What is the world made of?

Elementary Science _____________________________________________________________________________ Big Idea: Solids, liquids, and gas is all matter with different properties. Grade Level: Third Rationale: I am teaching this lesson so students will understand that different types of matter have different properties. Students are learning this material so that they will be able to explain in their own words the properties of matter. This connects to their lives because our world is made up of matter. NC Essential Standard(s): 3.P.2.2 Compare solids, liquids, and gases based on their basic properties. Next Generation Science Standard(s):
2-PS1-1. Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. [Clarification Statement: Observations could include color, texture, hardness, and flexibility. Patterns could include the similar properties that different materials share.]

Instructional Objective: Students will be able to compare solids, liquids, and gases based on their basic properties. Students will be able to name one basic property for solids, liquids and gases. Students will be able to point out objects of matter that they see in everyday life and will be able to compare the objects. Prerequisite knowledge and skills: Students will already know that matter takes up space and can be presented in different forms. Students will know that matter can be a solid, a liquid, or a gas. Materials/Resources: What is the World Made of? By: Kathleen Weidner Zoehfeld Three mini coolers Three blow dryers Containers Water Ice Orange Juice Soda Baking Soda Vinegar Clay

Baby powder Three microscopes A Chart that Matters worksheet One cooler of dry ice Source of your lesson: What is the World Made of? By: Kathleen Weidner Zoehfeld

Estimated Time: About 45-60 minutes. Approx. 10 minutes per each station. Accommodation for Special Needs/different learning styles: I will work separately with the students who have learning disabilities such as ADD or ADHD. My lesson will accommodate those who have different learning styles. ESL students will be put in groups will students who will be able to help them. All students will be able to ask questions whenever needed. Safety considerations: Students will have to wear gloves when they are at the gas station because the station will have dry ice. I will walk around the centers to make sure the students are working properly. Students will have wear goggles when they are doing the second experiment with the balloon.

Content and Strategies (Procedure)

Engage: Show students the book cover of What is the world made of? Solids, Liquids, and Gases. Ask Who can define matter? Are there different kinds of matter? What are they? Does anyone know what the word properties mean? (write students definitions on the board) Read the book What is the World made of? (skip the pages that give examples of experiments to do in class) Explore: According to the book, what are three types of matter? (Solid, Liquid, Gas) What are examples of solids, liquids and gases? Do you think solids, liquids, and gases look differently? Describe a solid Teacher can facilitate more questions if students need help. What does a solid look like, how does it feel, does it take up space? Describe a liquid What does a liquid look like, how does it feel, does it take up space? Describe a gas What does a liquid look like, how does it feel, does it take up space? Ice Cub experiment Teacher will place an ice cubes, and a cup of hot water on the table. Students will be asked to sit and observe the ice cubes and the cup of water. When they are done observing, they will pick up an ice cube and place it in the hot cup of water. Students will not know the water is hot and will write down their observations. After they are done observing the ice cube the will raise their hands and the teacher will give them the next exploration activity. Balloon Blow upPlace baking soda and vinegar on each table. Give the table one balloon and an empty plastic water bottle. Tell the students to pour proper amounts of baking soda and vinegar into the balloon. Stretch the neck of the balloon over the water bottle top. What happens? Students will write down their observations of this experiment. Explanation: Defining Properties of Solids, Liquids, and Gases Will someone raise their hand and share with the class three types of matter again? (Solid, Liquids, Gases) What are some observations you made from the first experiment? What did the ice cube look like? What did it feel like? Did it smell?

What happened when the ice cube hit the water? What did you see? Why do you think that happened? What are some observations you made from the second experiment? What was in the balloon? What happened to the balloon? Why do you think that happened? Was the balloon filled with a solid, liquid or gas? The observations you guys have described above can also be known as properties. Just as we use characteristics to describe each other, we use properties to describe different types of matter.

Elaborate: What is the world made of? There will be three different centers around the room. One will be a center of solids, liquids, and gases. Each group will travel to each center. They will be able to test the matter on the table in any way. They will be able to see if it can change, how much room it takes up, is it malleable, how it feels, and any other properties the students can think of. The students will be in groups of six (may change depending on class size.) Students will be given A Chart that Matters it will be broken up into titled Solid, Liquid, and Gas. Students will list properties they notice from each center in this chart. Students will be given ten minutes at each station. Solids Center: On the table there will be objects that are solids. The table will consist of Blocks A block of clay Baby Powder The table will also have A blow dryer A mini cooler Microscope\ Empty container The definition of a solid will be at the station: A solid is a type of matter that holds it shape. The students will be able to do whatever they want to the solids. They can change the temperature to see what happens or put the object in the empty container to see what happens to the object. Students will write down the properties they notice in the Solids section on their chart. Questions to ask What does a solid feel like? What happens when you add heat to a solid? What happens when you put a solid in a container? Does the solid change form? What are the properties of a solid? Liquids Center:

There will be different liquids on the table Water Soda Orange Juice Students will be able to taste the liquid, sample cups will be on table. Blow dryer Mini cooler Different shape containers Microscope The definition of a liquid will be at the station. A liquid is type of matter that takes shape of the container that it is in. Liquid flows. Students will be encouraged to move the liquids into two different types of containers. What happens to the liquid? Students will write down what they notice and the properties in the Liquids section of their chart. Questions to ask Can you transfer liquid from one container to another? Does the liquid change form when you move it? What happens to the liquid when you transfer it from one container to another? What does liquid look like? What are the properties of liquid? Gases Center: There will be different types of gases on the table A balloon filled with air A balloon filled with helium A cooler filled with dry ice Blow dryer Mini cooler Different shape containers Microscope The definition of a gas will be at the station. A gas is a type of matter. Gases are random groups of atoms that are spread out, the atoms are full of energy. Students will be encouraged to let the air and helium out of the balloons. Can you put a gas in a container? Students will write down what they notice and the properties of gases in the Gas section of the chart. Questions to ask Can you put gas in a container? What does it look like? What are the properties of gases? When students are done, they will return back to their seats.

Evaluate: How will you assess each students progress toward the stated objective(s)? What evidence will be collected? What type of assessment will be used (formal, informal, formative,

summative)? I will collect the students A Chart that Matters and will look over the properties they have listed. Students will need to be able to list at least three properties for solids, liquids, and gases. I will use a formative assessment in the beginning before I read the book to the class. I will use the questions I have listed in the engage section. My summative assessment will be collecting the charts. Students will have to master the objective by listing the properties. If certain students do not master the objective, I will meet with them individually and go over the properties of each type of matter with them. Closure: I will close this lesson by having the students gather back together in their seats. I will have a chart on the smart board just like their chart. Students will be able to come up and share the properties that they found during their centers and the previous experiments. Students will explain in their own words the properties of solids, liquids, and gases.