Jessica StanekMini-Unit Grade Level; 3Stages of Matter LessonsCED 540 ParisianNovember 24, 2008

Introduction

The third grade curriculum consists of physical science such as matter. Matter is

made up of particles whose properties determine the observable characteristics of

matter and its reactivity. Matter can change from state to state by heating and cooling.

Children will be able to describe the three states of matter and understand that solids

have a definite shape and volume, liquids don’t have a definite shape but have a

definite volume, and gases do not hold a definite shape or volume. Everything it made

up of tiny molecules, by viewing molecule construction in each of the states, they will be

able to determine which state they are looking at.

State Standards / Performance Indicators / Major Understandings

3.2a Matter exists in three states: solid, liquid, and gas.

Solids have definite shape and volume.

Liquids don’t have a definite shape but have a definite volume.

Gases do not hold their shape or volume.

3.2b Temperature can affect the state of matter of a substance.

Unit Essential questions;

*What are the three states of matter?

1. What are the properties of matter? How would you identify things found in the

class and outside that are considered solids, liquids, and gases?

2. Which states of matter can water exist in? Explain how you know?

3. If an ice cube were sitting out on a beach, what states of matter would the ice

go through?

A- Activity 1: ENGAGEMENT

Objective:   The students will be able to identify the 3 states of matter, and give

examples of each.

Materials: Videos: http://ksnn.larc.nasa.gov/k2/videos/s_statesMatter_Hcap.html

Solid, liquid, & gas chart. Homework sheet.

Procedure:

1. Ask: *What do you know about matter?

*How many types of matter do you think there are?

*What are the properties or characteristics of matter?

*How could we measure matter?

*Which states do you see water in? Where?

*Tell me something you know about the characteristics of liquids,

solids, and gases?

2. After prior knowledge has been deeply explored, the students will view short

video about the three states of matter. Following the video, I will take questions and

probe students’ responses. http://ksnn.larc.nasa.gov/k2/videos/s_statesMatter_Hcap.html

3. Put up large version of chart with three headings; gas, liquids, and solids.

4. Engage in conversation concerning examples of each. Provide support and

praise for comments.

5. Students should then be able to categorize examples correctly according to the

three states. (Ex. Table, pen, milk, glue, steam, helium)

Assessment: Students will receive a homework sheet that asks them to classify objects

according to state and requires them to think of a example other then the ones provided

on the sheet for each stage.

Name Date: Matter Homework sheet #1

Draw a line from each object to the appropriate state of matter. Each pictures is a solid, liquid, or a gas.

SOLID

#1

LIQUID

#2

GASCan you think of another example of each? Write one example of each that is not on the sheet in the right box. #3B- Activity 2: EXPLORATION (3-D Model)

Objective: Students will come to realize temperature affects the state of matter

through a hands-on 3D Model of a state change from liquid to solid.

-Adapted from a lesson presented by the Science Center in Ithaca, NY.

A Tasty State Change. http://www.sciencenter.org/programs/d/Oobleck%20 Background %20Info

%20and%20Classroom%20Activities.pdf

Materials: Half and half Sugar

Vanilla extract Chocolate syrup

Ice Salt

Pint-sized Ziploc bags Quart-sized Ziploc bags

Thermometer Spoon

Recipe: For one:½ cup half and half1 tablespoon of sugar1 squirt of syrup or vanilla

Procedure:

1. Place a few ice cubes in two cups. Add salt to one of the cups. Measure the

temperatures in each of the cups and record them.

2. Have students measure out liquid ingredients and put them in a pint sized bag

and seal carefully.

3. Place the pint bag inside a quart bag and fill on both sides with ice and salt. Seal

the outer bag carefully.

4. Shake for about five minutes or until the liquid ingredients turn into a solid,

-Ice cream.

5. Discard salt and ice. Rinse the pint bag before opening. Students can eat their

tasty state change.

Assessment: Each student will be assessed after this lesson with an ‘Exit Card’. I will

place three questions on the board and on an index card they will answer them in order

to leave class for the day. Questions:

1. Identify the states of matter witnessed in your 3D model.

2. How did temperature affect your substance?

3. Give an example of something that surprised or interested you about the

experiment.

C- Activity 3: EXPLANATION

Objectives: Explain how matter can be classified according to its properties.

Define the properties of mass and volume.

Relate the properties of the three states to the arrangements of molecules

that compose them.

Materials: Third grade physical science textbook, Macmillan McGraw-Hill.

Chalkboard and chalk, and Quiz

Procedure:

1. As a whole class we will go through the pages in our textbook concerning the

properties and definitions of the three states of matter.

2. In a concise and clear manner I will convey the terms associate with the chapter,

writing questions, answers, or ideas on board.

3. In an open forum, students will be able to talk about their concerns, interests, or

questions regarding the material.

Assessment: A short quiz will be given at the end of the lesson to determine if the

students have comprehended the given information and terms. Quiz is adapted from:

http://www2.mcdaniel.edu/Graduate/TI/pages/LEWIS/worksheet.htm

Students will be encouraged to work quietly in small groups of two or three.

Name________________________________ Date____________

Properties of MatterAnswer the following questions by yourself or in a group of two or three.

Define matter._________________________________________________________________

What are the three states of matter?_________________________________________________________________

Which state has a shape of its own?_________________________________________________________________

In which state are the particle packed tightly together?_________________________________________________________________

Explain how gas particles are packed._________________________________________________________________

Does a liquid take up a different amount of space when put into a different container?

______________________________________________________________

Which object has more volume, a beach ball or a bowling ball? Which has more mass?

_________________________________________________________________

Name three other solids. _________________________________________________________________

Name three other liquids. _________________________________________________________________

Name one other gas. _________________________________________________________________

http://www2.mcdaniel.edu/Graduate/TI/pages/LEWIS/worksheet.htmMATTER VOCABULARY LIST

Solid Stage of matter that has a definite shape and volume.MatterAnything that takes up space and has mass.LiquidStage of matter that has a definite volume but not a definite shape.GasStage of matter that has no definite shape or volume.MeltTo change form from a solid to a liquid.EvaporationTo change form from a liquid to a gas.Example: hot water into steam.MassThe amount of matter in an object.TemperatureThe degree of hotness or coldness measured by a thermometer.VolumeA measure of how much space matter takes up.PropertyAny characteristic of matter you can observe.AtomThe smallest particle of matter.Freezing pointThe temperature when a liquid changes to a solid.Example: water into ice.Condensation

To change form from a gas to a liquid.Example: water vapor in clouds form into rain.

D- Activity 4: EXPLORATION

Objectives: Investigate the effects of cooling and heating on water.

Expand knowledge learned in previous lesson.

Use various Internet resources, to define given vocabulary words.

Materials: Video: http://teacher.scholastic.com/activities/studyjams/matter_states/

Vocabulary list and student notebook

Computer with access to the Internet – computer lab?

Procedure:

1. A three-minute video will be shown to explain the state changes through heating

and cooling agents, as well as introducing the particle structure for each state.

http://teacher.scholastic.com/activities/studyjams/matter_states/

2. The vocabulary words I have listed will be written on the board in the lab.

3. Students will individually define words using any resources available to them on

the computer and Internet.

4. The students will be able to discuss and explained the vocabulary as well as

where they located the definition.

5. As a large group, students will initiate conversation on which definition to choose

to be posted on the ‘science wall’ for the duration of the course section.

Assessment: Evaluation of students’ will be based on motivation and responses to

given questions from other students and myself. Evaluation will also be on class choice

of definition.

E- Activity 5: ELABORATION (Internet activity)

Objectives: Follow proposed directions accurately.

Predict state and actions of water in relation to temperature.

Achievement a 10/10 on Internet based quiz

Materials: Interactive website and headphones

Procedure:

1. Students will access website.

http://www.bbc.co.uk/schools/scienceclips/ages/9_10/changing_state_fs.shtml

2. On an individual basis, students will go through steps of activity as instructed.

3. Following activity, they will complete the quiz within the site.

Assessment: In the form of an interactive activity and quiz, students will be evaluated

on their choices made in the game and answers given on the quiz, which I will record

and go over as a whole group once each student has completed both the activity and

corresponding quiz.

F- Activity 6: ELABORATION (Mathematics activity)

Objectives: Students will recognize that length and width of solid matter can be

measured using Standard Measurements; such as inches, feet, and yards. The volume

of liquid matter can be measured using units such as cups, quarts, and gallons. The

weight of matter can be measured using a scale.

