<ul><li>Science Indicator 5.3.8 – Investigate, observe, and describe that heating and cooling cause changes in the propert...
<ul><li>Matter  – The material of which all things in the universe are made. Matter is anything that takes up space and ha...
<ul><li>The particles of a gas move rapidly. There is much more space between particles of gas, than in a liquid or solid....
<ul><li>Students will investigate, observe, and describe that heating and cooling cause changes in the properties of mater...
<ul><li>As the teacher, I will begin my lesson by showing the students a website about the states of matter. </li></ul><ul...
<ul><li>Raisins </li></ul><ul><li>Sprite </li></ul><ul><li>Candle </li></ul><ul><li>Lighter </li></ul><ul><li>Empty Film C...
<ul><li>The students will be split into groups. </li></ul><ul><li>Each group will travel to each of the four stations. </l...
<ul><li>At this station, students will mix cornstarch with water and food coloring to make Ooblick. Students will record t...
<ul><li>At this station, students will use ice, salt, and a glass jar to observe how a gas turns into a liquid. </li></ul>...
<ul><li>At this station a teacher will assist the students in learning how a liquid and a solid can be turned into a gas t...
<ul><li>At this station students will observe how a solid interacts with both a liquid and a gas. </li></ul><ul><li>Instru...
<ul><li>CONCLUSION: </li></ul><ul><ul><li>When each group has finished going through all four of the stations, they will e...
<ul><ul><li>Resources and Children’s Literature for States of Matter </li></ul></ul><ul><ul><ul><li>http://www.harcourtsch...
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Exploring the States of Matter

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Exploring the States of Matter

