Characteristics of Matter lesson

1. Characteristics of Matter lesson 3rd Grade – C.L.O.S.E.

2. Strand Connection: Matter is what makes up all substances on Earth. Matter has specific properties and exists in different states. Each living component of an ecosystem is composed of matter and uses energy.

3. Physical Science Strand Topic: Matter and Forms of Energy This topic focuses on the relationship between matter and energy. Matter has specific properties and is found in all substances on Earth. Heat is a familiar form of energy that can change the states of matter.

4. Content Statements: • 3PS4: All objects and substances in the natural world are composed of matter. • Matter takes up space and has weight. Note: Distinguishing between mass and weight is not appropriate for the elementary grades.

5. Content Statements: • 3PS5: Matter exists in different states, each of which has different physical properties. • The most common states of matter are solids, liquids and gases. • Shape and compressibility are properties that can distinguish between the states of matter. • The shape of a solid is independent of its container. • Liquids and gases flow and take the shape of the container. • One way to change matter from one state to another is by heating or cooling.

6. Science Inquiry and Application: • During the years of Pre-K to grade 4, all students must use the following scientific processes to construct their knowledge and understanding in all science content areas: • Observe and ask questions about the natural environment • Plan and conduct simple investigations; • Employ simple equipment and tools to gather data and extend the senses; • Use appropriate mathematics with data to construct reasonable explanations; • Communicate about observations, investigations and explanations; and • Review and ask questions about the observations and explanations of others.

7. Learning Targets: • Part I: What is Matter? • Students can examine materials in the natural environment and from the resource bin and decide which ones (all) fit the definition of matter. • Part II: Exploring States of Matter • Students can classify various natural materials and materials in the supply bin into solids, liquids or gases. • Using “The Particle Dance Party Game” students can model the arrangement of particles of the 3 states of matter.

8. Learning Targets: • Part III: Properties of Matter • Through investigation, students can determine which states of matter possess compressibility and the ability to take the shape of their container. • Part IV: Changes of State • Given simple equipment students establish the melting point and freezing point of water. • Using diagrams, students can recognize various changes in state that matter undergoes. Terms used will be melting, evaporating, condensing and freezing.

9. Skills: • Part I: What is Matter? – Observe and ask questions about the natural environment. • Part II: Exploring States of Matter – Communicate about observations, (investigations) and explanations. • Part III: Properties of Matter – Plan and conduct simple investigations. Employ simple equipment and tools to gather data and extend the senses. Communicate about observations, investigations and explanations. • Part IV: Changes of State – Employ simple equipment and tools to gather data and extend the senses. Review and ask questions about the observations and explanations of others.

10. Part I Materials: What is Matter? • Use a wide variety of materials from the natural environment along with some manmade materials. Liquid and gaseous materials should be included. • Large “Mater, Matter & Material” laminated cards. Assigned students:

11. Part I Procedures: What is Matter? 1) Before teaching this lesson, review the reference material below. Know this information so you are well prepared. 2) Welcome the students to Coe Lake and mention the name of the lesson and the learning goals. 3) Ask students to listen attentively, without speaking, while giving them various simple definitions of matter. (Ex: " Something that has weight and takes up space.") When finished, ask students to raise their hands if the definitions seem familiar to them. Select a student who has followed instructions well to declare the defined term. Matter. 4) “Mater” is the Latin word for mother. Share this knowledge with students and see if they can figure out why the word “matter” is derived from “mater.” (Etymology suggests that “mater” also means “origin” or “source.” "Mother" also comes from mater.) 5) Review the definition of matter with the students.

12. Part II Materials: Exploring States of Matter • Three separate diagrams of the particle arrangement of the 3 states of matter. • Various (20 or so) small laminated pictures/words of materials in the 3 states of matter and 3 laminated cards labeled as “Solid,” “Liquid,” and “Gas.” The flip side of these cards should be illustrations showing the arrangement of particles. • A CD of “That’s Matter,” the lyrics and CD player with fresh batteries. Assigned students:

13. Part II Procedures: Exploring States of Matter 1) Probe students to determine if they know the 3 states of matter. 2) Using the materials (matter – materials) in the supply bin and the natural environment, ask students to classify them into states. Students can place the objects on the cards labeled, “Solid,” “Liquid,” and “Gas.” Be sure to include clouds, fog or mist and the fountain as gases since they are water vapor. 3) Show the students the reverse sides of the cards and discuss the arrangement of particles in the 3 states of matter. 4) Have a “Particle Dance Party” with students that use student/teacher bodies to simulate particles in the 3 states. (See below.) 5) Review.

14. Part III Materials: Properties of Matter • Balloons of different shapes, latex gloves, water from lake, various shapes of squishable plastic containers for water, tennis ball, various shapes of solid materials – use any duplicate materials from Part I if desired. • Laminated data table on which to record experimental results. Assigned students:

15. Part III Procedures: Properties of Matter 1) Explain the term “compressibility” to students. Squish a tennis ball to illustrate this. 2) Show the students the materials on hand and ask them to design a simple experiment to illustrate if a state of matter demonstrates compressibility and/or the ability to take the shape of its container. This may work best by splitting the students into 3 groups and asking each group to brainstorm about how they would do this, then have them discuss this as a group. 3) Utilizing the materials, have the students demonstrate how solids, liquids and gases show (or don’t show) compressibility and taking the shape of a container. 4) Students should record their findings on the laminated data table. 5) Review.

16. Part IV Materials: Changes of State • Thermometers, camp stove, old pot, matches, surface upon which water can condense, blue ice pack (FROZEN) • Cooler decorated as a freezer with penguins, polar bears, snowflakes, etc… ice cube tray (WITH ICE CUBES), plastic container for melting of ice cubes, pipettes for dropping water on ice pack, diagrams showing state changes, flashcards showing state changes for game – • IF TEACHING THIS LESSON, IT IS YOUR RESPONSIBILITY TO MAKE SURE ITEMS ARE FROZEN THE NIGHT BEFORE AND PACKED UP TO GO TO THE LAKE EACH DAY! Assigned students:

17. Part IV Procedures: Changes of State 1) At a safe location, water should be gently boiling in an old pot and nearby, ice cubes should be shown melting in a container. 2) Have students brainstorm to see if they can figure out what four words are used to describe state changes. (Melting, freezing, evaporating, condensing.) Ask them which state changes they are witnessing. Show condensation form on a surface from the boiling water. Use a pipette to drop a few drops of water onto the blue ice pack and observe. Ask student what state changes they are seeing now. (You may help students to perform these changes.) 3) Measure the temperatures at which these phenomena occur. Use separate thermometers to avoid breakage by thermal shock. Temperatures should read at about 0C and 100C. 4) After showing students the diagrams of the state changes, organize a game using the flashcards with the same pictures. Have fun with this and make sure that all students get to participate. This should serve as a comprehensive review of what was taught in this lesson. • Review.

18. PARTICLE DANCE PARTY! Culminating Activity – you may use poetic license to meet the learning goal…have the whole class model the particles that make up solids, liquids and gases. • To model solids, have several rows of 3 or 4 students link arms together. They can dance in place but keep their original shape. • To model liquids, pairs of students can place their hands on each others’ shoulders and walk slowly around the area surrounding the classroom. They can dance and observe that they have more space to move but are still contained in a relatively small area. • To model gases, have students dance about a larger area at a faster rate of speed without touching each other. They should observe that they have much more room than before and are able to spread out freely.