Learning Module Project on Matter
Group Members
Anna Moseley 3rd grade
Jennifer Lambert 2nd Grade
Essential Standards: Matter Properties and Change:
2.P.2 Understanding properties of solids and liquids and changes they undergo.
2.P.2.1 Give examples of matter that change from a solid to a liquid and from a liquid to
a solid by heating and cooling.
3.P.2 Understand the structure and properties of matter before and after they undergo
change.
3.P.2.3 Summarize changes that occur to the observable properties when different
degrees of heat are applied to them.
Content Outcomes:
Students will know that matter takes up space and has mass.
Students will be able to give examples of the different forms of matter.
Students will be able to show how the particles differ in the 3 forms of matter.
Students will know that matter can change from one state to another.
Process Skills Outcomes:
Students will observe matter changing from one state to another.
Students will observe and identify similarities and differences in states of matter.
Students will predict and hypothesize how different matter will change when heat or cold
is applied.
Students will be able to measure and using a digital scale.
Students will be able to use the vernier probes to measure temperature of various
objects as they change from one state to another.
will use drawings, writing and models to present their ideas and findings.
Day 1
Give Pretest
Activity #1: Hold up a zip-lock bag containing the solid (rock, ball, etc.)
Introduce term "solid" Take it out. Ask children to feel it, look at it, etc.
Does it take up space? Does it have weight? Does it keep its shape? Ask for
other examples of solids, other properties of solids suggested by children;
record on chart or board. Hold up baggie with water. Introduce "liquid". Pass
around. Does it take up space? Can you see it? Does it have weight? Does it
keep its shape? (Pour water into cup so children can see that the liquid takes
the shape of its container.) List other liquids, discuss their properties,
record on chart or board. Blow air into third, empty baggie. Discuss with
children. What's in the baggie? Does it take up space? Does it have weight?
(Accept the answer"no".) Does it keep its shape? (Let air out of the bag and
ask children where it went.) Discuss other properties, other gases, if any,
that children may know the names of. Let them inhale and see how lungs expand
like a balloon. Review from board or chart properties of solids, liquids,
gases.
Day 2: Pass out to each group the following materials for Activity #2. 1 balloon with
water, 1 balloon with water that has been frozen and 1 balloon with air. Tell children
they are going to investigate the contents of the three balloons and write
their observations in their Matter Journal. They will feel the frozen balloon, cut the
rubber off with scissors. Discuss what they see and feel. Do the same with
the water balloon, observing the properties of the water both when it is in the
balloon and as they pour it into the dish or bowl. Record observations. Feel
balloon with air. Let air out. Write observations. Encourage use of
descriptive words such as "hard, invisible, wet, splashy," etc. discuss all
observations of all groups.
Day 3 : http://teacher.scholastic.com/activities/studyjams/matter_states/
Introduce Vocab on the site.
Vocab: Solids, Liquids, Gas, condensation, evaporation, matter
Play Video to show an overview of States of Matter. Then make human examples by
having kids get in to groups to show what they know about how solids, liquids and
gasses behave. Students will be given a card with either an S, and L or a G on it. All
Sʼs will get together to discuss how they think they can make themselves an example of
a solid. The Lʼs will get together to discuss how they can make themselves an example
of a liquid and the same for the G group.
Each group will share with the class what they think the molecules in their state of
matter looks like.
Then students will get into smaller groups and go around the room and write down
examples they see in the room of some solids, liquids and gases on sticky notes. When
students get back together they will organize their stickies on a chart.
***Use digital cameras to go around the room/school to take pictures of solids, liquids
and gases. These can be printed and added to the chart the next day before the lesson
starts as a review.
Day 4 Begin the day with a review of the last days lesson of solids, liquids and gasses
using the chart created the previous day. The following lessons will begin to show how
they change from one phase to another. First activity will be an observation activity:
Have at each table an ice cube and a container of water and have the students observe
and write observations in their Matter journals. Then think/pair/share about what they
observed. Second activity: Show students the Vernier Probe and how to measure
temperature with it. Have students measure temperature of the water. Have students
pour the water in a cup and then put the ice cube in and journal what happened to the
ice cube. Did it float, why did it float? Measure the temperature of the water again.
