Unit Plan: 5th Grade Science, Matter
Jeff Govert
Kayla Wright
Virginia Commonwealth University
What’s the Matter
5th Grade Science
Introduction
This week-long 5th grade science unit provides an introduction and an in-depth
exploration of matter. Through video and powerpoint presentations, lectures, stations, hands on
lab activities, note taking, expansion of personal science lapbooks, and review games, students
will develop a more concrete understanding of what is matter and many of the details outlined in
the corresponding SOL and curriculum framework. It is important to understand matter in depth
because it comprises most things and is the basis for many future fields of science that students
will explore in their academic careers.
Objectives
General Unit Objectives
1- Students will learn the definition of matter, the difference between mass and
weight, what is and is not made of matter, its three physical states and characteristics of those
states, that matter is comprised of molecules, the activity of those molecules in each state of
matter, and the effect of temperature on each state of matter and the molecules within them.
2- Students will construct and interpret a sequence of diagrams showing the
activity of molecules in all three basic phases of matter. Students will conduct an investigation
on the effects of temperature on the phases of matter and record their results. Students will also
further their skills in note taking, working together in groups, learning through discovery,
following written instructions, and interpreting data.
3- Students will develop an appreciation of the importance of matter and how it
exists in nearly all things. They should come to understand that all things are comprised of
smaller pieces that come together to create a whole that is greater than merely the sum of its
parts (though perhaps in their own words). Students should also acquire an appreciation of
scientific discovery through experimentation and research by providing them with fun ways to
learn the material that will spark their interest.
Specific Objectives
-Given the information in a powerpoint, the students will be able to recall four
properties of each state of matter with 100% accuracy in their science lapbook.
-Given the chance to complete hands on experiments, the students will be able
to record the four properties of each phase of matter with 95% accuracy on their worksheet.
-After watching a demonstration of the movement of molecules, the students will
be able to create a representation of the molecules in each phase of matter with 100%
accuracy.
-Given a handout with all the points that must go into their new lapbook page and
the opportunity to learn and ask questions from and about the teacher’s lecture and a video, the
student will be able to create a new page in their lapbook with 100% accurate notes about the
effects of temperature changes on matter and relevant vocabulary.
-Given the chance to play review games, the students will be able to recall
information learned throughout the week and state that information with at least 90% accuracy.
Standards of Learning (SOLs)
-Science SOL: 5.4
The student will investigate and understand that matter is
anything that has mass and takes up space; and occurs as a solid, liquid, or gas. Key concepts
include
a) distinguishing properties of each phase of matter;
b) the effect of temperature on the phases of matter;
c) atoms and elements;
d) molecules and compounds; and
e) mixtures including solutions.
-English SOL: 5.9 The student will find, evaluate, and select appropriate
resources for a research product.
a) Construct questions about a topic.
b) Collect information from multiple resources including online, print, and media.
c) Use technology as a tool to research, organize, evaluate, and communicate
information.
d) Organize information presented on charts, maps, and graphs.
e) Develop notes that include important concepts, summaries, and identification of
information sources.
f) Give credit to sources used in research.
g) Define the meaning and consequences of plagiarism.
-Technology SOL:C/T 3-5.7 Draw conclusions from research and relate these
findings to real-world situations.
A. Use research to support written and oral presentations.
·
Apply research derived from digital resources to original work.
·
Demonstrate how to cite digital resources when developing nonfiction reports and
presentations.
B. Apply knowledge when conducting research to develop accurate and balanced
reports.
·
Use best practice guidelines for evaluating research results.
-Art SOL: 5.11 The student will combine various craft techniques in works
of art.
-Math SOL 5.10 The student will determine an amount of elapsed time in
hours and minutes within a 24-hour period.
-Math SOL 5.8 The student will
a) find perimeter, area, and volume in standard units of measure;
b) differentiate among perimeter, area, and volume and identify whether the application of the
concept of perimeter, area, or volume is appropriate for a given situation;
c) identify equivalent measurements within the metric system;
d) estimate and then measure to solve problems, using U.S. Customary and metric units; and
e) choose an appropriate unit of measure for a given situation involving measurement using
U.S. Customary and metric units.
-Physical Education SOL: 5.5 The student will participate in establishing and
maintaining a safe environment for learning physical activities.
a) Work independently and with others to improve learning during physical activity.
b) Display appropriate cooperative and competitive behaviors.
Daily Plans
What’s The Matter Day 1
Purpose
The purpose of this lesson is to introduce students to basic knowledge about matter and
its different phases and set the stage for the following week’s unit. Students will understand that
matter makes up anything with mass and volume and comes in three basic forms: solid, liquid,
and gas.
Science SOL:
5.4 The student will investigate and understand that matter is anything that has mass and
takes up space; and occurs as a solid, liquid, or gas. Key concepts include
a) distinguishing properties of each phase of matter;
b) the effect of temperature on the phases of matter;
c) atoms and elements;
d) molecules and compounds; and
e) mixtures including solutions.
English SOL:
5.9 The student will find, evaluate, and select appropriate resources for a research
product.
a) Construct questions about a topic.
b) Collect information from multiple resources including online, print, and media.
c) Use technology as a tool to research, organize, evaluate, and communicate
information.
d) Organize information presented on charts, maps, and graphs.
e) Develop notes that include important concepts, summaries, and identification of
information sources.
f) Give credit to sources used in research.
g) Define the meaning and consequences of plagiarism.
