Matter, Matter Everywhere! Solids, Liquids and Gases Unit Creative Classroom Lessons
Contents: 1. Solids, Liquids and gases student folder cover 2. Introduction Activity: Mystery Box 3. Solids, Liquids and gases Mini-lesson and sort 4. KWL-Charts (3) Solids, Liquids, Gases 5. Classroom Posters (4) Solids, Liquids, Gases, and Properties 6. Properties Activity 7. Changing States of Matter Oreo Lesson Plan 8. Changing states of Matter Observation Sheet 9. Changing States of Matter writing Activity 10. Oobleck Lesson Plan 11. OObleck Prediction sheet 12. Oobleck Observation Sheet 13. Oobleck Recording Sheet 14. Alka-Seltzer Experiment directions 15. Alka-Seltzer Prediction Sheet 16. Alka-Seltzer Observation Sheet 17. End of Unit Assessment
Exploring Solids, Liquids and Gases Unit Standards Addressed: Beyond many state Science standards that are addressed in this unit, this unit aligns with the following Common Core Standards: Research to Build and Present Knowledge W.2.7. Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). Vocabulary Acquisition and Use L.2.5. Demonstrate understanding of figurative language, word relationships and nuances in word meanings. Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).
My Solids, Liquids, and Gases Book Name
Introducing Solids, Liquids, and Gases Mystery Box Activity 1. Create a mystery box See graphic below to print and paste onto medium sized box. 2. One at a time, place items in box. Solids will be easy. For liquids, try items in a bottle, or bowl (be careful not to tip!). For gases, try balloons, small balls filled with air, etc.. I usually try at least 10 items, so you can group them later. 3. Have students come up and describe items in the box, ask questions: What do you think it is made of? How does it feel? What shape is it? Can you bend it? Etc... 4. Record observations on board, make chart: Item 1, Item 2, Item 3, etc.. 5. After students have taken turns exploring the mystery items, study chart. How are these items the same, how are they different? Could we put them in groups? 6. Show mystery items, and introduce groups of solids, liquids, and gases. 7. Do KWL Chart below, make a large anchor chart together, and have students record information on their individual chart to keep in SLG folder.
Mystery Box
Name Solids, Liquids, and Gases What We Know What We Want to Know What We Learned
Solids, Liquids and Gases Mini-Lesson and Sort 1. After Mystery box activity and K part of KWL chart complete mini-lesson and sort. 2. For Mini-lesson, read a SLG informational book. Here are some suggested books: What is the world made of? By Kathleen Weidner Zoehfield Solids, Liquids and Gases By Carol Lindeen 3. After read aloud do the sort below as a class or use as a center.
Directions: Print, cut out, and laminate the following header cards and sort the SLG cards under the correct heading. Solids Liquids
Gases (inside the solid or liquid)
Name Solids What We Know What We Want to Know What We Learned
Name What We Know Liquids What We Want to Know What We Learned
Name What We Know Gases What We Want to Know What We Learned
Matter Everything we see around us is Matter. Matter is made of molecules. Matter comes in three main types: Solid, Liquid and Gas. Molecule
Solids Keep their shape Can be cut When heated, they turn to liquid Molecules are close together Molecules in a solid
Liquids Do not keep their shape Will take the shape of the container Will turn to gas when heated Will turn to solid when cooled Molecules are loosely packed Molecules in a liquid
Gases Will take the shape of their container Move freely around Molecules are spaced out Molecules in a gas
Properties All Matter has properties Properties tell how matter looks, feels, smells, and tastes Solids Liquids Gases Hard Smooth Rough big sticky smooth wet gooey clear light transparent
Properties Activity 1. Review solids, liquids and gases posters and KWL chart 2. Show one classroom object, or any solid, liquid or gas you have on display for the unit 3. Model how to describe the properties. Discuss how it looks, feels, smells, or Might taste. If needed, make a chart of possible properties for each state of matter. 4. Next, allow students to explore the classroom, or objects you have chosen (possibly in a station set-up) and complete the Properties of Solids, liquids and gases observation sheet below.
Name Properties Of Solids Liquids and Gases Directions: Use the classroom objects to write properties to tell about solids, liquids and gases. Solids Liquids Gases Hard sticky clear
Changing States of Matter Oreo Lesson Materials: Oreo cookies Baking chocolate Microwave Wax paper Baking sheet Rainbow sprinkles Spoons 1. Show students the materials: cookies, baking chocolate, and sprinkles. Ask, what are these? What state of matter is each? How could we change these objects? What are some properties of each? 2. Begin Class observation chart on whiteboard or chart paper. Tell students that all good scientists make observations 3. Place cookies on baking sheet covered in wax paper 4. Melt chocolate in microwave. Discuss, what is happening (adding heat) what changes do we see (melting, making into a liquid, seeing steam gas) Add ideas to observation chart. 5. Discuss, what are the new properties of the chocolate? Why did this happen? Add ideas to observation chart. 6. Now dip cookies into melted chocolate. Discuss, how could we change this again? (cooling) 7. Next put on sprinkles, this is a good spot to talk about how solids can suspend in liquids. 8. Finally, put cookies outside or in freezer until chocolate solidifies and enjoy your treat! 9. After you have enjoyed treats or the following day, do the writing activity on following page.
