CHARACTERISTICS OF
MATTER LESSON
3rd Grade – C.L.O.S.E.
Strand Connection:
Matter is what makes up all substances
on Earth. Matter has specific
properties and exists in different
states. Each living component of an
ecosystem is composed of matter and
uses energy.
Physical Science Strand Topic:
Matter and Forms of Energy
This topic focuses on the relationship
between matter and energy. Matter
has specific properties and is found in
all substances on Earth. Heat is a
familiar form of energy that can
change the states of matter.
Content Statements:
3PS4: All objects and substances in
the natural world are composed of
matter.
 Matter takes up space and has
weight. Note: Distinguishing between
mass and weight is not appropriate
for the elementary grades.
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Content Statements:
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3PS5: Matter exists in different states, each of
which has different physical properties.
The most common states of matter are solids, liquids
and gases.
Shape and compressibility are properties that can
distinguish between the states of matter.
The shape of a solid is independent of its container.
Liquids and gases flow and take the shape of the
container.
One way to change matter from one state to another
is by heating or cooling.
Science Inquiry and Application:
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During the years of Pre-K to grade 4, all students must use the
following scientific processes to construct their knowledge and
understanding in all science content areas:
Observe and ask questions about the natural environment
Plan and conduct simple investigations;
Employ simple equipment and tools to gather data and extend
the senses;
Use appropriate mathematics with data to construct reasonable
explanations;
Communicate about observations, investigations and
explanations; and
Review and ask questions about the observations and
explanations of others.
Learning Targets:
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Part I: What is Matter?
Students can examine materials in the natural
environment and from the resource bin and decide
which ones (all) fit the definition of matter.
Part II: Exploring States of Matter
Students can classify various natural materials and
materials in the supply bin into solids, liquids
or
gases.
Using “The Particle Dance Party Game” students can
model the arrangement of particles of the 3 states of
matter.
Learning Targets:
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Part III: Properties of Matter
Through investigation, students can determine which
states of matter possess compressibility and the ability
to take the shape of their container.
Part IV: Changes of State
Given simple equipment students establish the melting
point and freezing point of water.
Using diagrams, students can recognize various changes
in state that matter undergoes. Terms used will be
melting, evaporating, condensing and freezing.
Skills:
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Part I: What is Matter? – Observe and ask questions
about the natural environment.
Part II: Exploring States of Matter – Communicate
about observations, (investigations) and
explanations.
Part III: Properties of Matter – Plan and conduct simple
investigations. Employ simple equipment and tools to
gather data and extend the senses. Communicate about
observations, investigations and explanations.
Part IV: Changes of State – Employ simple equipment
and tools to gather data and extend the senses. Review
and ask questions about the observations and
explanations of others.
Part I Materials:
What is Matter?
 Use a wide variety of materials from the natural
environment along with some manmade materials.
Liquid and gaseous materials should be included.
 Large “Mater, Matter & Material” laminated cards.
Assigned students:
Part I Procedures:
What is Matter?
1) Before teaching this lesson, review the reference material below. Know
this information so you are well prepared.
2) Welcome the students to Coe Lake and mention the name of the lesson
and the learning goals.
3) Ask students to listen attentively, without speaking, while giving them
various simple definitions of matter. (Ex: " Something that has weight
and takes up space.") When finished, ask students to raise their hands
if the definitions seem familiar to them. Select a student who has
followed instructions well to declare the defined term. Matter.
4) “Mater” is the Latin word for mother. Share this knowledge with
students and see if they can figure out why the word “matter” is derived
from “mater.” (Etymology suggests that “mater” also means “origin” or
“source.” "Mother" also comes from mater.)
5) Review the definition of matter with the students.
Part II Materials:
Exploring States of Matter
 Three separate diagrams of the particle arrangement
of the 3 states of matter.