Technology SOL:
C/T 3-5.7
Draw conclusions from research and relate these findings to real-world
situations.
A. Use research to support written and oral presentations.
· Apply research derived from digital resources to original work.
· Demonstrate how to cite digital resources when developing nonfiction reports and
presentations.
B. Apply knowledge when conducting research to develop accurate and balanced reports.
· Use best practice guidelines for evaluating research results.
Objectives: Given the information in a powerpoint, the students will be able to recall four
properties of each state of matter with 100% accuracy in their science lapbook.
Procedure
Introduction:
- Begin by asking students what they are made of (bone, skin, etc.) (Auditory)
- Continue until they cannot further break down their makeup
- Explain that all of those tiny little pieces are made up of even smaller pieces of
matter. Do not go into elements, molecules, and atoms yet as that will come later.
-Introduce students to the idea of matter and that it includes anything that has
mass and volume. They will recall that objects have physical properties that distinguish
them from one another.
-Accomplish this by leading a class discussion, encouraging students to ask
questions and contribute any background knowledge they already have about matter. (Auditory)
Developement:
- Pull up the powerpoint and use it as a visual as you read, explain, and
elaborate about the slide show’s content while encouraging questions and comments. (Visual)
- Continue on in the powerpoint to the states of matter, encouraging students to
ask questions about the key terms (matter, mass, volume, compressible, etc.) (Vis. & Aud.)
- Make sure you are connected to the internet so you can visit the link (in the
powerpoint) about weight on other planets. Use the weights of a couple willing students.
- When finished with the powerpoint, ask students to brainstorm examples of
solids, liquids, and gasses. Write their responses on the board.
- Explain to students that matter is all around us in it’s different phases.
- Have students remain at their desks to observe a teacher demonstration of the
different phases. Tell them not to give away what is going to happen if they already know.
(Visual)
- Pour vinegar into a clear container so students can see.
- Ask what state of matter the vinegar is in (liquid).
- Pour into a bottle.
- Hold up a clear container of baking soda and ask the students what state of
matter it is in (solid).
- Pour a small amount of baking soda into the bottle and quickly place the balloon
over the top of the bottle.
- When the balloon is full tell students that in the balloon is now carbon dioxide.
- Ask what state the carbon dioxide is in.
- Discuss how students knew what each state was and review the properties of
the different states of matter they just learned in the powerpoint. (Auditory)
- Here are your questions to ask: How do we know baking soda is a
solid? Is it easily compressible? Does it have a fixed shape? Does it have a definite
volume? Does it flow easily? Be sure you know these answers! Do the same after this
for liquid (vinegar) and gas (the CO2 in the balloon). This should serve as a review of the
powerpoint that will solidify the new knowledge for their lapbook activity later.
- As you discuss a phase and its properties (solid, liquid, or gas) show students
the examples (vinegar, baking soda, a full balloon).
Summary:
- Give each student a sheet of construction paper and tell them to fold it into
thirds.
- At the top of each panel have them write solid, liquid, and gas (show an
example already folded and labeled)
- Ask students to write four properties of each phase in the corresponding panel
- When students are finished tell them to compare their properties with a
shoulder buddy for correctness. (the teacher will also be walking around looking for
correctness)
- If properties are accurate students should skip one page in their science
lapbooks and glue the folded construction paper to the next page( for study materials
later)
- Have students pair up with their shoulder buddies and get online using one of
the class computers.
- Research teams will find two examples of each phase of matter, record them in
their lapbooks, and cite their sources.
- If students finish early they may turn back to the first page in their lapbooks and
decorate the “divider page” and label it “Matter”
- Discuss as a whole class the four properties of each phase of matter.
- Draw a chart on the board that represents the fold out in their lapbooks so
students can see exactly what should be in each panel. Fill out the headings and the
four properties as students raise their hands and share the correct answers. Make sure
ALL students have a completed lapbook of notes by reminding them this will be on the
test!
- At the end of the discussion have students share a few examples of each phase
that students found online.
- For advanced students, have them add additional examples of each phase in
their lapbooks. Also have them research about water and how it may be different from
other substances in each phase of matter. Record any findings in their lapbooks with
cited sources.
- For strugglers, get them started with properties by providing the basis for them
(Shape, Volume, easily compressible?, flows easily?)
Materials
- Powerpoint on Matter/phases of matter
- vinegar
-baking soda
- balloon
- bottle
-clear glasses/containers
-construction paper (enough for the class)
Evaluation Part A:
Students will be evaluated based on their ability to recall knowledge learned in the
lesson about the phases of matter and their properties. Students will be given the
opportunity to assess their answers with a partner and correct them. In addition to this,
the teacher should be looking at students’ work to check for understanding before
students put the finished product into their science lapbooks. The students should have
all of the properties of each phase of matter correct in order to meet the objective.
Evaluation Part B
Did students meet the objectives?
Were students engaged?
What went well?
What could you do differently?
What’s The Matter Day 2
Purpose
The purpose of this lesson is to reinforce concepts learned in the previous lesson and
gain a more concrete understanding of the phases of matter through hands on activities and
more in-depth instruction.
Science SOL 5.4 The student will investigate and understand that matter is anything that
has mass and takes up space; and occurs as a solid, liquid, or gas. Key concepts include
a) distinguishing properties of each phase of matter;
b) the effect of temperature on the phases of matter;
c) atoms and elements;
d) molecules and compounds; and
e) mixtures including solutions.
Computer/Technology SOL 3-5.7 Draw conclusions from research and relate these
findings to real-world situations.
