Matter
The student will investigate and understand basic properties of solids, liquids, and gases. Key concepts include
a) identification of distinguishing characteristics of solids, liquids, and gases
b) measurement of the mass and volume of solids and liquids
c) changes in phases of matter with the addition or removal of energy.
Essential Knowledge/Skills
– classify materials as to whether they are liquids, solids, or gases
– describe and identify examples of condensation, evaporation, melting, and freezing of water
– measure the mass of solids and the volume of liquids in metric and standard English units
– examine and describe the transformation of matter from one phase to another (solid/ice to liquid/water to gas/vapor)
– conduct an investigation to observe the condensation of water
– design and conduct an investigation to determine basic factors that affect the evaporation of water
– identify the phases of water and the uses of water in its various phases in the home and at school.
Read Aloud Books
Physical Changes
Physical changes are changes in shape, size, and weight (mass). Students will explore physical changes of common classroom items. They will make changes to alter the shape, size, and weight.
States of Matter Flip-book
Create a simple three page flip-book for solid, liquid, and gas (similar to this one (via):
a) identification of distinguishing characteristics of solids, liquids, and gases
b) measurement of the mass and volume of solids and liquids
c) changes in phases of matter with the addition or removal of energy.
Essential Knowledge/Skills
– classify materials as to whether they are liquids, solids, or gases
– describe and identify examples of condensation, evaporation, melting, and freezing of water
– measure the mass of solids and the volume of liquids in metric and standard English units
– examine and describe the transformation of matter from one phase to another (solid/ice to liquid/water to gas/vapor)
– conduct an investigation to observe the condensation of water
– design and conduct an investigation to determine basic factors that affect the evaporation of water
– identify the phases of water and the uses of water in its various phases in the home and at school.
Read Aloud Books
- What’s the Matter in Mr. Whisker’s Room by Michael Elsohn Ross
- What is the World Made Of? All About Solids, Liquids, and Gases by Kathleen Weidner Zoehfeld
Physical Changes
Physical changes are changes in shape, size, and weight (mass). Students will explore physical changes of common classroom items. They will make changes to alter the shape, size, and weight.
- Crayons
- Paper
- Paper-clips
- Erasers
- Pieces of cloth
- Popsicle sticks
States of Matter Flip-book
Create a simple three page flip-book for solid, liquid, and gas (similar to this one (via):
Ice Cube Observation
Give each student an ice cube on a paper towel. Students will observe the ice cube in its solid, then liquid state when it melts to water. Later in the day (or the next day), the paper towel will be dry. Discuss the physical change from a liquid to a gas via evaporation.
Ice Toys
Liquid to Solid – Freezing
Solid to Liquid – Melting
Students will bring in a tiny toy or item (lego, match box car, hair barrette, earring, etc). Students will put the items in a cup of water. Discuss how the toy or item can move around in the water. Then we put the cups in the freezer overnight. The next day, the toy or item is stuck in the ice. Discuss how the toy or item is no longer able to move around.
Give each student an ice cube on a paper towel. Students will observe the ice cube in its solid, then liquid state when it melts to water. Later in the day (or the next day), the paper towel will be dry. Discuss the physical change from a liquid to a gas via evaporation.
Ice Toys
Liquid to Solid – Freezing
Solid to Liquid – Melting
Students will bring in a tiny toy or item (lego, match box car, hair barrette, earring, etc). Students will put the items in a cup of water. Discuss how the toy or item can move around in the water. Then we put the cups in the freezer overnight. The next day, the toy or item is stuck in the ice. Discuss how the toy or item is no longer able to move around.
Icy HandsLiquid to Solid – Freezing
Solid to Liquid – Melting
Each student will try on a regular latex-free glove. Discuss the way gloves fit over each finger and the palm.
x
Allow students to use the glove to blow air into it like a balloon. Discuss the way the air from our lungs can fill the spaces in the glove. This is a gas.
Fill the gloves with water. (Tint with food coloring to make it really cool!) Discuss the way the water fills each finger and the palm. This is a liquid.
Tie off the ends and freeze the gloves overnight. The next day, discuss how the glove doesn’t move any longer. This is a solid. Students may peel off the glove if they like to really see the ice hand. Other students may keep the ice hand in the glove and observe its return to a liquid over time.
Oobleck
Read the book Bartholomew and the Oobleck by Dr. Seuss.
Solid to Liquid – Melting
Each student will try on a regular latex-free glove. Discuss the way gloves fit over each finger and the palm.
x
Allow students to use the glove to blow air into it like a balloon. Discuss the way the air from our lungs can fill the spaces in the glove. This is a gas.
Fill the gloves with water. (Tint with food coloring to make it really cool!) Discuss the way the water fills each finger and the palm. This is a liquid.
Tie off the ends and freeze the gloves overnight. The next day, discuss how the glove doesn’t move any longer. This is a solid. Students may peel off the glove if they like to really see the ice hand. Other students may keep the ice hand in the glove and observe its return to a liquid over time.
Oobleck
Read the book Bartholomew and the Oobleck by Dr. Seuss.
Make oobleck. Discuss properties of oobleck that resemble a liquid and a solid.
Materials
– 1 cup of water
– 1.5 to 2 cups of cornstarch
– a few drops of food coloring
People Run on a Pool of Oobleck
Materials
– 1 cup of water
– 1.5 to 2 cups of cornstarch
– a few drops of food coloring
People Run on a Pool of Oobleck
Creating Condensation
This is a really cool demonstration! The site Weather Wiz Kids has the directions listed clearly and I followed the example.
Students will create their own forms of condensation using a cup of ice water. Again, use food coloring to help illustrate precisely where the condensation comes from. Many students incorrectly believe that the condensation on the outside of the cup comes from ice leaking through the cup.
Allow students to observe condensation forming. Check the color of the condensation water drops – they are clear.
Balloon Bombs
Students will blow up a balloon by creating a chemical reaction between vinegar and baking soda.
This is a really cool demonstration! The site Weather Wiz Kids has the directions listed clearly and I followed the example.
- Boil Water
- Pour the boiling hot water into a glass jar.
- Put a (real) plate on top of the jar.
- Wait a few minutes.
- Put ice cubes on top of the plate.
Students will create their own forms of condensation using a cup of ice water. Again, use food coloring to help illustrate precisely where the condensation comes from. Many students incorrectly believe that the condensation on the outside of the cup comes from ice leaking through the cup.
Allow students to observe condensation forming. Check the color of the condensation water drops – they are clear.
Balloon Bombs
Students will blow up a balloon by creating a chemical reaction between vinegar and baking soda.
- Using funnels, students (in pairs) put vinegar in a balloon and baking soda in an empty water bottle.
- Attach the balloon by the end only to the tip of the water bottle. The balloon should hang on the side of the water bottle.
- Students turn the balloons up, shaking the baking soda into the vinegar. The balloon will inflate.
Discuss the solid (baking soda) mixing with the liquid (vinegar) to create a gas (carbon dioxide in the balloon).
Mass and Volume
Prepare three or four jars (used spaghetti or jelly jars) with materials of different mass – cotton balls, marbles, plastic toys, paper-clips, etc. The jars should be the same size (same volume).
Students compare the different jars to see that they have the same volume but have different weights.
Liquid Volume
Students will have to work in teams of 4 or 5 for this activity. Each team will get a measuring cup and a variety of different container sizes and shapes.
Students will pour the same amount of water in the measuring cup. Pour from the measuring cup to one of the containers. Tint with food coloring.
Repeat with the other sizes and shapes of containers. The different colors of water in the different containers will show that the same volume (amount) of water varies in appearance according to the shape of its container.
Dissolving
Students will test the dissolvability of particles in water:
Mass and Volume
Prepare three or four jars (used spaghetti or jelly jars) with materials of different mass – cotton balls, marbles, plastic toys, paper-clips, etc. The jars should be the same size (same volume).
Students compare the different jars to see that they have the same volume but have different weights.
Liquid Volume
Students will have to work in teams of 4 or 5 for this activity. Each team will get a measuring cup and a variety of different container sizes and shapes.
Students will pour the same amount of water in the measuring cup. Pour from the measuring cup to one of the containers. Tint with food coloring.
Repeat with the other sizes and shapes of containers. The different colors of water in the different containers will show that the same volume (amount) of water varies in appearance according to the shape of its container.
Dissolving
Students will test the dissolvability of particles in water:
- salt (packets)
- pepper (packets)
- sugar (cubes or packets)
- sand
- rice
- flour