Matter Matters!!
Primary Subject
Science
Integrated
Subjects
Mathematics (measurement and analysis of temperature), Language Arts (science journals and
Scientific Method Lab Book write up)
Grade Level
3
Length of Unit
Approximately 3 weeks
Research
Resources
Website Resources:
•http://www.nyu.edu/pages/mathmol/textbook/whatismatter.html
•http://www.brainpopjr.com/science/matter/solidsliquidsandgases/grownups.weml
•http://www.chem.purdue.edu/gchelp/liquids/character.html
•http://www.collaborativelearning.org/statesofmatter.pdf
Unit Lesson
Summary
At the end of this unit:
-Students know that all matter exhibits properties. Students know that matter can be differentiated based on properties.
Students know that gases, liquids and solids are all made up of particles, but the behaviors of these particles differ in
the three states (gas, liquid, solid). Students know that solids, liquids, and gases (each) display unique properties
characteristic of that particular state (phase) of matter. Students also know that the characteristics of particular states
influence the functional applications of a given material.
-When heat is applied to an object the particles in that object begin to vibrate more rapid. They also begin to move
further apart. As the particles move further apart the object may change from one state to another (solid to liquid,
liquid to gas). Students know that heating or cooling matter will alter the properties of that matter. (from Unpacking
the Standards)
Note: A flipchart created with the software ActivInspire goes side by side with every lesson in this
unit. The teaching notes, appropriate links to the websites used, and video clips are embedded into
this flipchart.
Essential
Standards
3.P.2 Understand the structure and properties of matter before and after they undergo a
change.
Learning
Outcomes
✴Content Outcomes
✴The student will be able to describe and identify the different states of matter.
✴The student will be able to model the molecular structure of each state of matter.
✴The student will be able to describe the difference between the physical and chemical change
✴The student will be able to explain how the presence or absence of heat can change the state of matter.
✴Process Skills Outcomes
✴The student will be able to describe observations in words and pictures.
✴The student will be able to explain the changes that occur in temperature and physical properties when heat is
added to solids.
✴The student will be able to use an indicator to measure the chemical properties of acids and bases.
Accommodations
for Differentiated
of Instruction
3.P.2.2 Compare solids, liquids, and gases based on their basic properties.
3.P.2.3 Summarize changes that occur to the observable properties of materials when different degrees of heat are
applied to them, such as melting ice or ice cream, boiling water or an egg, or freezing water.
✤All IEP and 504 accommodations will be met.
✤Differentiation will be provided for various reading levels.
✤During labwork, some groups may work with a teacher, some may work independently, and some may be given
a combination of teacher/independently led groups.
✤All directions will be provided in verbal, written, and visual form.
A pre-test will be administered on the first day (prior to teaching lesson 1).
Assessment data will be collected for each individual student and analyzed and
compared with post test data.
Matter Matters!!
Lesson 1: What is matter and why does it matter?
Materials Needed: marshmallows, straws, multiple objects to model molecules
Vocabulary: matter, property, physical property, chemical property, irreversible
Essential Question: How do the molecules inside of solids, liquids, and gasses look and behave differently?
Activity
Description of Activities and Setting
Focus/Review
Model what you THINK the molecules look like inside of a solid, liquid, and
gas with marshmallows and straws.
Objective
The student will be able to describe matter (properties) and model the
molecular structure of each state of matter.
Teacher Input
The teacher will use the flip chart to introduce the concept of matter.
http://www.nyu.edu/pages/mathmol/textbook/whatismatter.html
•Everything is made of matter.
•Physical properties of matter include color, shape, smell, mass, etc.
•Chemical properties can only be observed by changing what the matter actually is.
Example: A piece of paper burns and turns to a black substance. After the flame
goes out you can no longer burn the new substance because the chemical
properties have been changed. It is no longer paper. When you change a
substanceʼs chemical properties, it is irreversible.
•Describe and demonstrate what molecules look like inside of a solid, liquid, and
gas.
•
Particles in a:
gas are well separated with no regular arrangement.
◦
liquid are close together with no regular arrangement.