A. Use research to support written and oral presentations.
• Apply research derived from digital resources to original work.
• Demonstrate how to cite digital resources when developing nonfiction
reports and presentations.
B. Apply knowledge when conducting research to develop accurate and balanced
reports.
• Use best practice guidelines for evaluating research results.
Objectives
Given the chance to complete hands on experiments, the students will be able to record
the four properties of each phase of matter with 95% accuracy on their worksheet.
Procedures
Introduction:
- Students will be asked to recall the four properties of each stage of matter that
they recorded in their lapbooks the day before (shape, flow, volume, and compressibility of
solids, liquids, and gasses). Have students raise their hands and answer as recitation, then
encourage a discussion about common characteristics between the three different states.
(Auditory)
- Tell them they will have the chance to work at three different stations in order to
gain a better understanding of each property related to each phase of matter. They will
be doing a lab at each station where they conduct scientific investigations on matter.
Development:
- Give students the worksheet before they go to centers. Explain that they will all
be responsible for completing their own worksheets which will be graded.
- Explain what they will be looking for at each center. Go over the instructions
and activity they will be doing at each one.
- Solids Station: Students will be manipulating play dough and a square
block to test them for shape, compressibility, flow, and volume (Visual, Kinesthetic).
Students are to follow the instructions on their lab sheets in order, take turns acting out
the instructions so everyone gets a turn at some point in the stations, and everyone must
write their own answers on their sheet but the group is encouraged to come up with
answers together.
- Liquids Station: Much like the solids station, students will be
manipulating water via balloons and plastic containers to test it for shape,
compressibility, flow, and volume (Visual, Kinesthetic). As per the instructions on the lab
sheets, start by having one student fill up a water balloon and tie it off. Do not make the
balloon larger than the plastic containers. Have another student fill up the tall and thin
plastic container with water. If there are any accidental spills, there is a towel at the
station. Anyone playing with the water in a way that is not described on the lab sheet will
be deemed too immature to work on experiments and will be sent out of the class to
wait. They will still be expected to finish their lab sheets to the best of their ability by
guessing what would have happened.
- (For the Gas center conducted ONLY by the teacher) (Visual, Auditory)
- Pour a small amount of water into a bowl.
- Drop a piece of dry ice into the bowl
- Soak a paper towel in soap and fold the paper towel into a
rectangle (the paper towel should cover the diameter of the bowl)
- Starting at the top of the bowl, press the paper towel onto the
edge and drag around and to the bottom of the bowl so that a film of soap covers the top
- The dry ice should create carbon dioxide trapped in the bubble.
The bubble should grow.
- Have students answer the question about volume
- Pop the bubble over the bowl and talk about what happened to
the gas.
- Have students answer the question about compressibility and
flow.
- Place a different shaped cookie cutter in the middle of the bowl
and be sure a piece of dry ice is in the middle.
- Make a bubble over the cookie cutter the same way you did the
bowl. (You can do this with as many cookie cutters as you wish)
- Have students answer the question about shape
- Since group sizes will be large, tell students that if they have a question the
whole group is stuck on, send ONE messenger to the teacher to find out the answer and
tell it to the rest of the group.
- Inform students that each lab station should look exactly the same way they
found it when they leave to go to the next one.
- Divide students into three groups by numbering off, and send them to their
respective stations. Pick one student in each group to be the “reader” who will read the
text in each computer video aloud to the group. The reader can not also be the
messenger and can not act out the instructions at the stations. Students MUST take
turns manipulating the objects at each station via the instructions on the worksheet (the
play dough, water balloons, etc.)
- There should be a computer at each station
- Students should first view the video at each center before working (Section 2 of
video at Solid station, section 3 at Liquid station, section 6 at gas station. At the last station they
go to, students should watch video 7) (Visual)
(http://www.abpischools.org.uk/page/modules/solids-liquidsgases/slg2.cfm?coSiteNavigation_allTopic=1)
- The teacher should be assisting students at the gas center (will be using dryice). Explain the dangers of dry-ice and that touching it will result in severe disciplinary
action.
- Groups should take their worksheet and a pencil to record answers at each
station
- Start one group at each station and change stations after 15 minutes.
- For Those Who Struggle: Students struggling to grasp the concepts will have
large groups of students to help them figure out the answers to the questions. In the
instructions, students are encouraged to share the responsibilities of reader, messenger, and
doers of the lab activities so that more timid students will not be left on the sidelines by the
overachievers of the group.
- For Advanced Students: Advanced students will be able to practice their
leadership skills while their group deliberates on answers to the lab questions. There will also be
a discussion at the end of the lesson where the teacher will ask for their thoughts on things we
have not explicitly covered yet so advanced students can call on prior knowledge or make
hypotheses.
Summary:
- Once students have all been to each station and filled out all sections of their
worksheets, ask students to return to their desks
- Have a whole class discussion about what the students observed at each
station and why they believe it happened (will answer this question the next day when you
introduce molecules) (Auditory)
- After the discussion have table leaders/helpers collect papers and turn them
into the assignment box
Materials:
- three computers (a way to watch the video at each station)
Solids Station
- square block
- play dough
- play dough can
- decline/incline (to demonstrate flow)
Liquids Station
- sink/ tub of water
- balloons
- 2 plastic containers, one tall and thin, one short and fat, but both with roughly the same
volume (exactly the same if possible)
- Towel for spills
Gasses Station
- small amount of dry ice
- bowl of water
- soap
- paper towels
- gloves (to handle dry ice)
- different shaped cookie cutters (optional)
Evaluation Part A:
The students will be evaluated based on what they understood from the hands on work
at each station. Students are able to prove this understanding by completing an open ended
question worksheet that is to be taken to each station. They will also be able to express their
understanding orally during a class discussion. The teacher will collect the students’
worksheets and look for 95% accuracy and completion of the objective.