Materials: large-scale paper ruler Funnel

Rulerswith inches Yard sticks

Tape measure Food coloring

Bathroom scales Gallon jug

Measuring cups, beakers, and various shaped containers

Procedure:

1. The lesson will start with a large-scale butcher paper ruler, clearly labeling that

there are 12 inches in one foot.

2. Students will come up and examine, ask questions and state conclusions.

3. Vocabulary will be added to the board as we go; inches, foot, yard, pound, cup,

quart, gallon.

4. Following a math lesson on rounding, students will individually fill in the

measuring solids worksheet using materials provided, then pair up to finish last

questions.

5. To the whole class I will demonstrate measuring liquid as students fill in

measuring liquids worksheet.

6. The liquid worksheet allows students to experience how different volumes of

liquid look in different size and shape containers.

7. I will start with one gallon of red water, pouring it into four, one quart beakers,

then four one cup clear containers. All containers will be clearly labeled.

Assessment: Completion of in class worksheets assessment will determine if students

have grasped the concept of measuring liquids and solids that requires different tools,

and an ability to accurately use those tools. Additional lessons can be produced if

necessary. Homework will consist of writing in science notebook about things they

discovered in class today and any questions or interests they have.

Name_______________________ Date_______________

Measuring Solid Matter

Measure the following items rounding up:My pencil is ___________inches LONG.

The vocabulary board is ___________inches LONG.

The top of your desk is ___________inches LONG.___________inches WIDE.

My science book is ___________inches LONG.___________inches WIDE.

I am ___________ inches tall.___________ feet tall.___________ yards tall.

I weigh__________ pounds Now find a partner that is also finished.

My partner’s name is __________________________________.They are __________ inches tall.

___________ feet tall.___________ yards tall.

My partner weighs __________pounds.

Answer the following questions and then answer how you came up with that answer.

1. There are __________ inches in one (1) foot. I know because, _______________________________________________________.

2. There are __________ feet in one (1) yard. I know because,___________________________________________________.

Measuring Liquid Matter

1.) What happened when I poured the liquid into the quarts?

___________________________________________

___________________________________________

2.) How many quarts did I need to empty the gallon jug? __________. 3.)

How many quarts are equal to one gallon? ___________________.

4.) Predict how many cups you think we will be need to empty one (1) of

the quarts. _____________.

5.) How many cups were actually needed? ______________.

6.) Does that amount of cups equal one quart? ___________.

______________ cups = 1 quart

______________ quarts = 1 gallon

Based on the quantities above, calculate how many cups are in one

gallon? ______________________.

G- Activity 7: ELABORATION (Literary activity)

Objectives: Students will use their observation skills to describe properties of

Oobleck. Students will gain the ability to compare properties of liquids and solids.

Construction of a Venn diagram to contrast and compare Oobleck.

Materials: Dr. Seuss’ Bartholomew and the Oobleck

Pre-made Oobleck for each group of two students

Newspaper Tin pie pans

Recipe: Two cups CornstarchThree drops green food coloringOne cup of water

Procedure:

1. Read Bartholomew and the Oobleck to the class.

2. As a whole class review properties of solids and liquids.

3. Go back to vocabulary board and initial chart.

4. Divide class into groups of two and give each pair a tin of Oobleck.

5. Allow time for them to use their senses to observe the properties of it.

6. As a whole class, come together and have students fill in Venn diagram to

compare liquids and solids, and the substance, Oobleck.

7. Explain that some things can have characteristics of solids and liquids

Assessment: The completed Venn diagram will be used to determine students’

success in listing properties of liquids and solids, used to compare the substance

Oobleck that has properties of both states of matter.

Oobleck VENN DIAGRAMUse the left side to list properties of Solids.

Use the right side to list properties of Liquids.Use the center for the substance Oobleck, use properties found in either

the liquid of solid section of the diagram.

SOLID LIQUID

Oobleck

Share something you found out about Oobleck: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________H- Activity 8: EVALUATION

Objectives: To assess to what extent by students have learned and internalized the

science concepts of this unit on the three states of matter. Using a variety of

assessment style I will determine what they know.

Materials: Multi-perspective exam: including visual, auditory, fill in the blank, and

multiple-choice questions.

Procedure:

1. The first part of the test will consist of photographs, mainly vocabulary words

and example of the three states. I will use either PowerPoint or projection

tools to display photos for students to use.

