This document provides information about matter and changes of matter. It defines the three states of matter as solids, liquids, and gases. It explains that a physical change alters a material's properties but not its chemical makeup, while a chemical change creates a new substance. Examples are given of physical changes like cutting or melting and chemical changes like rusting or burning. A lab is described where students make bouncy balls and observe their properties changing, indicating a chemical reaction occurred.

1. MATTER: PROPERTIES
AND CHANGES
5.P.2.2 Compare the weight of an object to the sum of the
weight of its parts before and after an interaction.
5.P.2.3 Summarize properties of original materials, and the new
material(s) formed, to demonstrate that a change has
occurred.

2. CLEAR LEARNING GOAL
 AS A STUDENT I WILL BE ABLE TO IDENTIFY AND DEFINE
MATTER.

3. MATTER IS EVERYWHERE AND
EVERYTHING!
MATTER IS ANTHING THAT TAKES UP
SPACE!
MATTER IS MADE UP OF TINY PARTICLES
CALLED ATOMS!

4. •Anything that has a mass and a volume

5. Matter can be found in three different
types. These three types are considered
the three STATES of MATTER.
1. Solids
2. Liquids
3. Gasses

6. A SOLID is matter that has a defined shape and
will not lose its shape.
FIXED VOLUME AND FIXED SHAPE
Examples of solids:
1. Chair
2. Table
3. Golf Ball
4. Hockey Puck
5. Glass Jar

7. A LIQUID is matter that will take the shape of any
container it is placed in put has a fixed volume.
Examples of LIQUIDS:
1. Water
2. Soda
3. Milk
4. Juice
5. Tomato Sauce

8. A GAS is matter that does NOT have a fixed shape
or volume, but will completely take up all the
space in a container.
MOST GASSES ARE INVISIBLE!!!!
Examples of GASSES:
1. Oxygen
2. Helium
3. Carbon Dioxide
4. Nitrogen
5. Carbon Monoxide

9. VIDEO
 http://studyjams.scholastic.com/studyjams/jams/scien
ce/matter/solids-liquids-gases.htm

10. “This concoction is an example of a
suspension - a mixture of two substances,
one of which is finely divided and
dispersed in the other. In the case of the
cornstarch quicksand, it's a solid dispersed
in a liquid.
When you punch the cornstarch , you
force the long starch molecules closer
together. The impact of this force traps
the water between the starch chains to
form a semi-rigid structure. When the
pressure is released, the cornstarch flows
again.”

11. JOURNAL RESPONSE
In five or more sentences
explain what matter is and
give at least two examples of
each state of matter.
(Include: The three states of
matter and their
descriptions)

12. CLEAR LEARNING GOAL
DAY 2
 AS A STUDENT I WILL BE ABLE TO IDENTIFY AND CLASSIFY
MATTER BASED ON ITS PROPERTIES

13. Although matter can be classified into
three different states (types) it can also be
described using its properties.
PROPERTIES: Characteristics, features,
qualities, or traits.

14. MATTER IS EVERYWHERE AND
EVERYTHING!
MATTER IS ANTHING THAT TAKES UP
SPACE!

15. Matter can be found in three different
types. These three types are considered
the three STATES of MATTER.
1. Solids
2. Liquids
3. Gasses

17. LAB # 1
CLASSIFICATION AND PROPERTIES
OBJECT: CLASSIFICATION
(Solid, Liquid, or Gas)
PROPERTIES:
AIR: Looks like:
Feels like:
Smells Like:
Sounds Like:
What it Does:
BLUE
SUBSTANCE
Looks like:
Feels like:
Smells Like:
Sounds Like:
What it Does:
NUT Looks like:
Feels like:
Smells Like:
Sounds Like:
What it Does:
BOLT Looks like:
Feels like:
Smells Like:
Sounds Like:
What it Does:
AIR Looks like:
Feels like:
Smells Like:
Sounds Like:
What it Does:
Water Looks like:
Feels like:
Smells Like:
Sounds Like:
What it Does:
Looks like:
Feels like:
Smells Like:
Sounds Like:
What it Does:
Looks like:
Feels like:
Smells Like:
Sounds Like:
What it Does:
Looks like:
Feels like:
Smells Like:
Sounds Like:
What it Does:

18. JOURNAL RESPONSE
Now that you have finished your first lab; Choose three
objects in the room that were not included in your lab.
Classify them based on their state (solid, liquid, gas) and
their properties (smell, looks, feels, etc.)

19. CLEAR LEARNING GOAL
 AS A STUDENT I WILL BE ABLE TO IDENTIFY AND
DETERMINE WHETER A CHANGE IN MATTER IS PHYSICAL
OR CHEMICAL.

20. NOW THAT WE KNOW WHAT MATTER IS AND
HOW TO DESCRIBE MATTER USING IT’S
*STATE (solid, liquid, or gas) and
PROPERTIES(odor, texture, hardness, color)
WE NEED TO SEE HOW MATTER CAN
CHANGE-What ways can Matter change?

21. Matter can go through two different types
of changes.
Types of Changes:
1. Physical
2. Chemical

22. A physical change in matter is when matter
changes its property but not it’s chemical
nature.

23. Physical changes:
Although some properties (like shape,
phase, etc.) of the material change, the
material itself is the same before and after
the change.
The change can be “undone.”