Evaluation Part :
Did students meet the objective?
Did students seem engaged?
What went well?
What can you change?
Can you take it further?
Phases of Matter
Station #1: Solid
Before beginning, watch part 2 of the video on the computer. Then, complete the
experiment and answer the questions below. If this is your last station, watch part 7 too.
1. Take the square block and attempt to squeeze it between your palms. Were you able to
compress the block and make it smaller?
Try the same thing with the play dough. Could you make the ball of play dough smaller?
2. When you squeeze the block and the play dough, are you able to change their volumes? How
do you know?
3. Try to put the block in the play dough can. Then put the play dough in the can. Do the block
and play dough keep their own shape or take the shape of their container?
Which object is behaving more like a liquid, the block or the play dough? How do you know?
Liquids freely take the shape of their container. Are these solids freely taking that shape or do
you have to force them to?
4. One at a time, place the block and the play dough on the incline. Do they move? Do they
flow? What’s the difference between moving and flowing?
5. Are the block and the play dough both solids? Is one MORE solid than the other? Explain.
Station #2: Liquid
Before beginning, watch part 3 of the video on the computer. Then, complete the
experiment and answer the questions below. If this is your last station, watch part 7 too.
Have one student fill up a water balloon and tie it off. Do not make the balloon larger than the
plastic containers. Have another student fill up the tall and thin plastic container with water.
1. What shapes are the water taking? Why?
2. Pour the water from the tall container into the short one. Did it flow easily or did you have to
force it?
Did the shape change? If so, how?
Did the volume change? If so, how?
3. Have another student hold the balloon inside the sink and squeeze it gently. Are you able to
make it smaller? Is it compressible?
What would happen if you squeezed it too hard? Why? Discuss with your group what is water
pressure. Is pressurized water compressed? Holding the balloon in the sink, have another
student poke a hole in it with a pencil. What happened? Why?
Station #3: Gas
Before beginning, watch part 6 of the video on the computer. Then, complete the
experiment and answer the questions below. If this is your last station, watch part 7 too.
Then, observe the experiment conducted by the teacher and answer the following
questions.
1. What happened when the film of soap was created over the bowl? Did it grow or stay the
same size? Was more gas added or do you think the amount of gas stayed the same?
Did the volume of the gas change? How do you know?
2. After popping the bubble, what did you notice? What happened to the Gas?
Did the gas flow easily?
3. What did you notice about the compressibility of the gas? How do you know?
4. What happened when using the cookie cutters? Was there a difference? What does this tell
you about the shape of gas?
What’s The Matter Day 3
Purpose:
The purpose of this lesson is to expand on the properties of the three phases of matter
by introducing the students to molecules and atoms. Students will learn about the differences in
the behavior of the molecules of each phase.
Science SOL:
5.4
The student will investigate and understand that matter is anything that has mass and
takes up space; and occurs as a solid, liquid, or gas. Key concepts include
a)
distinguishing properties of each phase of matter;
b)
the effect of temperature on the phases of matter;
c)
atoms and elements;
d)
molecules and compounds; and
e)
mixtures including solutions.
Art SOL:
5.11
The student will combine various craft techniques in works of art.
Objective:
After watching a demonstration of the movement of molecules, the students will be able
to create a representation of the molecules in each phase of matter with 100% accuracy.
Procedure:
Introduction:
- Students should recall the lab from the previous day about the properties of
each state of matter
- Ask students if they know why each one behaves in that way.
- Then explain to students that it is because of molecules. Molecules are tiny
pieces of matter too small to see without a microscope. When you combine millions of them
together, they make up a bigger piece of matter like tiny grains of sand coming together to make
a sandbox. (Auditory)
- On the board in front of the class, write solid liquid and gas side by side
- draw a large circle under each one (Visual)
- explain to students that the molecules in each phase behave differently
causing the properties of solids, liquids, and gasses to be different.
- in the circle under solid, draw many smaller circles very packed and close
together. (Visual)
- in the liquid circle draw fewer with a little space between them (Visual).
- in the gas circle draw only a few circles with a lot of space between them
(Visual).
- explain to the students that the more space between the molecules, the faster
they move, the easier it is to compress the object (by compressing the molecules), the more
volume they take up (without adding more molecules, just space between them), and the easier
they flow (because they are not in each other’s way, blocking flow). (Auditory)
Development:
- choose three student volunteers to help demonstrate the movement of
molecules.
- have those students stand at the front of the room while the rest of the class
observes from their desks. (Visual)
- wrap a large clear plastic bag around each student from their shoulders to their
waist. Have leg holes cut out on the bottom so they can put it on. Be sure to leave enough room
at the top to be able to put balloons inside the bags, but not too much room so that while the
students are moving the balloons do not fall out.
- Put a small amount of balloons (~4) in one student’s bag that surrounds them.
- Add a few more balloons (~6) to the bag around the second student.
- Fill the third student’s bag almost completely (~10).
- One at a time ask the students to jump up and down (Kinesthetic).
- As each student jumps ask the rest of the class what they notice about the
balloons in the bag. Are they moving a lot? A little? Not at all?