◦
solid are tightly packed, usually in a regular pattern.
◦
•
Particles in a:
gas vibrate and move freely at high speeds.
◦
liquid vibrate, move about, and slide past each other.
◦
solid vibrate (jiggle) but generally do not move from place to place.
◦
Exploration/Engagement
Activities
Pick up your straws and marshmallows again! Explore how the molecular
structure of solids, liquids, and gasses are different. The teacher will walk
around and monitor groups, questioning and guiding them towards the
correct models.
Be Creative! Using the materials on your table or anything in our room, each
group will model a representation of either a solid, a liquid, or a gas
(assigned to each group). The class should be able to guess your state of
matter, but be prepared to EXPLAIN to the rest of the class what your
molecules are up to!
Assessment
The students will complete the chart, sketching the molecules of a solid,
liquid and gas, and giving an example of each.
Matter Matters!!
Lesson 2: Solids, Liquids, and Gasses, OH MY!
Materials
Needed:
Solids station:
scale
solid geometrical figures
different containers (size and shape)
sponges
paper clips
golf tees
coins
*various solids
Materials for Liquids station:
water
soda
clear containers
scale
cooking oil
glass vase
glass jar
other various containers (different
sizes, different shapes)
paints
plates
detergent
*various liquids
Materials for Gases station:
balloons
balls (different sizes)
scale
vinegar
baking soda
gallon-size ziploc bags
*teacher demonstration of vinegar and
baking soda in ziploc bag
Vocabulary: solids, liquids, gases, properties, space, shape, mass, molecules, physical, chemical, container
Essential Question: How are the properties of solids, liquids, and gases similar? How are they different?
Activity
Description of Activities and Setting
Focus/Review
Everyone stand up!! Using your bodies, move around and show me what the
molecules of a solid look like. Liquid? Gas?
Objective
The student will be able to observe and describe the properties of solids,
liquids, and gasses using correct vocabulary.
Teacher Input
The teacher will issue a challenge to the class for the inquiry activity:
Travel to the solid, liquid, AND gas stations. Explore and try to answer
the questions on your Properties of Matter sheet.
*In your science notebook, label a page for each of these:
-solids
-liquids
-gases
For each station, record your observations using pictures and words in your
science notebook.
The students will complete the Properties of Matter sheet as they travel to
each station.
Exploration/Engagement
Activities
The students will visit the solids, liquids, and gasses stations. The stations
will not be highly structured. Various materials will be in each station, along
with tools for exploration. The students will explore what makes each of
these states of matter different than the others using the materials provided.
They should record all observations in their science journal on the
designated pages. They should also complete the Properties of Matter form.
Assessment
The students will complete the 2x3 vocabulary handout to demonstrate their
knowledge of the properties of matter. (see example in flip chart)
Matter Matters!!
Lesson 3: Heating things up!
Materials Needed: LabQuest and temperature Probe, butter, ice cream, marshmallow, cheese, margarine,
shortening, chocolate, water (control)
Vocabulary: LabQuest, temperature, probe, melting, hypothesis, procedures, data, conclusion
Essential Question: How can working through the Scientific Method help me to discover the properties of
matter?
Activity
Description of Activities and Setting
Focus/Review
Watch the 3 minute video at http://teacher.scholastic.com/activities/
studyjams/matter_states/ . Afterwards, focus the lesson by asking the
essential question: How does heat affect the state of matter?
Objective
The students will use the scientific method to complete a lab discovering the
the affects of heat on solids.
Teacher Input
The teacher will demonstrate using the temperature probe on the LabQuest
and explain the lab (guided on the flip chart). Review the parts and steps of
the scientific method.
Exploration/Engagement
Activities
• Measure and record the initial temperature of each of the substances. Make observations
of each substance, sketch in science journal. Focus on the molecular structure of each
substance. What are the molecules like? What are they doing? MAKE A HYPOTHESIS
ABOUT WHAT WILL HAPPEN TO THE MATERIALS AS THEY ARE EXPOSED TO
HEAT. Record this in your scientific method booklet.