24. Examples: Changes in
1. Shape
2. Texture
3. Size
4. Dissolves
5. Breaks Apart

25. EXAMPLES:
Aluminum foil is cut in half
Clay is molded into a new shape
Butter melts on warm toast
Water evaporates from the surface of the ocean
Juice freezes
Rubbing alcohol evaporates on your hand

26. JOURNAL RESPONSE
In six or more sentences describe what
a physical & chemical change is, how
you know a physical and a chemical
change occurs, and three examples of
both physical and chemical changes.

27. CLEAR LEARNING GOAL
DAY 4
 AS A STUDENT I WILL BE ABLE TO IDENTIFY AND
DETERMINE WHETER A CHANGE IN MATTER IS PHYSICAL
OR CHEMICAL.

28. A chemical change in matter is when
matter becomes something completely
new. New matter is formed.

29. Chemical change:
The substances present at the beginning of
the change are not present at the end;
new substances are formed. The change
cannot be “undone."

30. CHEMICAL CHANGES
THE MATTER IS DIFFERENT. THE PARTICALES OF THE
SUBSTANCES ARE BROKEN
APART
THE OLD MATTER IS NO
LONGER PRESNT
ATOMS ARE REARRANGED
INTO NEW PARTICLES
THE ORIGINAL MATTER
CANNOT BE REMOVED FROM
THE NEW MATTER
A NEW SUBSTANCE IS
FORMED

31. EXAMPLES:
Milk goes sour
Jewelry becomes tarnished
Bread becomes toast
Rust forms on a nail
Gasoline is ignited
Hydrogen peroxide bubbles in a cut
A match is lit
Your body digests food
Fruit decomposes and rots

32. CHEMICAL CHANGES LAB
Lab: Chemical Changes
Purpose: Make a ball and observe the changes in its properties.
Background information: Balls have been toys practically forever, but the bouncing
ball is a more recent innovation. Bouncing balls were originally made of natural rubber,
though now bouncing balls can be made of plastics and other polymers. You can use
chemistry to make your own bouncing ball.
1) corn starch
2) water
3) plastic cup
4) spoon
5) white glue
PROCEDURE BALL # 1
1. Label your first cup “Borax”
2 Add 2 tablespoons of warm water into the plastic cup labeled “Borax.”
3. Add ½ teaspoon of borax powder in cup labeled “borax”
Gently stir until powder is dissolved in the water
4. Label a second cup “mix”
5. Pour 1 tablespoon of glue into the cup (Add food coloring if you wish)
6. Add ½ teaspoon borax into the “mix” cup DO NOT STIR
7. Add 1 tablespoon of cornstarch into the “mix cup” DO NOT STIR
YET
8. Wait 10-15 Seconds then mix it
9. Mix “borax cup” and “mix cup” together and mix with wooden craft
stick until you can’t mix it anymore
10. Take the mixture out of your cup and place it in your hands.
IT WILL BE MESSY AND STICKY
11. Knead the mix to form a ball. (The more you knead, the less sticky it
will become.)
12. Using a meter stick. Drop your ball from the 50 cm mark and record
how high it bounces. Record your data in the table below.
13. Record your two partners data into your table as well. Observe the
properties of your two partners bouncy balls.

33. HOMEWORK

34. VIDEO
 http://studyjams.scholastic.com/studyjams/jams/scien
ce/matter/changes-of-matter.htm

35. JOURNAL RESPONSE
In three or more sentences describe the differences
between a physical and chemical change. Include an
example of each change.

36. MATTER: WHAT’S ITS
WEIGHT?
5.P.2.2 Compare the weight of an object to the sum of the
weight of its parts before and after an interaction.

37. CLEAR LEARNING GOAL
DAY 5
 AS A STUDENT I WILL BE ABLE TO IDENTIFY AND
DETERMINE THE WEIGHT OF AN OBJECT BEFORE AND
AFTER A CHANGE.

38. Every object can be described based on it’s
weight. The heavier an object is the more
it weigh’s.

39. THE WEIGHT/Mass OF AN OJECT
=
THE SUM OF THE WEIGHT/Mass OF ITS
PARTS

40. TOTAL WEIGHT OF CAR = 2,875 LBS

41. TOTAL WEIGHT OF PARTS= 2,875 LBS

42. THE WEIGHT/MASS OF AN OJECT (2,875 LBS)
=
THE SUM OF THE WEIGHT/MASS OF ITS PARTS (2,875 LBS)

44. 14 OZ 20 OZ
32 OZ
8 OZ
20 OZ

45. SO HOW MUCH DOES THE CAKE
WEIGH?
INGREDIENTS
1. FLOUR
2. FROSTING
3. MILK
4. SUGAR
5. EGGS

46. THE WEIGHT OF AN OJECT
=
THE SUM OF THE WEIGHT OF ITS PARTS
INGREDIENTS
1. FLOUR
2. FROSTING
3. MILK
4. SUGAR
5. EGGS
=

47. 14 OZ 20 OZ
32 OZ
8 OZ
20 OZ
TOTAL CAKE WEIGHT =
14
20
32
20
+ 8

48. JOURNAL RESPONSE
In three or more sentences determine the weight of the
new object, what type of change occurred, and what
state the object is in after the change.
8 OZ