(3rd grade can set a timer to measure every 30 sec to graph and show how the temp
changes over time) **Teacher notes**(This activity is incorporated to demonstrate and
practice using the Vernier Probe which will be used in a lab later in the Unit)
Third activity: Teacher demonstration: I will pour a predetermined amount of water into
a container and tell the students that it will be put in the freezer over night. Before the
container is put in the freezer we will measure the mass with a digital balance scale and
record on a chart. Have students predict what will happen to the mass and volume of
the water when it freezes. Write the predictions in their journal.
Day 5 Continuation of teacher demonstration: I will get the frozen container out of the
freezer and show students how to measure the mass using digital balance scale. (this
teacher demonstration is to show the students the steps they will be using when they
are doing their own investigating.) We will record the mass and volume on the chart
and compare and discuss our findings.
Group Investigation Activity: Students will be put into 3 or 4 groups depending on the
makeup of the class. 1) Within the groups the students will choose from the following
liquids which 4 they would like to test: vitamin water, coffee, salt water, soda, diet soda,
energy drink, juice. 2) Make a data table to put your information in.
3)Pour their liquids into their numbered containers
4)Predict an order of your control group from least mass to heaviest mass. Record this
information in your matter journal.
***Opportunity for performance based assessment (observe students using the digital
scales)
5)Measure the mass of each liquid in your control group and record it in your data
chart.
6)As a group, after seeing what happened to the water, predict what will happen to
each beverage when it is frozen. Record your Prediction on a piece of chart paper
with your group name. These will be posted in the room later.
7)Take their cups to the freezer.
Day 6 Our experimental groups should be frozen now so we will measure mass and
volume and observe. Also record info on data table.
Students will Compare similarities and differences in the two. Were any of your
predictions correct? Students will Debrief within their groups about whether or not their
predictions were correct.
2nd grade students will write a summary of their findings as a group to place on the
chart with their prediction.
3rd Grade students will individually write summaries of the findings in their Matter
Journal.
Day 7 Solids to LIquids
Students will begin class with an index card on which they will be instructed to write a
solid they think can be turned into a liquid.
Then give students a hershey kiss to hold in their mouth as you start the lesson. They
can not chew it but they can just hold it in their mouth and see what happens.
Now the teacher will pull out an ice cube.... How can we turn this solid into a liquid
without putting it into our mouth? We will discuss how heat turns many solids into
liquids by causing the particles of matter to vibrate more rapidly and move farther apart.
Have students act this out! (Differentiation for Kinesthetic learners)
***Preview of Day 8 and Let let students brainstorm in their groups what they my want to
try to turn from a solid to a liquid. Let them know that we will have Hershey bars, but
they may bring in something from home.
Day 8
Big Idea for the Project is “How can we turn our Solid (Chocolate) into a liquid?”
In groups, students will have 1 Hershey Bar. They will make predictions about how their
Hershey Bar can be changed into a liquid. *****Form a Hypothesis: Example: A tic tac
will melt faster in my mouth than if I leave it sitting on the table.**** They can test as
many as 5 different variables, room temperature being the control. ( Students will be
able to go outside, inside, where ever they want to go for this experiment) They will
place their chocolate to be tested on a small paper plate and take it to the “designated
areas”. With the vernier probe, they will take temperature measurements at 30 minute
increments throughout the day. Later that day students will compile their data into a
data table.
Day 9 Students will Interpret their data. 3rd Grade will make a Poster to share findings
from the project. Poster will need to include Purpose, Hypothesis, Data Table,
Procedure and Conclusion and further investigation.
2nd Grade Create a Comic Life that Includes Hypothesis, Conclusion and Pictures of
Students taking measurements with Vernier Probes.