- Tell the class that we are then going to label each student either a solid, liquid,
or gas based on the movement of the molecules (the balloons)
- tell all three students to jump at the same time so that the class is able to
compare them (Visual, Kinesthetic).
- Ask the class which state of matter the first student is and then give them the
pre made label to put on their bag.
- Discuss with students that the molecules in the solid almost don’t move at all
because they are packed so close together (Auditory).
- Also explain that the liquid and gas move faster because they have more
space between the molecules (Auditory).
- ask two students to help the volunteers take the bags and balloons off.
Summary:
- explain to students that they are going to make more notes to put in their
science lapbook under the “Matter” section.
- Tell students they should complete this next assignment on the next open page
in that section
- Explain to students that they should create a page in their lap book that
represents the molecules in all three phases of matter.
- Students can draw, craft, paint, etc. but they must have three representations of
the molecules: one for solid, liquid and gas (Tactile).
- The teacher should be walking around and watching the students create their
page and looking for understanding.
- Correct anyone’s page so that they can have a correct representation to study.
- For strugglers, have them draw an example of a solid, liquid, and gas. have
them glue beads onto their picture to represent their molecules
- For Advanced, have students write 1-3 sentences about the representation they
created in their lapbooks about the properties of the object and the molecules’ behavior.
Materials:
- Plastic bags/ plastic wrap
- About 20 balloons already inflated
- students’ lapbooks
- crafting items (beads, string, pipe cleaners, crayons, etc.)
Evaluation A:
Students will be evaluated based on their understanding of the behavior of molecules of
each phase of matter. The teacher will be listening during the demonstration to see which
students are grasping the idea of the movement of molecules. She will also be observing the
student’s artwork in their lapbooks in order to get a better idea of who is understanding and who
is struggling.
Evaluation B:
Did the students meet the objective?
Were the students engaged?
What went well?
What could you change?
Can you take it further?
What’s The Matter Day 4
Purpose:
The purpose of this lesson is to expand student’s knowledge about the phases of matter
that they have learned previously during the week. Students will learn the effects of
temperature on the phases of matter by listening to teacher lecture, participating in recitations
and discussions, watching a video, taking notes on a handout, and adding a page of notes to
their interactive notebooks.
Science SOL 5.4 The student will investigate and understand that matter is anything that has
mass and takes up space; and occurs as a solid, liquid, or gas. Key concepts include
a) distinguishing properties of each phase of matter;
b) the effect of temperature on the phases of matter;
c) atoms and elements;
d) molecules and compounds;
e) mixtures including solutions
Math SOL 5.8 The student will
a) find perimeter, area, and volume in standard units of measure;
b) differentiate among perimeter, area, and volume and identify whether the application of the
concept of perimeter, area, or volume is appropriate for a given situation;
c) identify equivalent measurements within the metric system;
d) estimate and then measure to solve problems, using U.S. Customary and metric units; and
e) choose an appropriate unit of measure for a given situation involving measurement using
U.S. Customary and metric units.
Math SOL 5.10 The student will determine an amount of elapsed time in hours and
minutes within a 24-hour period.
Objective: Given a handout with all the points that must go into their new lapbook page and the
opportunity to learn and ask questions from and about the teacher’s lecture and a video, the
student will be able to create a new page in their lapbook with 100% accurate notes about the
effects of temperature changes on matter and relevant vocabulary.
Procedure:
Introduction:
- Pass out a copy of the handout to each student.
- Hook students attention by assuring them we will be playing with dry ice again!
- But first we have to have a brief discussion about temperature’s effects on
matter (Auditory).
- Explain they are already all experts on how matter changes states. Draw on the
board an S for solid, and arrow to an L for liquid, and another arrow to a G for gas. Point to this
simple diagram while asking the following questions for a visual aid (Visual).
- Ask, “What is it called when liquid water changes into a solid?” (Freezing)
- Ask, “What is it called when solid ice changes into a liquid?” (Melting)
- Ask, “What is it called when liquid water changes into gaseous water vapor?”
(Evaporation)
- Ask, “But what if a solid skips turning into a liquid, and goes straight into being a
gas?” Draw a new arrow going past the L straight from the S to the G. “Is this possible? It is!”
- Get out the dry ice and walk around the room so everyone can see it.
- Explain, “Dry ice is solid carbon dioxide. Carbon dioxide, or CO2, is what plants
breathe. It is what we breathe out after we breathe in oxygen. When we breathe it, CO2 is a
gas. Water vapor is also a gas but since the properties of water and carbon dioxide are very
different, they can both be gases even though they are completely different temperatures. Water
is extremely hot when it is a gas and carbon dioxide is just room temperature when it is a gas.
- “This dry ice, or solid CO2 is extremely cold, so it feels like our classroom is
very hot. Can you see this mist coming off of the dry ice? That mist is gaseous CO2. The
temperature of this room is so much hotter than the temperature of this dry ice that it is instantly
evaporating from a solid into a gas, completely skipping the liquid state! This process is called
sublimation. What’s it called, class?” Class should all repeat, “Sublimation!”
Development:
- Do an experiment as a class by timing how long it takes for the dry ice to
completely sublimate away, how long it takes for an ice cube to melt in the shade, and how long
it takes for an ice cube to melt in a sunny spot by a window. Write the current time on the board
and tell students to help you keep an eye on the dry ice and the ice cube. During the lesson,
when you notice that one of them has finished, write the current time on the board and ask
students to figure out how much time has elapsed. Give everyone enough time to figure it out
before calling on someone to answer. Note to the class that the dry ice is completely gone
because it turned into a gas but the ice has melted into water and is in a pool where you left it.