 Various (20 or so) small laminated pictures/words of
materials in the 3 states of matter and 3 laminated
cards labeled as “Solid,” “Liquid,” and “Gas.” The flip
side of these cards should be illustrations showing the
arrangement of particles.
 A CD of “That’s Matter,” the lyrics and CD player with
fresh batteries.
Assigned students:
Part II Procedures:
Exploring States of Matter
1) Probe students to determine if they know the 3 states of
matter.
2) Using the materials (matter – materials) in the supply bin and
the natural environment, ask students to classify them into
states. Students can place the objects on the cards labeled,
“Solid,” “Liquid,” and “Gas.” Be sure to include clouds, fog or
mist and the fountain as gases since they are water vapor.
3) Show the students the reverse sides of the cards and discuss
the arrangement of particles in the 3 states of matter.
4) Have a “Particle Dance Party” with students that use
student/teacher bodies to simulate particles in the 3 states.
(See below.)
5) Review.
Part III Materials:
Properties of Matter
 Balloons of different shapes, latex gloves, water
from lake, various shapes of squishable plastic
containers for water, tennis ball, various shapes of
solid materials – use any duplicate materials from
Part I if desired.
 Laminated data table on which to record
experimental results.
Assigned students:
Part III Procedures:
Properties of Matter
1) Explain the term “compressibility” to students. Squish a tennis ball to
illustrate this.
2) Show the students the materials on hand and ask them to design a
simple experiment to illustrate if a state of matter demonstrates
compressibility and/or the ability to take the shape of its container.
This may work best by splitting the students into 3 groups and asking
each group to brainstorm about how they would do this, then have
them discuss this as a group.
3) Utilizing the materials, have the students demonstrate how solids,
liquids and gases show (or don’t show) compressibility and taking the
shape of a container.
4) Students should record their findings on the laminated data table.
5) Review.
Part IV Materials:
Changes of State
 Thermometers, camp stove, old pot, matches, surface upon
which water can condense, blue ice pack (FROZEN)
 Cooler decorated as a freezer with penguins, polar bears,
snowflakes, etc… ice cube tray (WITH ICE CUBES), plastic
container for melting of ice cubes, pipettes for dropping
water on ice pack, diagrams showing state changes,
flashcards showing state changes for game –
 IF TEACHING THIS LESSON, IT IS YOUR RESPONSIBILITY
TO MAKE SURE ITEMS ARE FROZEN THE NIGHT BEFORE
AND PACKED UP TO GO TO THE LAKE EACH DAY!
Assigned students:
Part IV Procedures:
Changes of State
1) At a safe location, water should be gently boiling in an old pot and nearby,
ice cubes should be shown melting in a container.
2) Have students brainstorm to see if they can figure out what four words are
used to describe state changes. (Melting, freezing, evaporating,
condensing.) Ask them which state changes they are witnessing. Show
condensation form on a surface from the boiling water. Use a pipette to
drop a few drops of water onto the blue ice pack and observe. Ask
student what state changes they are seeing now. (You may help students to
perform these changes.)
3) Measure the temperatures at which these phenomena occur. Use separate
thermometers to avoid breakage by thermal shock. Temperatures should
read at about 0C and 100C.
4) After showing students the diagrams of the state changes, organize a game
using the flashcards with the same pictures. Have fun with this and make
sure that all students get to participate. This should serve as a
comprehensive review of what was taught in this lesson.
 Review.
PARTICLE DANCE PARTY!
Culminating Activity – you may use poetic license to meet
the learning goal…have the whole class model the particles
that make up solids, liquids and gases.
 To model solids, have several rows of 3 or 4 students link
arms together. They can dance in place but keep their
original shape.
 To model liquids, pairs of students can place their hands on
each others’ shoulders and walk slowly around the area
surrounding the classroom. They can dance and observe that
they have more space to move but are still contained in a
relatively small area.
 To model gases, have students dance about a larger area at
a faster rate of speed without touching each other. They
should observe that they have much more room than before
and are able to spread out freely.