage 2- Evidence
Students will show their learning by (summative assessment)

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum

I will have the same rubric for their

worksheet and group work every day.

PERFORMANCE TASK(S):
Students will show their learning by listing the properties of solids, liquids, and gases
Students will show their learning by showing their understanding of phase change on the worksheet

The criteria include:

(How will students demonstrate their understanding- meaning-making and transfer- through complex performance?)

The accuracy of their answers for

the questions on the worksheet

Their collaboration with others,

including their use of words

Their attitude in teachers lecturing

and in group work

(Regardless of the format of the assessment,

what qualities are most important?)
Their respect shown to their teacher and their
peers creativity

OTHER EVIDENCE:
Students individual question answering
Students discussion in groups
Students collaborative work in groups
Students brainstorming ideas
(What other evidence will you collect to determine whether Stage 1 goals were achieved?

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum