Exploring Matter: Solids, Liquids and Gases
By Missy Coates
VA SOL : Science 2.3 The student will investigate and understand basic properties of
solids, liquids, and gases. Key concepts include
*a) Identification of distinguishing characteristics of solids, liquids, and gases;
b) Measurement of the mass and volume of solids and liquids; and
c) Changes in phases of matter with the addition or removal of energy.
Purpose: This will be the first lesson of a unit on matter. The concept of matter will be introduced. The students will understand the differences in the molecular structure of the different states of matter: solid, liquid and gas. Objective: Given a worksheet the student will correctly draw a picture of each state of matter, solid, liquid and gas, as well as write at least 2 facts and 2 examples for each. Procedure Introduction -­‐ Begin the lesson with the children sitting on the rug. -­‐ Introduce the new topic they will be studying. -­‐ Then begin filling out the “what we know” and “what we want to learn” columns of a KWL chart (prepare ahead of time) with the students. Development -­‐ Conduct a read aloud with the book What Is the World Made Of? o Questions to ask: § Are you a solid, a liquid or a gas? § Can you give me an example of a solid? A liquid? A gas? -­‐ On the white board, make three columns labeled solid, liquid and gas. Work with the students to write facts about each. o Information to be included/discussed (also include examples): § All materials (matter) take up space. Matter can be classified by
whether it is in solid, liquid or gas form. Each state of matter has
unique properties.
§ Solids are the only state of matter that keeps their own shape. A
solid’s shape can only be changed if a force is applied to it, such as
hammering, slicing or twisting. Solids can be hard, soft, bouncy or
stretchy.
§ Solids take up a certain amount of space (volume); the volume
does not change if the solid is placed in different containers.
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Liquids do not have their own shape; they go to the bottom of a
container and take on the shape of the part of the container they
occupy. Liquids pour and flow from a higher point to a lower
point; some liquids flow faster than others.
§ Liquids have a definite volume. When a liquid is poured into
different containers, the shape of the liquid may change, but the
volume does not.
§ Gases do not have a definite shape; they take on the shape of
whatever container they occupy. For example, the air in an inflated
balloon can be squeezed and reshaped.
§ Gases do not have a definite volume; they spread out in all
directions to fill any size container, or they keep spreading in all
directions if there is no container. For example, blowing even a
small amount of air into a balloon immediately fills the entire
balloon; the smell of baking bread eventually fills the entire house
and even outside.
§ Vocabulary: Property, classify, matter, solid, liquid, gas, volume Instruct the class to stand up. Start by telling them to bunch all together as tight as they can: explain that each of them represents a molecule of matter and that right then they are creating a solid and why. Then have them move slowly but to stay on the rug. Explain that they are a representing a liquid and why. Finally tell them to move all over the room after about 10-­‐15 seconds of moving around the room ask the students to stop and tell her all at once what state of matter they are and then have a student explain why. Instruct children to sit in their seats and have a short discussion about the previous activity. Have a student explain how the class represented the different states of matter. Summary/conclusion -­‐ Pass out the worksheets and go over the instructions -­‐ While children are working walk around the room to make sure the students are focused on the worksheet and also so you are available to answer any questions -­‐ For strugglers leave all the information on the white board for them to refer to. -­‐ For advanced students: Encourage them to write full sentences and have them write more than the minimum requirement of facts and examples. If any students finish much faster than the others have more books about matter available for them to look at. -­‐ Once everyone has completed the worksheet have the class move back to the rug to revisit the KWL chart. o See if the students need to change any facts they may have gotten incorrect o Then See if the students have any new questions or things they would like to know. (Wait to add to the “what we know” column until next lesson to use as a review) -­‐
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Materials The book What Is the World Made Of? All About Solids, Liquids, and Gases by Kathleen Weidner Zoehfeld. -­‐
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Worksheet (see attached) KWL chart on large piece of chart paper Evaluation Part A I will assess the students’ knowledge of the new material by the amount of participation in discussion and also by the completion of the worksheet. On the worksheet I will look for whether the student was able to clearly show the difference of a solid, liquid and gas. I will then look to see how many facts and examples were provided as well as if the information is correct. The expectation is for the students to have 2 correct examples for each and then at least 4 out of the 6 facts needed. I will also be looking for the inclusion of any vocabulary words used in the lesson. Evaluation Part B Did the students meet your objectives? How do you know? Did your lesson accommodate/address the needs of all your learners? What were the strengths of the lesson? What were the weaknesses of the lesson? How would you change the lesson if you could teach it again