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Matter and Molecules Unit Plan

GLCE
Day 1

Activity

Materials

Pre-test

**Copies of pre-test

Exit Question

Day 2

P.PM.E.1

Describe a solid- physical properties (Act.1)


Play I-Spy using descriptive properties.
Separate into groups and describe object use
chart on Google docs.

Chart, sticky notes, bag of


objects

Day 3

P.PM.04.16

Mass the solid objects (Act. 2)


How to use a balance scale/grams
5 students per group **Mass vs Weight song- youtube Mr. Edmonds

Balance scales, objects


**Copies of paper to record
data

Day 4

P.PM.04.16

Spring scales (with cups


attached), objects
**Papers from the day before

What is the difference


between mass and weight?

Day 5

P.PM.04.17

Graduated cylinders, objects


**Copies of paper to record
data

What tools do you use to


measure mass, weight and
volume?

Day 6

P.PM.E.2

Weigh the solid objects (Act. 2)


How to use a spring scale/Newtons
5 students per group
Same objects as before
**Mass vs Weight song- youtube Mr. Edmonds
Volume of solids- displacement of water for
irregular shaped objects (miniscus)
(Act. 3)
How to use graduated cylinders/mL
5 student per group same objects
Properties of solids (Act. 3)
**have mass, have volume, have weight, have a
definite shape (unless force)
Computer lab to create pamphlet

Day 7

P.PM.04.16

Properties and mass of liquids- (Act. 4)


**Take on the shape of the container
**Mass of 25mL, 30mL, 50mL, 60mL, 75mL
Graduated cylinder on balance scale (subtract

Blank paper for tri-fold


**Copy/paste picture of
balance next to mass, spring
scale next to weight, grad.
cyl- volume
Different shaped cont.
Graduated cylinder, balances
**Copies of paper to record
results

Discussion of how we need to


be specific when describing
things.

mass of graduated cylinder)

Day 8

P.PM.04.16
P.PM.04.17

Weight and Volume of liquids (Act. 4)


**Mass of 25mL, 30mL, 50mL, 60mL, 75mL
Use small slurpee cup on spring scale to take
the weight.

Spring scale, Graduated


cylinders
**Copies of papers from day
before

Day 9

P.PM.E.2

Properties of liquids (Act. 4)


**have mass, have weight, have volume, take
the shape of the container (no definite shape)
Computer Lab to continue pamphlet

Tri-fold from solids

Air is There
Different centers that prove air is there. Ex:
Put a measuring cup facing down into water and
see the air trapped at the top.

**Copies of Air is There


Materials needed for each
center

Day 10 P.PM.E.2

What tools do you use to


measure mass, weight and
volume?

What did we prove about air?

Bottle, stopper, funnel

**Bottle, stopper, funnel

Day 11

Pop can implosion


Have water in can and use lighter to create
pressure to crush the empty pop can. (Teacher
only)

Day 12 P.PM.E.2

Properties of gases
**have mass, have weight, have volume, take
the shape of the container (no definite shape)
Computer Lab to finish pamphlet.

Tri-fold from solids and


liquids

Day 13 P.CM.04.11

Liquids to Solids
**put rubbing alcohol, dish soap, water, salt
water in freezer- check temp every 5 min.

4 liquids, souffl cups

Discussion- why did the pop


can implode?

**Copies of chart

Question at endDo all liquids become solids?


Why do liquids become
solids? (take away heat)

Day 14

Graph the results of the temp. of water when


freezing it.
Have data recorded from the day before.

Day 15 P.CM.04.11

Making ice cream- liquids to solids


Put milk and flavoring in a bag. Put that bag in
another surrounded by ice and salt.

What do you notice about the


line graph?

Gallon baggies, milk, vanilla,


salt, ice, souffl cups, spoons
**Copies of recipe

Day 16 P.CM.04.11
and
Day 17
**cant
do all
crystals
on the
same day

1)Borax crystals- add heat to make a solid a


liquid (solution), take away heat and it will
become a solid again
**Talk about molecule arrangements as the
kids are making their crystals

Pipe cleaners, borax, string

2)solid to liquid- ice in souffl cups- mass


them, put in light boxes, mass after they melt

Discussion- Why did the milk


become ice cream- why did
the liquid become a solid?
(Take away the heat- it went
into the ice and melted it)
2) Why did the ice melt?
(added heat) Is the mass of
the solid the same as the
liquid? (Yes because we didnt
add anything or take anything
away)

Day 18 P.CM.04.11

Liquid to gas- add heat


Heat water and graph the temp as its heating
**How do we know the liquid is turning into
gas? (the VOLUME of the water went down)

Day 19 P.CM.04.11

Liquid to gas- solar still


Fill souffl with salt & water. Put in gallon
baggie. Tape it in window. Test water in a few
days.

Quart baggies, souffl cups,


salt

Discussion- what do you think


will happen?

Day 20 P.CM.04.11

Solid to liquid- add heat


What else melts?

Light boxes, chocolate,


Velveeta cheese,
marshmallows, butter, pretzel
sticks, souffl cups

Did all of the items melt?


Why did the solids turn into
a liquid? (add heat)

**Talk about molecules while we are waiting


for the items to melt. Draw pictures of
molecules on paper.

What do you notice about the


line graph?

**Copies of molecule paper

Day 21 P.CM.04.11

Molecule game- Talk about each property and


how they move. Have the class demonstrate
with their bodies.

Day 22

Molecule pictures with Cheerios


Solid, liquid, and gas how each set of
molecules would look.
Review unit study guide

Day 23

Matter and Molecules Post Test

Reflection:
This unit was the first unit I taught by myself in the classroom. When I first started the unit I was nervous that there
was too much new information, and the students were going to have a difficult time grasping it. I had to adapt
throughout the unit to help my students learn the information. I used songs, repetition, and games to help them learn
the concepts. The experiments were a hit with the kids! They loved the games we played to help them review, and
raved over each experiment they conducted. This unit also helped me to find a new appreciation for science. Before
this unit I was not looking forward to teaching science at all, but it helped me to see the fun in science and have fun
with my students while teaching. Lastly, it was incredible to see so much growth in my class through out the unit.
When they started the unit, my students thought that weight was only measured with a scale in their bathrooms. By
the end of the unit, they were able to tell me the definition and tool used to measure mass, weight, and volume!