• Wait one hour and measure the temperature change after the items are left at room
temperature for one hour. Make observations of each substance, sketch in science journal.
Focus on the molecular structure of each substance. What are the molecules like? What
are they doing?
• Take the materials outside for one hour and sit in the sun. Measure and record the
temperature of each substance after being heated by the sun for one hour. Make
observations of each substance, sketch in science journal. Focus on the molecular
structure of each substance. What are the molecules like? What are they doing?
• Predict what would happen if the temperature continued to be increased. The teacher will
then demonstrate this using a hot plate.
**While waiting between observation times, students should predict and record what they
think will happen as the temperature is increased.
***Talk about how the molecular structure changes as the temperatures increases. How will
it continue to change? Have students model with their bodies what the molecules are doing
as the temperature increases. Have one group demonstrate each object.
**Discuss how heat changes ice cream. Is this different than the way an egg would change
if heat was added (boiling water)? Demonstrate this!
**ALL OF THIS SHOULD BE RECORDED IN THE SCIENTIFIC METHOD BOOKLET!!**
Assessment
The student will turn in their completed Scientific Method Booklet after the lab
is complete. The teacher will be looking for the correct process being used
and documented in the booklet during the lab rather than specific lab results.
Matter Matters!!
Lesson 4: What about Water?
Materials Needed: ice, water, electric teapot, access to a freezer, index cards
Vocabulary: water cycle, evaporation, condensation, precipitation, vapor
Essential Question: How does water change as it moves through the 3 different phases of matter?
Activity
Description of Activities and Setting
Focus/Review
Watch the video about the water cycle found at http://teacher.scholastic.com/
activities/studyjams/water_cycle/ about the water cycle. Note how water can
move through each of the three states of matter. Pay close attention to what
the water looks like in each of the different states. How does the presence or
absence of heat play a role in these changes? Weather? Discuss this as a
class.
Objective
The student will be able to describe with pictures and words how water
travels from a solid to a liquid to a gas.
Teacher Input
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Exploration/Engagement
Activities
**Teacher Demonstration**
Assessment
Have students stand up by their desks. Tell them they represent water molecules transitioning
through different states of matter. Explain that when you call out a state of matter, you want
them to move like the molecules at that state.
Call out a state of matter, such as “SOLID.” Students should walk very slowly around the
room.
Call out “FIRE UP……..LIQUID.” Students should begin to walk more quickly around the
room.
Call out “FIRE UP…….GAS.” Students should walk even faster around the room.
Call out “COOL DOWN……LIQUID.” Students should walk a bit slower.
Call out “COOL DOWN……SOLID.” Students should walk very slowly.
After students correctly demonstrate an understanding of the movement of molecules, have
them respond with the correct vocabulary word defining each transition.
Pass out index cards. Students write CONDENSATION on one side of the index card and
EVAPORATION on the other.
Students stand up again. When students go from liquid to gas, have them yell out
EVAPORATION and hold up index card with the vocabulary word on it.
When students go from gas to liquid, have them yell out CONDENSATION and hold up side of
index card with vocabulary word on it.
✦Put a clear container of ice on the demonstration table. Ask the students to may a
hypothesis about what will happen as the ice is exposed to room temperatures and then
later when additional heat is added.
✦Observe the ice melting and describe the physical changes in your science notebook.
✦Once the ice has melted entirely, describe what you see.
✦The teacher will place the water in the electric teapot. While waiting for the water to boil,
discuss what you think will happen next. Make a prediction about what will happen next.
✦Observe the steam as it rises from the teapot. What phase of matter does the steam
(water vapor) represent.
✦What do you think would happen if we placed this boiling water into the freezer?
✦How does this relate to the Water Cycle?
The student will draw a 3-box flow chart (example in flipchart) and use
pictures and words to describe how water changes from a solid, to a liquid, to
a gas.
Matter Matters!!
Lesson 5: Alien Juice Bar
Materials Needed: window cleaner, vinegar, water, prepared cabbage juice indicator, access to computer
lab or laptop cart, construction paper and scissors for flip book
Vocabulary: indicator, acid, base, neutral, pH scale, bitter, sour
Essential Question: How does the pH of a liquid affect the way it tastes?