  1. 2. <ul><li>Science Indicator 5.3.8 – Investigate, observe, and describe that heating and cooling cause changes in the properties of materials, such as water turning into steam by boiling and water turning into ice by freezing. Notice that many kinds of changes occur faster at higher temperatures. </li></ul><ul><li>Math Indicator 5.5.1—Make precise and varied measurements and specify the appropriate units. </li></ul>
  2. 3. <ul><li>Matter – The material of which all things in the universe are made. Matter is anything that takes up space and has mass. </li></ul><ul><li>Gas —A state of matter that has a mass but no shape. It fills and takes the shape of a container. Air is a mixture of gases. </li></ul><ul><li>Liquid — A state of matter. Liquids flow and always take up the shape of the vessel into which they are poured. </li></ul><ul><li>Solid –Any material or substance that is not a liquid or gas. A solid has a definite shape and volume. A cube, sphere, or pyramid are all solids, having length, width and depth. They are not hollow. </li></ul><ul><li>Taken from: http://www.iit.edu/~smile/ch9611.html </li></ul>
  3. 4. <ul><li>The particles of a gas move rapidly. There is much more space between particles of gas, than in a liquid or solid. </li></ul><ul><li>The particles of a liquid move past one another easily and smoothly. They are close together, but not in a neat, even arrangement as the particles in a solid are. </li></ul><ul><li>The particles of a solid are in a tight, regular pattern, and move very little. </li></ul><ul><li>Taken From: http://www.harcourtschool.com/activity/states_of_matter/ </li></ul>
  4. 5. <ul><li>Students will investigate, observe, and describe that heating and cooling cause changes in the properties of materials, such as water turning into steam by boiling and water turning into ice by freezing. Students will be able to notice that many kinds of changes occur faster at higher temperatures. </li></ul>
  5. 6. <ul><li>As the teacher, I will begin my lesson by showing the students a website about the states of matter. </li></ul><ul><ul><li>On this website, students will be able to choose different items, and see what happens when they heat up, or cool down. </li></ul></ul><ul><ul><li>http://www.fossweb.com/modulesK-2/SolidsandLiquids/index.html I </li></ul></ul><ul><li>I will then pull up a demonstration from the Internet. It is a short clip about the States of Matter. </li></ul><ul><ul><li>http://www.youtube.com/watch?v=j2KZmRIKea8&feature=related </li></ul></ul><ul><li>Next, I will introduce the students to each of the four stations that will be set up around the classroom. I will model and demonstrate each station, and what the students will be doing at each station. </li></ul>
  6. 7. <ul><li>Raisins </li></ul><ul><li>Sprite </li></ul><ul><li>Candle </li></ul><ul><li>Lighter </li></ul><ul><li>Empty Film Canister </li></ul><ul><li>Baking Soda </li></ul><ul><li>Vinegar </li></ul><ul><li>Cornstarch </li></ul><ul><li>Water </li></ul><ul><li>Glass Jar with lid </li></ul><ul><li>Ice cubes </li></ul><ul><li>Salt </li></ul><ul><li>Tissue </li></ul><ul><li>Newspaper </li></ul><ul><li>Plastic Ziploc Baggies </li></ul><ul><li>2 Fishbowls </li></ul><ul><li>Toothpicks </li></ul><ul><li>Computer </li></ul>
  7. 8. <ul><li>The students will be split into groups. </li></ul><ul><li>Each group will travel to each of the four stations. </li></ul><ul><li>Students will be at each station for approximately 10 minutes. </li></ul><ul><li>If students finish at a station early, there will be literature at each station for them to read and explore. </li></ul>
  8. 9. <ul><li>At this station, students will mix cornstarch with water and food coloring to make Ooblick. Students will record their observations to decide if this substance is a liquid or a solid. </li></ul><ul><li>Instructions: </li></ul><ul><ul><li>Measure 2 Tablespoons of cornstarch and put into Zip-Loc bag. </li></ul></ul><ul><ul><li>Measure 1 tablespoon of water and put into Zip-Loc bag. </li></ul></ul><ul><ul><li>Add 1 drop of food coloring to Zip-Loc bag. </li></ul></ul><ul><ul><li>Seal bag tightly. </li></ul></ul><ul><ul><li>Mix with hands on outside of bag until hard. </li></ul></ul><ul><ul><li>Press down on Ooblick and watch your finger sink through! </li></ul></ul><ul><ul><li>Is Ooblick a solid or a liquid?! </li></ul></ul>
  9. 10. <ul><li>At this station, students will use ice, salt, and a glass jar to observe how a gas turns into a liquid. </li></ul><ul><li>Instructions: </li></ul><ul><ul><li>Fill jar with 4 ice cubes. </li></ul></ul><ul><ul><li>Add 2 Tablespoons of salt to jar. </li></ul></ul><ul><ul><li>Screw lid onto jar. </li></ul></ul><ul><ul><li>Shake, Shake, Shake! </li></ul></ul><ul><ul><li>Wait 2 minutes. </li></ul></ul><ul><ul><li>Slowly watch water droplets appear on outside of jar. </li></ul></ul><ul><ul><li>Wrap tissue around outside of jar. </li></ul></ul><ul><ul><li>Take tissue off to see how wet it is! </li></ul></ul>
  10. 11. <ul><li>At this station a teacher will assist the students in learning how a liquid and a solid can be turned into a gas to put out a candle flame. </li></ul><ul><li>Instructions: </li></ul><ul><ul><li>First light a candle. </li></ul></ul><ul><ul><li>Next open the film canister and place 1 teaspoon of baking soda into the film canister. </li></ul></ul><ul><ul><li>Quickly add teaspoon of vinegar into the film canister, and close. </li></ul></ul><ul><ul><li>Shake the canister, take the lid off, and quickly point the opening of the canister just above the candle flame. </li></ul></ul><ul><ul><li>Watch the flame suddenly go out! </li></ul></ul>
  11. 12. <ul><li>At this station students will observe how a solid interacts with both a liquid and a gas. </li></ul><ul><li>Instructions: </li></ul><ul><ul><li>Fill one fishbowl 2/3 full of water. </li></ul></ul><ul><ul><li>Fill one fishbowl 2/3 full of sprite (or any carbonated beverage). </li></ul></ul><ul><ul><li>Take 2 raisins for one person. </li></ul></ul><ul><ul><li>Take toothpick and break it in half. </li></ul></ul><ul><ul><li>Put one half of the toothpick into one raisin. </li></ul></ul><ul><ul><li>Place that raisin into the fishbowl with water. </li></ul></ul><ul><ul><li>Put one half of the toothpick into the other raisin. </li></ul></ul><ul><ul><li>Place that raisin into the fishbowl with sprite. </li></ul></ul><ul><ul><li>What happens when the raisin was placed in the fishbowl with water? What happens when the raisin was placed in the fishbowl with sprite? </li></ul></ul>
  12. 13. <ul><li>CONCLUSION: </li></ul><ul><ul><li>When each group has finished going through all four of the stations, they will explain their findings to the class. The teachers will listen to the students’ thoughts about their explorations, and then give an explanation as to why each of these processes happened. </li></ul></ul><ul><ul><li>As a closing activity, I will ask the students if they have ever eaten Jell-O before. I will explain to them the Jell-O making process, and that it starts as a liquid, but turns into a solid. </li></ul></ul><ul><ul><li>I will pass out Jell-O to the class for a treat! </li></ul></ul><ul><li>4.1.10 SUMMARY </li></ul><ul><ul><li>Gases, liquids and solids are all made up of microscopic particles, but the behaviors of these particles are different. </li></ul></ul><ul><ul><li>By doing different investigations, we found how the three states of matter differ from one another. </li></ul></ul>
  13. 14. <ul><ul><li>Resources and Children’s Literature for States of Matter </li></ul></ul><ul><ul><ul><li>http://www.harcourtschool.com/activity/states_of_matter/ </li></ul></ul></ul><ul><ul><ul><li>http://www.youtube.com/watch?v=j2KZmRIKea8&feature=related </li></ul></ul></ul><ul><ul><ul><li>http://www.fossweb.com/modulesK-2/SolidsandLiquids/index.html </li></ul></ul></ul><ul><ul><ul><li>Becker, Helaine. Science On The Loose: Amazing Activities and Science Facts you’ll Never Believe. Canada: Maple Tree Press, 2008. </li></ul></ul></ul><ul><ul><ul><li>Buttitta, Hope. It’s Not Magic, It’s Science! 50 Science Tricks That Mystify, Dazzle & Astound! New York: Lark Books, 2005. </li></ul></ul></ul><ul><ul><ul><li>Garrett, Ginger. Solids, Liquids, and Gases. New York: Children’s Press, 2004. </li></ul></ul></ul><ul><ul><ul><li>Hewitt, Sally. Solid, Liquid, or Gas? New York: Children’s Press, 1998. </li></ul></ul></ul><ul><ul><ul><li>Knapp, Dr. Brian. Changing from solids to liquids to gases. Connecticut: Grolier Educational, 2003. </li></ul></ul></ul><ul><ul><ul><li>Singleton, Glen. 501 Science Experiments. Australia; Hinkler Books Pty Ltd, 2007. </li></ul></ul></ul>

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