Examples: Label the three states of matter in this picture?

Name the state. Write why it is so.

2. For the orally given section of the quiz I will ask students to write the answers

to these questions when I ask them.

1. Draw two examples of solids you can see in the classroom.

2. Draw two examples of a liquid you can see in the classroom.

3. Write one example of a gas that is this classroom.

4. Explain what you would need to do for an ice cube to turn into a gas.

3. The next section of the exam will contain six multiple-choice questions.

Adapted: http://www.bbc.co.uk/apps/ifl/schools/scienceclips/quizengine

Assessment: At this stage in school, I believe it is beneficial to the students to go over

exam, so that they know what they missed and why they missed it. Therefore, the first

part of the next science lesson will be devoted to going over this test.

Name__________________________________________ Date_____________

States of matter unit exam

1. _________________________________

_________________________________

_________________________________

2. _____________________ ______________________________

_____________________ ______________________________

_____________________ ______________________________

3. Complete this Venn diagram for the substance we discovered to be

Oobleck. Compare the liquid and solid properties of Oobleck.

_____________ ______________

________________Oral Assessment

1.

2.

3. ________________________

4. _______________________________________________________

_____________________________________________________________

Multiple-Choice Circle the correct answer

1. Water turns into ice (freezes) at a temperature of...a. 0°Cb. 50°Cc. 100°C

2. What happens to water when it freezes?a. It contracts to take up a smaller volumeb. It expands to take up a larger volumec. Its volume remains the same

3. A gas condenses into a liquid when it is ... a. cooled

b. warmedc. boiled

4. Water boils at a temperature of...a. 0°Cb. 50°Cc. 100°C

5. To record the length of your pencil, you would use,a. balancing scaleb. beakerc. ruler

6. To measure the volume of liquid in your milk carton, you would use,a. a bathroom scaleb. a yard stickc. a beaker

Evaluation Plan

I have used a variety of assessment tools to uncover what my students have

comprehended over the course of the matter unit. Each lesson has an element of

assessment. In the first engagement activity used diagnostic and formative assessment

to assess students prior knowledge and understandings of matter. In class we created a

matter chart that students filled in with examples they thought of, this also allows me

access into their thinking. I assigned a homework sheet that allows them to categorize

matter in the three given states and give one additional example they come up with.

In the exploration activity that includes a 3d model, I will mainly use informal

assessment tools, as I will observe students’ inactions and questions as the activity

progresses. I will use the ‘exit card’ activity as the summative assessment for that day’s

lesson. In which I will ask a series of questions in which they must write the answers on

the card before they can proceed to the next lesson.

The explanation activity will include a tradition short answer quiz that students

will be able to complete in small groups, so that peer teaching and questioning in

maximized. I will then informally read and analyze the students responses to determine

if they have grasped the properties of matter that were in the textbook and the

educational video in a previous lesson. An additional exploration activity will incorporate

informal formative assessment techniques. Students will search on the Internet for

definitions of vocabulary words associated with matter, and as a whole class we will

determine the best choice of definitions. This active discourse between the students will

further allow me into their methods of thinking.

An Internet activity will offer elaboration for the students and access to further

their use of technology. This web-based activity uses traditional assessment tools to get

participants to follow directions and answer questions posed by the activity. Once all

students are finished, I will record and go over the students’ answers as a group within

a safe environment. The mathematics based elaboration activity will allow for a range of

assessment as we review terms and vocabulary. Students will measure solids and

liquids accurately to answer questions on a worksheet that will be done in class, so that

I may scaffold and support students when necessary. I will also instruct students to write

in their science notebooks about things they discovered in class that day and any

questions or interests they have regarding the topic.

In a fun activity that elaborates on the states of matter and incorporates literature,

students will listen to Dr. Seuss’ Bartholomew and the Oobleck, then be given the

substance to discover it’s properties and characteristics themselves in groups of two.

The formal assessment for this activity will come in the form of a Venn diagram.

Students must state the properties of liquids, solids, and Oobleck, which consist of

characteristic of both states.

In the final assessment of the knowledge gained by students during the matter

unit I will administer a multi-perspective exam. This format of exam allows students to

convey their understandings in a range of ways, including visual, auditory, fill-in the

blank, and multiple choice. From this type of exam I can determine the best approach

and learning style that give my students opportunities to succeed.