Activity
Description of Activities and Setting
Focus/Review
The class will watch a 3 minute video about acids and bases. Pay attention!
There is a quiz at the end! http://studyjams.scholastic.com/studyjams/jams/
science/matter/acids-and-bases.htm
Objective
The student will be able to differentiate between acids and bases by
identifying the difference between pH, examples of liquids, and physical
descriptions (taste).
Teacher Input
The teacher will introduce the pH scale and discuss how the acidity or
alkalinity of a liquid is one of itʼs chemical properties.
Show the class several different liquids: window cleaner, water, and vinegar.
Demonstrate how to test each of these liquids with red cabbage juice. Note
the change in color for each of the three liquids. Using the scale (in the
flipchart), have students make predictions about which liquids are acids,
bases, or neutral.
Discuss the strengths of each and the numbers on the pH scale. Tell the
students that tomorrow they will be actually testing the pH of liquids using the
LabQuest pH probe and cabbage juice to explore the chemical property of
pH.
Exploration/Engagement
Activities
The students will travel to the computer lab or use the laptop cart to access
the website http://sv.berkeley.edu/showcase/flash/juicebar.html .
The students will complete challenge 1 (Set up your juice bar-learn about
acids and bases) and challenge 2 (Serve your customers- identify acids,
bases, and neutrals) and challenge 3 (make mixed drinks for your customers
and learn about the pH scale)
Assessment
The students will create a flip book demonstrating their understanding of
acids, bases, and neutral liquids. The flip book will have 3 flaps (one for
each). Underneath each flap, the student should describe each: pH scale,
examples, and physical descriptions (taste). As the lab is completed
tomorrow, they will add to their flip book.
Matter Matters!!
Lesson 6: Test Your Own Juice Bar
Materials Needed: pH probe, LabQuest, red cabbage juice and color indicator scale, variety of fruit juices,
cola, milk, water, goggles, gloves, plastic cups
Vocabulary: (same as lesson 5)
Essential Question: How can working through the Scientific Method help you determine the effectiveness of
pH indicators (cabbage juice vs. LabQuest pH indicator)?
Activity
Description of Activities and Setting
Focus/Review
Quiz- The students will take a 10 question quiz that covers all of the material
presented in the unit so far. The assessment data will be used to drive the
instruction for the final lesson before the post test is administered (review/
summary lesson).
Objective
The students will use the scientific method to complete a lab discovering the
the chemical properties of liquids (pH).
Teacher Input
The teacher will demonstrate how to use the pH sensor on the LabQuest
(using the flipchart). The teacher will explain the procedure for the lab
assignment, paying particular attention to the steps of the scientific method.
Exploration/Engagement
Activities
1. Choose 5 liquids from the table to test. You will need 2 small samples of each liquid.
2. Using the scientific method, the student should hypothesize which drinks are the most
acidic, basic, or neutral.
3. First, you should test each liquid with the cabbage juice indicator. Document your data in
your Scientific Method Lab Book.
4. In the conclusions section of your Lab Book, discuss the difference in the results of the
tests with both indicators (pH and cabbage juice). Which was more exact? Was one more
difficult to use than the other? Also, name the liquid that is the most acidic and the liquid
that was the most basic. Did you have any neutral liquids?
**ALL OF THIS SHOULD BE RECORDED IN THE SCIENTIFIC METHOD
BOOKLET!!**
Assessment
The student will turn in their completed Scientific Method Booklet after the lab
is complete. The teacher will be looking for the correct process being used
and documented in the booklet during the lab rather than specific lab results.
Matter Matters!!
Name: _________________
Matter Matters Quiz
1. What is matter? _________________________________________________
________________________________________________________________
________________________________________________________________
2. Describe an example of a physical change. ___________________________
________________________________________________________________
________________________________________________________________
3. Describe an example of a chemical change. __________________________
________________________________________________________________
________________________________________________________________
4. Draw the molecules of each state of matter.
"
Solid
Liquid
Gas
5. You test a liquid that has a pH of 3. Describe the properties of that liquid.
What does it taste like? What happens if you add the cabbage juice indicator?