- Discuss with the class, what is temperature? (Auditory) Encourage students to
share their ideas but lead the discussion towards these key points:
- Temperature is determined by the amount of heat present.
- There is no such thing as cold, cold is just the absence of heat.
- Air conditioners don’t add cold to the air, they actually remove heat from
it and then blow that less hot air back inside.
- What is heat? Heat is a form of energy.
- Are energy or heat made of matter? No. But can they have an effect on
matter? Yes.
- Ask students to recall what they learned the day before about molecules and
draw the same picture you drew then with three circles with different amounts of molecules in
them to represent solid, liquid, and gas.
- Ask them to recall when the three students jumped up and down with the
balloons wrapped around them and the balloons/molecules were moving around.
- Explain that molecules in EVERYTHING are ALWAYS MOVING! Have them
repeat that back to you (“Molecules in everything are always moving!”) (Auditory) Hint that that
might be an answer on their worksheet.
- Ask them, given what they know about how easily molecules move around in
solids, liquids, and gases, which state do they think has the fastest moving molecules? (Gases)
The slowest moving? (Solids) Which is the hottest? (Gases) The coldest? (Solids)
- “So molecules in gases move the fastest and are the hottest. Do you think that
means the hotter matter gets, the faster its molecules move?” The answer is yes. “And the
colder matter gets, the what?” The answer is the slower molecules move. Hint that this may be
on their handout!
- Ask the class, “Can it ever get so cold that molecules stop moving completely?
Remember from earlier, what is cold? Cold is the absence of heat. So what if there was
absolutely no heat or energy in a piece of matter? With no energy, the molecules wouldn’t be
able to move, they would be frozen! This is the coldest anything could ever be and this
temperature is called absolute zero. Say it with me: ‘Absolute Zero.’ Can anyone guess what
that temperature would be in Fahrenheit? It would be −459.67 degrees! But we do not use
Fahrenheit to measure things that cold though. Who knows what temperature scale we use?
Not Celsius, but a scale called Kelvin. Absolute zero where all movement of molecules stops is
at zero degrees Kelvin. Does anyone have a question about molecules, temperature, or
absolute zero?”
- Show students this video (Visual). Emphasize that several answers on their
handout will be found in the video: https://www.youtube.com/watch?v=R18pczZ6fZM
- Give the class a couple minutes to answer as much as they can on their
handouts and then go over the questions on the handout that were answered in the video by
asking students for their answers.
- For Advanced Students: We will be covering complex topics in lecture while
strongly encouraging discussion and input from students. Facts like the temperature of Absolute
Zero in Fahrenheit and that it is technically impossible to reach absolute zero should be
introduced for the benefit of advanced students even though the class will not be tested on
them.
- For those who struggle: The teacher must make a point to give obvious hints
throughout the lecture that what he/she has just said is an answer of the study guide.
Completion of the study guide is not for a grade but the teacher must ensure that everyone has
finished it, even if it comes down to giving them the answers at the end. Students will then
reinforce their knowledge of what is on the study guide by copying it into their lapbooks as facts
which the teacher will also be available to aid in doing (as described in the summary section).
Summary:
- Have students create a new page in their lapbooks for temperature’s effects on
the phases of matter and the movement of molecules.
- Have students create a fact for each of the questions on their handout and write
that fact on their new lapbook page for their notes because it will help them study
for the test.
- Demonstrate how to create a fact: Take the first questions for example.
Students will want to just copy that sentence down word for word because it is
already a fact. Then look at, “When water freezes, do its molecules get more or
less compressed?” Explain that their fact should take the question and turn it into
a complete sentence that contains the answer, such as “When water freezes, its
molecules get less compressed?” Or, put it into your own words you will
understand, like “When water freezes, it gets bigger.”
Materials:
- Dry Ice
- Two ice cubes and two trays to set them on
- A sunny window spot
- White board and dry erase markers
- Construction paper for students’ lapbooks
Evaluation A:
Students will be evaluated based on their understanding of the effects of temperature on
the phases of matter. They will be evaluated based on their participation in class discussions
and experiments. The teacher will also be looking around at students’ lapbooks and handouts
to look for further understanding of the material that students will be tested on later in the week.
Evaluation B:
Did students meet the objective?
Did students seem engaged?
What went well?
What could you change?
Can you take it further?
Temperature Facts You Need to Know
Molecules in ___________________ are __________________
____________________!!!
As matter’s temperature increases, its molecules move ______________________.
As matter’s temperature decreases, its molecules move _____________________ .
Water freezes at ___________ degrees Celsius and at ____________ degrees Fahrenheit.
Water boils at ____________ degrees Celsius and at ____________ degrees Fahrenheit.
When water freezes, do its molecules get more or less compressed? ____________________.
Does this make its volume increase or decrease? _________________________.
When anything other than water freezes from a liquid into a solid, do its molecules get more or
less compressed? ____________________.
Does this make its volume increase or decrease? _________________________.
Circle one: True or False: All different forms of matter freeze and melt at the same temperature.
When matter goes straight from a solid to being a gas, its called
_________________________.
Definition: Cold is the _____________________ of ______________________.
Definition: Heat is a form of _________________________.
In a complete absence of heat (and energy), molecules would ________________ moving.
