Matter Matters!
An introduction to the three phases of matter.
Students will conduct physical and virtual
Experiments to investigate the properties of
Solids, liquids and gases.
Copyright 2011 New Dimension Media
General Summary:
• Concept: Phases of Matter | Recommended for Grades 3-5
• Common Core State Standards: Reading Standards for Informational Text K-5, Key Ideas and Details 3: Explain
events, procedures, ideas or concepts in a historical, scientific or technical text, including what happened and
why, based on specific information in the text.
• Illinois Learning Standard for Science: 12.C.2b Describe and explain the properties of solids, liquids and gases.
Teacher Tips:
By the time students have reached their elementary years, they have had extensive experience with the
three primary phases of matter. Bikes, baseballs, televisions, desks and chairs are solid objects, for
instance, and your students have most likely had the opportunity to manipulate those in course of play or
school. Students have manipulated liquids while swimming or pouring themselves a glass of juice, and
students have manipulated gases by inflating balloons, struggling to walk on a windy day
or blowing glitter off their art projects and all over your immaculate classroom floor.
The bottom line is this:
Students have an immense wealth of content knowledge about matter already. That
prior knowledge just needs to be connected to the concepts and vocabulary of the
phases of matter. Students must make the short but essential transition from “juice
goes in the glass” to “liquids take on the shape of their container."
Copyright 2011 New Dimension Media
Lesson Focus:
These experiments offer an opportunity for students to engage directly in
their learning process, and as fun as it can be, it is important to remember
that comprehension of the phases of matter provides a foundation for
more complex concepts.
Students will be expected to break down matter into parts in later years,
and eventually explain the function, behavior and properties of
molecules and atoms in chemistry, physics, biology and the higher-order
scientific disciplines. As you might imagine, the Common Core State
Standards and individual state learning standards require a thorough
grounding in the phases of matter.
Copyright 2011 New Dimension Media
Enduring Understandings
• Matter can exist in three phases: solid, liquid and gas. Each of the phases of matter have defining
characteristics.
Essential Questions
• What are the three phases of matter?
• What are the properties of each phase of matter?
• How does matter change from one phase to another?
Copyright 2011 New Dimension Media
Vocabulary Check
Across:
2. Change from liquid to solid
5. Force caused by collisions of
particles
6. Arranged in a 3-dimensional
pattern
9. Spacing of particles in solids and
liquids
10. All substances are this state at
very low temperatures.
Down:
1. Closely packed particles
3. Change from gas to liquid
4. Change from solid to liquid
11. Only liquids and gases do this.
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6. Particles are close but disorganized
7. Particles widely spread out
8. Change from liquid to gas
Teacher Tips: Experiment 1
The first experiment is designed to engage students in analysis and allow them to investigate different phases of matter, and then later connect their
descriptions and impressions to the concepts and vocabulary required by the lesson objectives.
For this experiment, you will need zip-top plastic bags filled with different substances representing the three phases of matter. Each substance should be
able to fit in a clear plastic or glass cup. Here are some suggestions of what you could put in the plastic bags:
•
•
•
Solids: wooden blocks, rocks, marbles, ball bearings, etc.
Liquids: water, oil, honey, non-toxic glue (Elmer’s), syrup, etc.
Gas: classroom air would be fine, but if you have access to helium or more exotic and/or colored gases, that would be fantastic!
Each plastic bag is its own station. Students should rotate from station to station in an orderly fashion with a specific time limit for each. Students should
journal their observations of each substance.
Students will probably come up with descriptive statements like “marbles are round and hard”, or “honey is squishy” or “the bag is the only thing keeping
the air inside." After the students have had a chance to express their experiential results, begin connecting/translating their descriptions to the academic
concepts required by the lesson. For instance:
•
•
•
Marbles are round and hard. Solids have a definite shape.
Honey is squishy. Liquids do not have a definite shape.
The bag is the only thing keeping the air inside. Gases do not have a definite shape.
You can follow up the concept of definite/indefinite shape with the concept of definite/indefinite volume. Pour the contents of each bag into the clear
plastic or glass cups. Students will be able to see clear boundaries between the solids and liquids and the surrounding air, demonstrating that solids and
liquids have definite volume, while gases do not have a definite volume.
Copyright 2011 New Dimension Media
Experiment 1: Mystery Bags
Visit each station for approximately 3 minutes and create a journal entry for each station recording your
observations.
You'll need:
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Station 1
Station 2
Station 3
Teacher Tips: Video 1
The following video will reiterate the characteristics of the phases of matter in the first two segments. (The entire video is six
minutes long.)
Students complete an accompanying graphic organizer while viewing the film.
Conclusions you want students to understand after viewing the film:
•
•
•
•
Solids have definite shapes and volumes.
Liquids have no definite shape but a definite volume.
Gases have no definite shape and no definite volume.
All phases of matter take up space.
In the third segment, the video will introduce the effects of energy on matter, and how energy makes the molecules in matter
behave differently.
Students may not understand immediately why the behavior of molecules has consequences for the characteristics of matter.
Using an analogy can be helpful when teaching this concept. You can use the analogy below or create an analogy of your own to
drive home the deep learning related to the affect energy can have on molecules.
Students are like molecules:
•
When students are reading or working quietly, they are still, and the class remains in a relatively consistent shape
and space, like a solid.
•
When students are walking in line to the library or gym, they take up the same amount of space, but the shape of
the class line changes to go around corners or up stairs.
•
When students are on recess, the shape of the class changes as kids run around, and the kids will take up the
whole playground or gym, whatever space is available.
Copyright 2011 New Dimension Media
Great job with your experiment!
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Now check out this video to
learn more about the
phases of matter!
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QuickTime™ and a
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QuickTime™ and a
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Copyright 2011 New Dimension Media
Experiment #2 is a teacher-led experiment.
You will be melting ice into water, and then boiling water into water vapor (or steam). The intent is to show that if energy (heat) is
added to matter, you can force it to change its phase. You can accomplish this with beaker and Bunsen burners, or a skillet and a
hot plate – the equipment requirements are adaptable.
But before you demonstrate this in person,
students will watch a video of kids doing the
same thing to provide further introductory content
of how the addition of energy forces matter to
change phase. It is recommended that you work
with a smaller amount of ice that changes phase
more quickly, rather than the huge block of ice
used in the demo video.
Be sure to follow appropriate safety procedures
when you make “fried ice” in class. In fact, this
may be an opportune time to teach or review
classroom safety procedures.
Copyright 2011 New Dimension Media
Try-It Again Vocabulary Check
Across:
2. Change from liquid to solid
5. Force caused by collisions of
particles
6. Arranged in a 3-dimensional
pattern
9. Spacing of particles in solids and
liquids
10. All substances are this state at
very low temperatures.
Down:
1. Closely packed particles
3. Change from gas to liquid
4. Change from solid to liquid
11. Only liquids and gases do this.
QuickTime™ and a
decompressor
are needed to see this picture.
6. Particles are close but disorganized
7. Particles widely spread out
8. Change from liquid to gas
Excellent job so far, class! Now let’s take a look at how to make some FRIED ICE.
Click on the ice cubes to view the video.
Then we’ll make FRIED ICE together!
Ignite Your Learning
by using these additional resources
Copyright 2011 New Dimension Media
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