What is Matter?: An Examination of Objects
Content Standard:
California Science Standards
The Physical Structure of Matter
3d. Students know the states of matter (solid, liquid, gas) depend on molecular
motion.
3e. Students know that in solids the atoms are closely locked in position and can
only
vibrate; in liquids the atoms and molecules are more loosely connected and can
collide with and move past one another; and in gases the atoms and molecules
are
free to move independently, colliding frequently.
3f. Students know how to use the periodic table to identify elements in simple
compounds.
Objective/Performance Standard
1. Students will be able to describe three states of matter
2. Students will be able to classify objects according to their appropriate states
of matter
3. Students will be show their understanding of the molecular nature of solids,
liquids and gases.
4. Students will compare the units of matter for each substance, break
substances down into their individual building blocks
5. Students will infer molecule packing from the type of matter
Main Ideas & Key Questions
1. What are the basic building blocks that make up substances?
2. How does the state of matter relate to molecule packing?
3. What elements do substances have in common?
4. Can elements with other elements? How do you know this?
Necessary Skills & Prior Knowledge
-Knowledge of the phases of water & how water changes phases
-Basic knowledge of states of matter
Anticipating Common Student Misconceptions
 Water is more dense in its frozen state
 Molecules are the smallest units of matter
 All atoms are the same
 Air is made up of one type of molecule
 Molecules are arranged in different patterns
Key Vocabulary
Matter
Solid
Liquid
Gas
Phase
Atoms
Molecule
Assessment
1. An informal check of understanding will be done by reviewing content during
a question and answer session
2. Observations of student understanding will be noted as the teacher circulates
and dialogues with students about their findings
3. A short quiz will test knowledge and conceptual understanding
4. Students will make a visual molecular representation of the states of matter in
the activity based on their experience with the lego units.
LESSON SEQUENCE
A. INTRODUCTION/INITIAL ENGAGEMENT & PRIOR KNOWLEDGE
Teacher stimulates student interest in states of matter by having students
respond to the following prompt. The prompt also assesses prior
knowledge of the phases of water, component parts of water, atmosphere
composition.
You are the first settlers on Mars, trillions of tons of ice have been discovered.
You and other scientists have been given the task of creating an atmosphere on
this planet. What do you need to know in order to do this? (HINT: Think about
Earth’s atmosphere and what ice is made of.)
Teacher gives an anticipation guide to see what students misconceptions are
Teacher should evaluate the prior knowledge and misconceptions from the
reflection and anticipation guide. If more prior knowledge is needed students
should be assigned a reading to give them the prior knowledge they need.
Misconceptions should be addressed throughout the lesson. These should be reevaluated at the conclusion of the lesson.
B. KEY VOCABULARY
Teacher introduces the terms as student need arises. Teacher should
prompt students to use new terms as they engage in discussion with group
members.
C. INPUT AND STUDENT ENGAGEMENT WITH MATERIAL
Students are asked to make a three column chart. The column headings are
as follows: solids, liquids, gases. Students individually brainstorm and
write down all the properties of matter that they can think of in a 5 minute
prompt.
Students then share their lists with other members in their group
Student organize themselves into groups of 4 and are given three items
(water, balloon with air, block of wood, ice). Students make observations of
each item and record their observations in a lab book. Students are asked
to observe each substance individually and then are asked to compare the
three substances. Once they have compared the three substances
students are given the following prompt:
If you had a high powered microscope to look at the particles of water, ice and
air, what do you think you would see?
Give students five minutes to respond to this prompt. When students have
completed this prompt have students work in groups. The group task is to
make a visual comparison chart comparing the particles of water, ice and
air.
Teacher introduces the names of the particles that make up water, ice and gases
in air. Two hydrogens and one oxygen particle combine to make water. Teachers
models use of the legos to represent this. Assign colors to each particle. When
particles combine they make larger particles called molecules. Have students
refine their ideas on their chart once you have given them the gases in air (N2,
O2, H20, CO2, H2).
Students represent these molecules using legos. They must adhere to the
teacher’s color scheme for particles.
Teacher provides a question and answer review session (INFORMAL
ASSESSMENT)
D. PRACTICE & APPLICATION
Teacher circulates, makes observations & dialogues with students asking the
following questions (INFORMAL ASSESSMENT) Students are asked to make
lego representations as they answer the questions in their group.
1. What makes up water and ice?
2. What is a particle of water made of?
3. How are molecules packed in wood compared to air?
4. Are ice molecules more packed or less packed than liquid water? Things
that are less dense tend to float but most solids have a greater density
or molecular packing then the liquid form. Water is an exception.
5. Do you think ice and water molecules are the same or different? If they
respond that the molecules are different. You need to correct the
misconception.