The temperature at which molecules completely stop moving is called ____________________
__________________________.
What’s The Matter Day 5
Purpose:
The purpose of this lesson is to review the material that students have learned during
the week. Students will have the chance to play review games that cover matter and it’s three
states, the properties of matter, molecules, and the effects of temperature on the states of
matter.
Science SOL: 5.4 The student will investigate and understand that matter is anything that has
mass and takes up space; and occurs as a solid, liquid, or gas. Key concepts include
a) distinguishing properties of each phase of matter;
b) the effect of temperature on the phases of matter;
c) atoms and elements;
d) molecules and compounds; and
e) mixtures including solutions.
Physical Education SOL: 5.5 The student will participate in establishing and maintaining a safe
environment for learning physical activities.
a) Work independently and with others to improve learning during physical activity.
b) Display appropriate cooperative and competitive behaviors.
Objective:
Given the chance to play review games, the students will be able to recall information
learned throughout the week and state that information with at least 90% accuracy.
Procedure:
Introduction:
- Explain to students that they will be reviewing the content learned earlier this
week about matter and its phases. They will be playing Jeopardy (Visual/Auditory) for prizes
and if they are well behaved then the class will play a fun review game outside (Kinesthetic).
- Tell students to take 5 minutes to quickly look over their notes in their lapbooks
with a shoulder buddy by quizzing each other.
Development:
- Number students off 1-4 so there are 4 equal groups
- Students may choose a team name if they wish
- Write all four teams on the board in front of the class
- Write the three categories on the board and circles under each category for how
many questions there are in each category (True/False- 8 circles, Icy Hot- 7 circles, and
Transformers, Matter in Disguise- 6 circles.
- When students answer a question, mark a circle with a check if all teams got it
right or with an X if one or more teams got it wrong. This will tell students how many questions
are left and the teacher what questions need more reviewing.
- Have students get into their teams at tables and choose a team speaker for
choosing categories.
- Pull up the Jeopardy game.
- Each team will be given a whiteboard and dry erase marker to record their
team’s answer. Instruct students to take turns writing the answers down. Check in periodically to
make sure that everyone has written at least one answer so that struggling students who are not
coming up with the answers will at least be able to write them down to help them remember it
for the test.
- Teams will take turns choosing a category
- After 15 second the teams will hold up their answers on their whiteboards.
- If their answer is correct they will receive the points. The team with the most
points wins. The winning team can get extra points on the test, a physical prize, lunch in the
room, etc. (teacher’s choice).
- Pay attention to any questions that were often missed and discuss the correct
answer
- For advanced students: Advanced students will likely produce most of the
answers for the group but will not be bored because they will be competing for 1st place.
- For those who struggle: Struggling students will be able to receive help in the
Jeopardy game from their group members. There will also be an opportunity for them to learn by
moving in the next game.
Summary:
- After the game take the students to a larger space (the gym, outside, etc)
- Tell the students to get back into their groups and spread out. Explain that you
will have to work together as a group to become physical models of the different phases of
matter. The goal is for your group to look the most like the phases the teacher describes so you
will have to work together and help each other understand.
- Explain that you will yell solid, liquid, or gas and the students should arrange
themselves to represent the molecules’ behavior of that phase (solid: slow motion, liquid:
walking, gas: jogging but NOT running). If you have access to speakers and music, tell students
they can dance like their state of matter (solid: slow motion like doing the robot, liquid: normal
dancing, gas: going crazy!)
- Example: Solid. Students should get very close and move very little
- quickly review freezing, melting, evaporation, and sublimation
- have students start with the last phase from the previous game. Yell one of the
temperature changes and have students quickly arrange themselves to represent the new
phase.
- Example: Start at solid: “Sublimation!” students should spread themselves very
far apart and move quickly.
- Other commands could be:
- “Absolute Zero:” Students freeze in place (or say “Zero degrees Kelvin”)
- Call out a temperature. For example, have students become ice, tell
them it is getting warmer and let them melt into liquid, then call out “212 degrees Fahrenheit”
and watch them evaporate into gas. Use temperature calling to test their memory of freezing
and boiling points of Celsius and Fahrenheit.
- Watch carefully to look for understanding of the molecules’ behavior and effects
of temperature change.
- Address any topic that may need to be clarified for the test.
Materials:
- whiteboards
- dry erase markers
- Jeopardy questions
- Open space
- Speakers and music (optional)
Evaluation A:
Students will be evaluated based on the knowledge they can recall from the weeks
lessons about matter and its phases. The teacher will be observing the students during both
games to look for understanding and look for anything that may need to be clarified.
Evaluation B:
Did students meet the objective?
Did students seem engaged?
What went well?
What could you change?
Can you take it further?
Jeopardy Questions
OPTIONAL:
Website to create Jeopardy Review!
https://www.superteachertools.net/jeopardyx/editor.php
Categories are “True or False,” “Icy Hot,” and “Transformers, Matter in Disguise.”
