Background for the unit:
There are different states of matter and each of these states has
properties that are unique. What are the different states of matter and what
properties do they possess that allows us to classify them? Do items exist that
possess qualities of more than one state of matter?
Matter is the stuff from which tangible objects are made. This includes
pencils, mountains, and oceans. There are three types of matter that we are likely
to encounter in a typical day. They are: solids, liquids and gasses.
Solid objects have definite shape and the shape doesn’t change when the
object is moved from one place to another. When solids are moved from one
container to another, they maintain the same shape as they had before. Solids
that have been reduced to very small particles, like sand, have some of the same
characteristics as liquids. Powdered materials pour and spill and they appear to fill
containers to a level. However, powders do not form flat surfaces and can be
made into piles and pushed into shapes on flat surfaces.
Liquids have no shape of their own, but do have a constant volume. Liquids
take the shape of their containers and fill it to level. The surface of a liquid is
always flat and level with the plane of the earth.
Gasses have no shape or constant volume. Gasses expand and contract
readily. Gasses are difficult to handle and are hard to interact with.
Some materials are composed of solids and liquids. These materials have
some properties of solids and some of liquids. These can be described as a new
state of matter - colloid.
Interactions between solids, liquids and solids and liquids produce a variety
of results. Mixtures of solids can be separated into their components, even
though it can be a challenge at times. Mixtures of liquids are interesting, they may
mix completely, they may react to produce new products or they may not mix and
will form layers. Mixtures of solids and liquids can produce all of the above results
plus some others. The solid may sink or float, it might soak up the liquid, and it
might dissolve in the liquid.
Due to the difficulties in dealing with gasses, this unit will focus only on
solids and liquids, but the students will be informed of some properties of gasses.
Minnesota State and NSES Standards:
Physical Science: Structure of Matter: The students will understand that objects
can be sorted and classified based on their properties.
History and Nature of Science: A Scientific Inquiry: The students will raise
questions about the natural world, make careful observations and seek answers.
What will students KNOW?
 Materials can be sorted based on their properties.
 Properties of solids, including: flexible, rigid, smooth, rough, soft, hard,
colored, pointed, flat, transparent, opaque
 Properties of liquids: transparent, translucent, viscous, free flowing, foamy,
clear, liquids take the shape of their containers, and liquids pour and flow.
 Some solids behave like liquids.
 All matter takes up space and has mass.
What will students UNDERSTAND?
 The students will understand that matter has three states.
 The students will understand that objects can be classified based on their
properties.
 The students will understand that matter can be changed.
What will students be able to DO?
 The students will sort and classify objects in terms of color, size, shape,
weight, texture, and flexibility.
 The students will classify a substance as a solid, liquid or gas.
 The students will know that solids have a definite shape and that liquids take
the shape of their container.
 The students will observe that water can be a solid or liquid and can change
from one state to another.
 The students will use appropriate tools to gather and organize data.
 The students will recognize and describe patterns
 The students will describe changes in matter
Guiding Questions:
Core Curriculum:
 What is a solid? What are the properties of solids?
 What is a liquid? What are the properties of liquids?
 What happens when solids are mixed? Liquids are mixed? Solids and liquids
are mixed?
 What are two properties that all matter has?
 What are some ways in which matter changes? What are some causes of the
changes?
Curriculum of Practice:
 What types of tools are needed to sort and classify solids and liquids?
 How do scientists use their knowledge of the types of matter and their
properties?
 What types of job utilize information about solids and liquids?
Curriculum of Connections:
 Where do you see uses of solids and liquids in your community?
 How have our buildings changed over time as we better understand solids
and liquids?
 How does our knowledge of solids and liquids change our views of pollution
and environmental issues?
 How are solids and liquids recycled and reused?
 What are two helpful changes in matter? Two harmful changes in matter?
Curriculum of Identity:
 How does my knowledge of solids and liquids help me to construct a building?
 How does my knowledge of solids and liquids change my views of recycling
and reusing?
 Can you name two ways in which changing matter affects you?
Materials and Resources
FOSS kit for solids and liquids
Heath Science book Chapter 3 Unit on Solids and Liquids
United Streaming Videos on Solids and Liquids
BrainPop videos on states of matter
EdHelper.Com Worksheets
National Geographic Video
*Because there is so much core knowledge to learn in this unit, the early parts are
mainly structured inquiry.
Engagement Stage – Building Solids:
Pass out bags filled with solid materials: cloth square, plastic triangle, metal
screw, wooden cylinder, rubber band, straw, craft stick, rubber tube, aluminum
foil, Dixie cup, and a piece of coated wire. Allow the students to explore the
objects looking for similarities and differences. Ask students to describe these
objects. Teacher will have to introduce the term properties to the class.
Properties are a way to describe an object.
Exploration Stage – Building Solids
Teacher challenges the students to use the materials to build the tallest
free-standing structure they can. Before they can begin exploring, have the
students predict which materials would work best. They begin investigating
individually and then using the knowledge they gained, work as a team. Allow
enough time for the groups to share their towers and what materials work best
for constructing a tower. Students should journal how each material works to
construct. Then pose the question, “Would those same materials be best for
building a long, low structure – like a bridge for instance?”
