Mary Keck
6 May 2014
Final Exam
Science SOL 5.4-Matter
I.
Purpose
a. The purpose of this lesson is to help students understand, on a molecular level, the
differences between solids, liquids, and gases; and their physical properties.
b. Science SOL 5.4-Matter: The student will investigate and understand that matter is
anything that has mass, takes up space, and occurs as a solid, liquid, or gas. Key
concepts include:
i. Atoms, elements, molecules, and compounds
ii. Mixtures including solutions; and
iii. The effect of heat on states of matter
II.
Objectives
a. The student will be able to identify solids, liquids, and gases in everyday life; as well
as understand and be able to explain the differences between them.
III.
Procedure:
a. Introduction:
i. The teacher will begin by introducing solids, liquids, and gases that students
interact with on a daily basis.
ii. Then, the teacher will ask the students to say what the physical differences
are between solids, liquids, and gases (solids are hard, you can’t see gases,
liquids are wet, etc.), and write these differences on the board as the
students name physical characteristics of each.
b. Development
i. The teacher will explain the differences of solids, liquids, and gases, at the
most basic level: the distance between the atoms. For solids, the atoms are
very very close together, which is why solids are hard. For liquids, the atoms
are close but not touching, which is why we can put our hands through
water. And for gases, the atoms are very far apart, which is why we can’t see
them. The teacher will illustrate this on the chalk board above the listed
physical characteristics earlier listed.
ii. Students will create a “Solid, Liquid, Or Gas?” chart in which they use
cheerios to illustrate how solids, liquids, and gases look at a molecular level.
For solids, the cheerios will be very close together. For liquids, they’ll be a
little farther apart. And only two or three cheerios will be in the gases
square.
iii. Then, they will write a description of what each a solid, a liquid, and a gas is,
including physical properties.
iv. Lastly, they will name and draw examples of solids, liquids, and gases.
c. Summary
i. The teacher will conclude the lesson by reviewing the differences between
solids, liquids, and gases; and going over the illustrations/lists on the
chalkboard. Then the students will go around and share what their examples
for each were.
IV.
Materials and resources needed for the lesson
a. Paper, markers, cheerios, glue—really cheap (and great) lesson!
V.
Assessment
a. The teacher will informally assess each student’s understanding by looking at their
charts, and listening to the examples they share at the conclusion of the lesson. If
some students still seem “iffy” on the subject matter, the teacher can formally
assess understanding through a quiz which asks the students to illustrate the atoms,
name physical properties, and give two examples of solids, liquids, and gases.