True or False
- Everything is made of matter? (False, energy, heat, light, and rainbows are not)
- Solids and liquids are not easily compressible (True)
- Gas takes on the shape of its container but has a fixed volume (False, it takes on the volume
of
its container too)
- Solids take on the shape of their container (False)
- Liquids have a fixed volume (True)
- Gas is easily compressible (True)
- Gas and liquid are the same in how they flow (True, they both flow easily)
- Solids and liquids have a fixed shape (false, solids do but liquids take their container’s shape)
Icy Hot
- Water boils at how many degrees Fahrenheit and how many Celsius? (212 and 100)
- If molecules start moving faster, the temperature is getting BLANK (hotter/higher)
- Water freezes at how many degrees Fahrenheit and how many Celsius? (32 and 0)
- What is the temperature called where all molecules’ movement stops? (Absolute Zero)
- What is the numerical temperature of Absolute Zero? (0 degrees Kelvin)
- To make something colder, you actually remove its BLANK (Heat)
- If molecules start moving slower, the temperature is getting BLANK (colder/lower)
Transformers, Matter in Disguise
- When liquid becomes a solid, what’s it called? (Freezing)
- When a liquid becomes a gas, what’s it called? (Evaporating)
- Does Carbon Dioxide freeze at a higher or lower temperature than water? (Lower)
- What is frozen carbon dioxide called? (Dry Ice)
- When a solid becomes a gas, what’s it called? (Sublimation)
- Can changing something from a solid into a liquid change its volume? (Yes, melting ice will)
What’s The Matter? Day 6 Assessment
Name:____________________
Date:_____________________
For questions 1- 10 circle the BEST answer.
1. Which of these is NOT one of the three phases of matter:
A. Gas
B. Solid
C. Heat
D. Liquid
2. Matter is…
A. Anything heavy
B. Anything with volume and mass
C. Anything you can see and touch
D. Anything that takes up space
3. Which of these is NOT an example of matter:
A. Steam
B. Cats
C. Rainbow
D. Milk
4. Water freezes at this temperature:
A. 100 degrees Celsius
B. 0 degrees Fahrenheit
C. 0 degrees Kelvin
D. 32 degrees Fahrenheit
5. Which of these is a true statement?
A. Staplers take on the shape of their containers
B. Milk does not flow easily
C. Air is easily compressible
D. None of these statements are true
6. All matter is made up of…
A. Molecules
B. Air
C. Light
D. Solids
7. When matter changes directly from being a SOLID into being a GAS without ever becoming a
liquid, it is called _____________.
A. Freezing
B. Sublimation
C. Melting
D. Transmogrifying
8. Dry Ice is also known as:
A. Ice cubes in a desert
B. Pudding
C. Solid/Frozen Carbon Dioxide
D.Frozen water
9. The point at which all movement of molecules completely stops is called ________________.
A. Incontinence
B. Red Light, Green Light
C. Totally Super Coldness
D. Absolute Zero
10. Which of these temperatures is the coldest?
A. 0 degrees Kelvin
B. 0 degrees Celsius
C. 0 degrees Fahrenheit
D. Inside the cafeteria freezer
True or False. Write T for true, or F for False
11. ______ As temperature increases, molecules move faster.
12. ______ Water boils at 100 degrees Celsius
13. ______ When a liquid becomes a gas, it is called melting
14. ______ All matter melts and freezes at the same temperatures
15. ______ Heat is a form of Energy
16. ______ Electricity is a form of Matter
17. ______ Our classroom is made of matter
18. ______ Molecules in Solids are closer together than molecules in Gases
19. ______ Solids and Liquids are easily compressible
20. ______ To make something colder, you remove its heat
Draw a picture in the circles of what the molecules look like in a Solid, Liquid, and Gas.
SOLID
LIQUID
GAS
Fill in each box of the table with a YES or a NO
Solids
Is it easily
compressible?
Does it flow easily?
NO
Liquids
Gases
Does it have a fixed
shape?
Does it have a fixed
volume?
Answer Key
1. C
2. B
3. C
4. D
5. C
6. A
7. B
8. C
9. D
10. A
11. T
12. T
13. F
14. F
15. T
16. F
17. T
18. T
19. F
20. T
SOLID
LIQUID
GAS
Fill in each box of the table with a YES or a NO
Solids
Liquids
Gases
Is it easily
compressible?
No
No
Yes
Does it flow easily?
No
Yes
Yes
Does it have a fixed
shape?
Yes
No
No
Does it have a fixed
volume?
Yes
Yes
No
Resources
Websites:
Video for centers (DAY 2)(http://www.abpischools.org.uk/page/modules/solids-liquidsgases/slg2.cfm?coSiteNavigation_allTopic=1)
Video shown for temperature lab (DAY 4)https://www.youtube.com/watch?v=R18pczZ6fZM
Jeopardy Review Game Creator (DAY 5)https://www.superteachertools.net/jeopardyx/editor.php
Materials:
- Powerpoint on Matter/phases of matter
- Vinegar
- Baking soda
- Balloon
- Bottle
- Clear glasses/containers
- Construction paper (enough for the class)
- Three computers (a way to watch the video at each station)
Solids Station
- Square block
- Play dough
- Play dough can
- Decline/incline (to demonstrate flow)
Liquids Station
- Sink/ tub of water
- Balloons
- 2 plastic containers, one tall and thin, one short and fat, but both with roughly
the same volume (exactly the same if possible)
- Towel for spills
Gasses Station
- Small amount of dry ice
- Bowl of water
- Soap
- Paper towels
- Gloves (to handle dry ice)
- Different shaped cookie cutters (optional)
- Plastic bags/ plastic wrap
- About 20 balloons already inflated
- Students’ lapbooks
- Crafting items (beads, string, pipe cleaners, crayons, etc.)
- Dry Ice
- Two ice cubes and two trays to set them on
- A sunny window spot
- White board and dry erase markers
- Construction paper for students’ lapbooks
- Whiteboards
- Dry erase markers
- Jeopardy questions
- Open space
- Speakers and music (optional)