Explanation Stage – Building Solids
After students have had time to explore experiment and analyze each of the
materials for construction. Communicate successes and frustrations and what
learning took place.
Elaboration Stage – Building Solids
Have students move from using the small solids that they have in the
classroom to using the knowledge they gained and apply it to real world situations.
Engagement Stage – Beans and Beads
This requires that students move to each of the six stations, observing the
same thing with each of the solids: lima beans, pinto beans, rock salt, corn meal,
rice and mung beans. At each station have the students observe how the materials
pour and pile. The students should also make observations about how the solids
move and feel.
Exploration Stage – Beans and Beads
Provide each group of students bottles ½ filled with each of the following
items: lima beans, mung beans, pinto beans, rice, and cornmeal. Have the students
explore how the bottles roll, spin, travel down an incline plane, shake, and tip.
Students should record their observations and any questions they have onto a
graphic organizer of their own design. Students will mix the solids together and
then separate them using funnels, screens and tubs.
Explanation Stage – Beans and Beads
Compare and contrast the different solids, their properties and how they
behave. Communicate their knowledge to the class.
Elaboration Stage – Beans and Beads
Generate a list of questions that could be explored in the classroom
environment using the solids and tools we have available. Students may also bring
in other solids with the teacher’s approval.
Exploration Stage – Liquids
Pass out several different sized and shaped containers to each group of
students. Have them pour 25 ml of water into each container and observe what
happens. Students should discuss their observations and questions. Teacher will
have to introduce the term level to the class at this time and provide the
students with information about how water acts as a level. (Bring in a level from
home if one is available).
Engagement Stage – Liquids
Give each group of students bottles of the following liquids: fabric softener,
hand soap, liquid detergent, corn syrup, colored water, water, and cooking oil.
Allow the students to explore how each of the liquids behaves when the bottle is
tipped, rolled, spun, and shaken. Students should collect data on a graphic
organizer of their own design. Teacher will have to introduce different property
words: viscous, foamy, and bubbly.
Explanation Stage – Liquids
Have students analyze all the different liquids and communicate their
learning to the rest of the class.
Elaboration Stage – Liquids and Solids
Have students generate a list of questions to investigate about liquids. They
may create plans and conduct investigations individually or in small groups. They
are only limited to using the materials that are available in class. (Do not have
them bring in new liquids because of possible reactions when mixed).
* At this time, encourage students to generate questions involving both the solids
and the liquids. They may mix solids with solids, solids with liquids, and liquids with
liquids. Have students conduct investigations and communicate their learning with
the rest of the class.
Possible investigations include: evaporation, condensation, and mixtures.
Once students have had a chance to conduct their own investigations, pose the
questions, “What is toothpaste, a liquid or a solid? How do you know?” Allow the
students to create investigations to determine the answer. Teacher will have to
introduce colloid as the investigations conducted in class will yield mixed results
for toothpaste. This is a great time to show the BrainPop movie on states of
matter.
Engagement Stage – Gas
Teacher prepares 2 empty water bottles for this ‘experiment’. The first
bottle (the one the teacher will use) has small holes poked in the bottom. The
second (the student bottle) remains unchanged. Place a balloon into each bottle,
stretching the mouth of the balloon over the mouth of the bottle. Bring one
student to the front to see if a balloon can be blown up inside a bottle. Because
air takes up space, the bottle with no holes will not allow the balloon to expand,
but the teacher’s bottle will allow the balloon to expand since the air can escape
from the bottle.
Exploration Stage – Gas
Have the students examine the two balloons and bottles – making sure no one
else tries to blow them up. You may want to give each child a balloon to try in each
bottle (have several prepared so groups can be exploring at the same time). Have
the students record and discuss their observations. If no one begins to “blame
the bottle” the teacher may have to direct them to finding that difference.
Students can tell air is escaping from one bottle by holding their hand below it.
Explanation Stage – Gas
Have students share findings with the rest of the class. *At this time if no
one has discovered it, the teacher can show how to blow up the balloon in the
student bottle by squeezing the bottle. The balloon will come out the top of the
bottle and will be filled with the air from inside the bottle.
Elaboration Stage – Gas
Have students generate a list of questions to investigate about gasses.
Teacher should demonstrate the Bernoulli principal by blowing between two
filled balloons to show how the air pressure brings them together. Students can
re-create this with a piece of paper folded into a tent – they blow through the
tent and the sides come together before the tent collapses. Teacher can also
show how we know air takes up space and has mass by weighing an empty balloon
and a blown-up balloon. Teacher may also demonstrate for the class how gas
created from vinegar and baking soda can fill up a balloon. That same gas can be
used to blow out a candle in a jar.
Assessments: Student journals, conference notes taken during group work about
student attitudes and effort, pre and post test about matter, student
investigation reports, self assessment, reflective writing from the students about
how they’ve grown as scientists, investigators and in their knowledge of the states
of matter.