Changing States of Matter: Oreo Experiment Directions: Draw and write about the steps of our Oreo experiment. Make sure to use your science words: solid, liquid, and gas. Don t forget to tell about the properties: _First, _Second, _Next,
_Then, _After that, _Finally,
Oobleck, Solid or Liquid? Description: In this lesson, students will work with a substance called Oobleck. Children's literature can be incorporated into this activity by reading Bartholomew and the Oobleck by Dr. Seuss. Oobleck has the properties of a solid and a liquid. Students will be amazed at what they see! Goals: The main goal of this lesson is for students use prior information on properties of solids and liquids to determine and justify what state of matter Oobleck is. Objectives: Students will observe the movement of Oobleck and be able to compare its movement to that of solids and liquids. Students will be able to state the properties of solids and liquids and compare them to the properties of Oobleck. Students will make predictions, observations, and conclusions about Oobleck Wisconsin Science Standards Addressed: A.4.2 When faced with a science-related problem, decide what evidence, models, or explanations previously studied can be used to better understand what is happening now C.4.2 Use the science content being learned to ask questions, plan investigations, make observations, make predictions, and offer explanations C.4.5 Use data they have collected to develop explanations and answer questions generated by investigations
C.4.7 Support their conclusions with logical arguments D.4.1 Understand that objects are made of more than one substance, by observing, describing and measuring the properties of earth materials, including properties of size, weight, shape, color, temperature, and the ability to react with other substances D.4.2 Group and/or classify objects and substances based on the properties of earth materials D.4.3. Understand that substances can exist in different states-solid, liquid, gas Time: 60 minutues Materials: Bartholomew and the Oobleck by Dr. Seuss Large Venn diagram Wax paper Cornstarch Water Green food coloring small paper cups Procedures: 1.) Read Bartholomew and the Oobleck by Dr. Seuss 2.) Ask students what they think the Oobleck was in the book. Ask them if they would like to have some Oobleck of their own 3.) Make Oobleck in front of the class. In a large bowl, mix 2 parts cornstarch to 1 part water, add a few drops of green food coloring. Mix until Oobleck is the consistency of pancake mix and becomes very hard to stir. 4.) Write Properties of Oobleck on for the title of the Venn Diagram. In one circle write solid, and one circle, write liquid. 5.) Give each student a small amount of Oobleck (in paper cup, put wax paper under paper cup) so they can answer the questions you will ask.
6.) Ask students to begin listing properties of the Oobleck and ask them where you should place the property, under solid, liquid or both. For example: the property of being green in color, this property could go under the both section. Other properties to mention if the students do not: -Squeeze it, what happens, is this a property of a solid, liquid or both? -Does it flow? -Can you roll it into a ball? (give it a definite shape) -let it drip through your fingers, does it feel like a solid or liquid? -take a small amount and rub it between your fingers? How does it feel? (powdery) -Also look at property chart and see if we can use our property list to describe this weird substance. 7.) Ask the class to vote on whether it is a solid, liquid, or neither. Ask students why they have concluded that it is a solid, liquid or neither. 8.) Tell students that Oobleck is a discrepant substance that displays both characteristics under different circumstances. It is a colloid. Colloids are substances that are composed of particles that are extremely small that are suspended in a suitable gas, liquid or solid. 9.) Clean up-do NOT put Oobleck down the drain, dispose of in the garbage only. Assessment: Students will be observed during the activity, things to look for: use of prediction, observation, and justification strategies from previous lessons, and use of correct property terms. Students will also be assessed based on their participation in the activity and Venn diagram discussion. Students may also complete the Oobleck, Solid, liquid or liquid observation sheet.
Name Oobleck Predictions Write your predictions about what will happen in our Oobleck experiment. Use your prediction words such as I predict, and I think that.because.
Name Oobleck Observations Write your observations about what happened in our Oobleck experiment. Use your observation words such as I observed, and I think that.because.
Oobleck, Solid or Liquid? Directions: Using the Venn Diagram we made as a class and your observations to write the liquid and solid properties that our Oobleck had. Liquid Solid Example: It flows like a liquid. Example: It takes a shape like a solid.
Alka-Seltzer Experiment Directions: In small groups, give each group a alka-seltzer tablet and glass of water in a clear cup. You can also break the tab into small pieces or make into a powder. As a class or in small groups, discuss properties of the solid and the liquid. Have students write the properties in the box around their drawing on the prediction sheet. Conduct experiment by putting the tablet in the water. Have students draw what happened. This would be a good time to discuss the term "dissolve" and "mixture". Have students write and draw observations on the observation sheet.
Name My Predictions Directions: Draw your solid and liquid before the experiment. Write the properties of each around your drawing. Then write your predictions of what will happen when you add the solid to the liquid. My Predictions:
Name My Observations Directions: Draw what you observed during the experiment. Then write your observations of what happened when you added the solid to the liquid. My Observations:
Name Solid, Liquids and Gases Assessment Congratulations Scientists! You know all about matter, solids, liquids, and gases! Use what you have learned to answer these questions. Remember to use all your Scientific words! 1. All matter is made out of. Solid Liquids Properties Molecules 2. You can change solids, liquids, and gases. True False 3. Properties of matter are things you can. touch see taste smell all of these answers 4. On the chart, write two examples of each type of matter, and two properties of each: Solid Liquid Gas Examples: 1. 2. Examples: 1. 2. 2. Properties 1. 2. Properties 1. 2. Examples: 1. Properties 1. 2.
5. Write at least five sentences about how you can change matter:
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