What is an example of what this liquid could possibly be?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
Matter Matters!!
Lesson 7: Summary/Review Material on Matter
This lesson will be completely driven by the data collected from the
previous dayʼs quiz, in addition to answering these major questions Each
concept from the unit will be reviewed and discussed further.
★What is matter?
★What are physical properties and changes?
★What is a chemical change?
★What are the three states of matter?
★How do the molecules behave in each state of matter?
★Describe the properties of solids, liquids, and gases?
★How does the presence or absence of heat change the states of matter?
★Describe how water changes from a solid, to a liquid, to a gas.
★What is pH? Describe the properties of an acid and a base? What is
neutral?
★Which is more effective: cabbage juice indicator or pH probe?
Lesson 8 - POST TEST
Matter Matters!!
Extension
Activities, Games,
Videos and
Fun Stuff to do at
home!
http://www.nyu.edu/pages/mathmol/textbook/whatismatter.html
http://studyjams.scholastic.com/studyjams/jams/science/matter/changes-ofmatter.htm
http://www.chem.purdue.edu/gchelp/liquids/character.html
http://teacher.scholastic.com/activities/studyjams/matter_states/
http://teacher.scholastic.com/activities/studyjams/water_cycle/
http://studyjams.scholastic.com/studyjams/jams/science/matter/acids-andbases.htm
http://sv.berkeley.edu/showcase/flash/juicebar.html
http://www.collaborativelearning.org/statesofmatter.pdf
http://www.brainpopjr.com/science/matter/solidsliquidsandgases/
grownups.weml
Matter Matters!!
26. What will happen when chocolate is left on the table outside during
recess?
"
A " The chocolate will become harder as the temperature "
"
"
decreases.
"
B" The temperature will rise and the chocolate will become
"
"
softer.
"
C" There will be no change.
"
D" The temperature will rise and the chocolate becomes a gas.
27. Describe what you would observe when red cabbage juice is added
to the liquid vinegar.
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
Matter Matters!!
Assessments
Lesson
Prior
Assessment
Pre-Assessment (all learning outcomes)
Lesson 1: What is matter and does it matter?
•Performance Based: Marshmallow Matter (can the students
model molecular behavior for solids, liquids, and gases with
marshmallows and with other materials in the room.
Formative:
•Chart- Sketch the molecules of solidʼs, liquids, gases
(independent).
Lesson 2: Solids, Liquids, and Gases, oh my!
Formative:
•Check the student observations recorded in the science
journal
•2x3 vocabulary chart assessing the understanding of
important vocabulary
Performance Based:
•Observations at the inquiry stations for solids, liquids and
gases
Lesson 3: Heating Things Up
Performance Based:
•All components of The Scientific Method Lab Book will be
assessed.
Lesson 4: What about Water?
Performance Based:
•Observations of student modeling during water molecule
demonstration.
Formative:
•3-box flow chart (pictures and words) of how water changes
from a solid, to a liquid, to a gas.
Lesson 5: Alien Juice Bar
Formative:
•Observations will be be made during the Alien Juice Bar
computer activity.
Performance Based:
•The students will create a flip book demonstrating their
understanding of acids, bases, and neutral liquids.
Lesson 6: Test your own juice bar
Performance Based:
•All components of The Scientific Method Lab Book will be
assessed.
Formative:
•Quiz
Lesson 7: Summary/Review of Matter Material
•Formative:
•Class review will be conducted based on quiz results to clear
up misconceptions and clarify material prior to post test.
Post Test
Post Test
Matter Matters!!
Inquiry Based Learning
"
There are many examples of inquiry based learning in our unit, Matter Matters.
Students are given the opportunity to explore solids, liquids, and gases with no real structure,
allowing them to come to their own conclusions, or discover, the properties of each. In two
separate laboratory activities, students are expected to work through and document each of
the steps of the scientific method, forcing them to see the relationships between the different
states and properties of matter. Instead of students “learning” science, the students will be
“doing” science, allowing them to discover and make generalizations on their own.