6. If ice and water molecules are the same, then what makes one a solid and
the other a liquid? How about steam?
7. If you had to draw the different phases of water at a molecular level, how
would you do this?
8. Using the legos show how normal solids, liquids and gases differ in molecular
packing.
9. How about other liquids, like milk? Is it made of the same particles as water?
10. If both are liquids, how are these liquids similar? Milk is made up of lots of
carbon particles. Refer to packing of molecules. Students should use the
lego designated for carbon. Have students use five carbons with five
hydrogens and an oxygen connected. This is a crude representation not
meant to illustrate the one to one bonding of carbon to hydrogen or
oxygen.
11. Give students a periodic table chart and have them find the particles they
have identified. Ask students how many more particle types there are?
12. How many more legos would they need to represent all the different types of
particles?
SHORT QUIZ SHOULD FOLLOW IN THE NEXT CLASS PERIOD
CLOSURE: CLARIFICATION, REFLECTION, FURTHER APPLICATION AND
REINFORCEMENT
Teacher has a question and answer session to clarify any misunderstandings
students may have. Review the 12 questions students had to answer using
legos. A transparency with drawn lego answers should be presented as the
verbal explanation is given.
Teacher should re-evaluate student misconceptions by administering the same
anticipation guide.
Teacher presents students with legos and asks them to respond in a written
format to the following question:
Student Reflection:
Can different particles combine to make different substances? How might
they do this? Make up your own solid, liquid and gas that are all made of
the same substance and particle combinations. Use your knowledge that
there are over a hundred different types of particles (Hint: Remember the
chart)
Teacher should give rubric to each student the day before they are asked to
respond to the above reflection.
RUBRIC:
4 Students demonstrate that different particles combine to make different
substances. Examples are included in their explanations. Students should
come up with a molecular structure that makes up the substance in
question. The state of matter should not cause the student to make
different molecular structures. Students should make a molecule with
different element particles. A representation of solids, liquids and gases
should accurately portray the states of matter. Molecules in a solid tend to
be more dense and closely packed. Liquids less so and gases are less
dense and occupy a greater volume. Students should also describe the
properties that each state of matter should exhibit. A drawn picture should
accurately portray their explanation.
3 Students demonstrate that different particles combine to make different
substances. Examples may be limited. No misconceptions can be present
but student may not thoroughly explain reasoning. States of matter should
not cause the student to make different molecular structures. Student
should make a molecule with different element particles. Accurate
representation of solids, liquids and gases. Drawn picture should be
accurate but may have minor errors
2 Examples not given. Some misconceptions present
1 Major misconceptions still present, student unable to give adequate
explanation to explain scientific phenomena
TEACHER REFLECTION & PROJECTION OF FUTURE INSTRUCTION
Lesson Analysis
1. What strategies worked? What didn’t work?
2. Is the lesson coherent?
3. Did assessments adequately test understanding?
4. Were the informal and formal assessments adequate?
5. How productive were groups?
6. Do I need to reteach any part of the lesson?
7. Were my checks for understanding appropriately placed?
8. Did students abandon their misconceptions and adopt new ideas?
Future Instruction
1. What will be the instructional focus of my next lesson?
2. Is my instructional focus informed by my assessment results?
ANTICIPATION GUIDE
AGREE/DISAGREE
________
1. Water is more dense in its frozen state.
Evidence:
________
2. Molecules are the smallest units of matter
Evidence:
________
3. All atoms are the same
Evidence
________
4. Air is made up of one type of molecule
Evidence:
________
5. Molecules are made up of atoms
Evidence:
________
6. Atoms are the basic units of matter
Evidence:
________
7. Water is made up of atoms
Evidence:
________
8. The same atoms that make up water can not make up other molecules
Evidence:
________
9. Water is a molecule
Evidence:
________
10. Water is an atom
Evidence:
________
11. Atoms are all different
Evidence:
________
12. Solids are more dense then liquids
Evidence:
________`
13. Gases tend to weigh more than solids
Evidence:
________
14. Gas molecules are not present in liquid
Evidence:
________
15. The periodic table is arranged by alphabetical order
Evidence
________
neutrons)
16. Atoms are made up of subatomic particles (electrons, protons and
Evidence:
________
17. Atoms make compounds
Evidence:
________
18. Elements have the same properties
Evidence:
________
19. Elements are unique because of their atomic mass and electron
configuration
Evidence
_______
20. Only liquids and solids are made of molecules
Evidence:
_______
21. Ice is made up of different elements than steam
Evidence:
_______
22. Electrons in an atoms nucleus affect how a substance behaves.
Evidence:
_______
23. Atoms have no mass because they take up no space
Evidence: