Lesson Plan 2 Name: Title: CSI- States of Matter Activity Summary: Students will construct and read an informational

mini-book in order to define matter and explore the physical properties of the three states of matter. Key Science Content: All matter takes up space and contains a certain amount of material. Physical properties of matter are size, shape, color, and texture. Solids - a form of matter that has a shape of its own Liquids - a form of matter that does not have its own shape, but takes the shape of the container Gases - the only kind of matter that always fills all the space inside a container and takes the shape of the container Objectives & Standards Statement: The students will learn the above key science content, which contributes to the students learning: MD VSC Science Standard 4.0 Chemistry Topic A. Structure of Matter MD VCS Language Arts Standard 1.0 General Reading Processes and 2.0 Comprehension of Informational Text Students will be engaged in the following skills and processes of inquiry, emphasized in this lesson: 1. Developing explanations using prior knowledge/ experiences from everyday life and observational evidence. 2. Access and process information from readings, maps and oral communication. 3. Observing - becoming aware of an object or event by using any of the senses (or extensions of the senses) to identify properties MD VSC Science Standard 1.0 Skills and Processes Topic A. Constructing Knowledge, Topic B. Applying Evidence and Reasoning Supplies & Equipment: Oobleck (corn starch, water) Tupperware containers Paper towels Student journals Preconstructed mini-booklet for solids, liquids, and gases 1 piece of bubble wrap 1 sponge piece 1 penny 1 small cup of lemonade Ziploc baggies for journals Vocabulary cards (matter, solid, liquid, gas, physical property, mass) Chart paper Student Data and Answer Booklet 1 10 g weight or 10 centimeter cubes Handouts for Science Journal: Solids, Liquids, and Gases Chart - Activity 2C (p. 14)

 Exploration - Activity 2D and 2E (p. 15) Matters Physical Properties - Activity 2E (p.16) Safety: 1. Oobleck must stay in the container. 2. The bubble wrap, penny, lemonade, and sponge must stay in their containers until told. Teaching Activity & Procedures: (55 minutes) 1) Unit Engagement: (10 mins) A. The teacher will present the class with an oobleck solution and allow the students time to use their senses of seeing, and touching to explore and analyze its physical properties. Once each student has had time to explore with the oobleck, they will then will make predictions about what state of matter it is. The teacher will look for the response,solid and liquid. Students will then fill out a group chart with various responses as what each state of matters definition is on the ActivInspire board. Each student will take a turn using the electric pen to add their knowledge to each category. The teacher will acknowledge each students response, even if they are incorrect (Once the lesson is over, the teacher and class will go back and make corrections where necessary). When the students no longer have any responses, the teacher will open the Prezi document and present the vocabulary for the lesson, and have each student read one of the definitions from the slide to the class. After each slide is read, the teacher will ask the students to identify the characteristics of each state. After the students go over the vocabulary, they will return to the oobleck and the teacher will ask the students the following question: Which state of matter does oobleck fall under? The teacher will show the students how oobleck is hard like a solid, but drips and takes the shape of its container like a liquid -- The teacher will reference more of the given characteristics if understanding is lacking. Focus Question: What is matter? Transition: We are going to read a booklet about matter and discuss some important information. 2) Explanation: (15 mins) A. Pass mini booklets out to the students for reading. For students who need audio support, there will be a podcast that they can listen to in order to receive their readings. B. Read the first page to the students and discuss the information found there. What information is important in this reading? What would you like to add to our chart? C. Students will be reading for information about the different types of matter; solids, liquids and gases. Each of you will be adding to our group chart on the important information about each type of matter, so read carefully. D. As I read the first page aloud, I want you to listen for most important piece of information in the sentence. Right away, I see a key fact that all matter has mass and takes up space. Because this fact applies to all matter, I will write this fact in each of our three boxes. For page two, read the page as a class and have students volunteer to point out an important fact in the text. As a class, write this information in the appropriate box(es).

E. Students will read the pages of the mini-book to take notes and fill in their own chart. The teacher will walk around and give support where needed. F. While everybody was working, I noticed so many great facts being added to your charts. Lets look back at our group chart and see what we can add to it! Lets start with solids. What is one important fact you learned through reading your mini-book that you think should be added to our list of the properties of solids? Have student state answer and then have the student read the sentence from which he or she pulled the fact. Continue for liquids and gases. The information that each of you have gathered will be very helpful as you conduct your investigations. In order for us to be best prepared, we should all write down on our personal charts all of the great facts were are adding to our group chart. Transition: We have read about three states of matter and discussed some important ideas, lets look at a few examples of matter. 3) Exploration: (10 mins)

A. Students will be divided into groups of 6. The teacher will time each student using an online timer at http://www.online-stopwatch.com/classroom-timers/. Each student will be timed at two minute intervals before moving on to the next station. B. The students will be given an opportunity to explore a sponge, bubble wrap (inside), penny and lemonade. Matter has many physical properties including color, texture, weight, strength and hardness. C. Discuss with students: After you examine each of the objects- record your observations in the chart for each object. Compare the weight to the item I give you and record it as either lighter than or heavier than. D. Students will work in pairs to complete this activity- but record information on their own papers in their science journals. What is mass? If we take these objects to the moon will they have the same mass? Why or why not? Are any of these objects gases? What about the bubbles in the bubble wrap? Is that a solid, liquid, or gas? Why or why not? How could we show that inside of the bubbles is a gas? What shape does a liquid have? A solid? What are some other properties of solids? Liquids? Gases? Transition: Now that we have examined some matter to identify the physical properties lets see what we know about some other kinds of matter. 4) Explanation: (10 mins) A. Now that each of us has had the opportunity to investigate and observe a variety of matter, lets revisit our chart of facts from the beginning of our discussion. Is there anything new you learned from our investigation that you think belongs on our chart? Ask

student to explain what they observed and why it belongs under solid, liquid or gas. Is there anything on our chart that we think maybe doesnt belong where it is and should be moved to another group on the chart? Ask student to explain why it needs to be moved. We will brainstorm to think of other possible properties for each type of matter. B. Where can you find steam/ water vapor? Where can we find ice? What can we do with___________? What happens when we put it on a table? 5) Evaluate: (5 mins) A. Students will independently complete the activity on SB page 16, and then share their thoughts with the group. B. This activity will be checked for accuracy. Comments and corrections will be given to students. Extension: (10 minutes) A. Have students watch the BrainPOP video titled solids, Liquids, Gases by visiting the Web site: www.brainpop.com/science/matterandchemistry/statesofmatter/ Or a BrainPOP Jr. video titled Solids, Liquids, and Gases at: www.brainpopjr.com/science/matter/solidsliquidsandgases/

Extra Time: Idea 1: If students finish the activity early, they can observe 3 more objects and determine whether or not they are solids, liquids, or gases. Students will be provided with a rock, a small cup of glue, and a piece of cork. Just like before, the students will identify the properties of each of the objects and determine their state of matter. Idea 2: If students finish the activity early, the teacher can teach the students a song about solids, liquids, and gases. This is a fun and engaging activity that can help the students to memorize the information. The song (farmer in the dell) will be played without the lyrics so that the students will be encouraged to sing along. Video- http://www.youtube.com/watch?v=QW3cdWRu0h8

Solid, Liquid, Gas (To the tune of: Famer in the dell) Solid, liquid, gas Solid, liquid, gas There are 3 states of matter Solid, liquid, gas A solid keeps its shape Some are hard, some can break Like a table or a roll of tape A solid keeps its shape A liquids shape depends On the container that its in Like a cup, bottle or metal tin A liquids shape depends A gas you cannot see Its in the air we breathe Helium oxygen or steam A gas you cannot see

You may know that matter on Earth exists in one of three phases or states: solids, liquids, or gases. The question we will address in this book is why.

The molecules in liquids move slower than molecules in a gas. The attraction between the molecules is greater than their movement that pulls them apart. This mild binding force holds the material together in the form of a liquid. 5 When a liquid is cooled even more, the movement of the molecules slows down so much that the attractive forces between the molecules form the structure of a solid.

1 The difference between a solid, liquid, and gas are very apparent when you look at and touch them. Most solids have specific shapes. They do not need a container to keep their shapes. If you put a liquid in a container, it will normally stay in the container and take the shape of the container. A gas will also take the shape of its container, but it will not normally stay in the container. 2 But what makes a substance a solid, a liquid, or a gas? To begin to understand this, you have to know some things about molecules. All substances are made up of molecules. Molecules are too small to be seen without the aid of very powerful microscopes. The other things you must understand are about spacing and the movement between the molecules. Molecules are in constant motion and they have forces of attraction between them. 3 Gases have very active molecules that are in constant, rapid motion. As the molecules move, they are constantly colliding into each other. These molecules will easily spread out. 4

6 Most materials can go from one state to another. That doesnt mean traveling from South Carolina to California. It means it can change from one phase to another, such as a solid to a liquid. A change in temperature or pressure can cause a change in state.

7 A good example of how matter can change from one state to another is what happens to water. Water is normally a liquid at room temperature, but if you cool it below 0 C, it will freeze and become the solid we call ice. If you heat water above 100 C, it will boil and turn into a gas we call steam. 8