Changing States
Lesson
Le 10
Changing States
Lesson Summary:
In this lesson, students will understand and identify the three states of water: solid, liquid or gas. They will also
learn that water molecules can change between these three states.
References:
Lesson adapted with permission from:
1. Kentucky Environmental Education Council’s Wonderful Commonwealth of Water, “Constantly
Changing Water Molecules”
2. Louisville Water Company’s Adventures in Water, “I’ve Got Three States”
Teacher Resources:
Classroom Activities
• The Case of the Disappearing Water – page 114
ƒ Time: Approximately 1 hour the first day and 15 minutes for 4 days following
ƒ Materials:
9 Clear Measuring Cups
9 Water
9 Handout: The Case of the Disappearing Water (included)
9 Worksheet: The Case of the Disappearing Water (included)
• The Freeze Factor – page 117
ƒ Time: Approx. 30 minutes to start the experiment and several hours to see the results
ƒ Materials:
9 Clear Straws
9 Small Baby Food Jars
9 Red or Blue Food Coloring
9 A Permanent Marking Pen
9 Marble Sized Pieces of Clay
• Movers and Shakers – page 118
ƒ Time: Approximately 15 minutes
Handouts
• The Case of the Disappearing Water – page 115
Worksheets
• The Case of the Disappearing Water – page 116
Quizzes
• What’s the Matter? – page 119
• Matching the Matter – page 121
Supplemental Lesson Resources:
Power Point Presentation
• “Changing States” – available at: www.mccrearywater.com/funzone/powerpoint10
Video
• “What are the Three States of Matter?” – available at: www.mccrearywater.com/funzone (4 min.)
Additional Resource Websites
• http://personal.georgiasouthern.edu/~eheld1/topicpage.htm
McCreary County Water District – Water Quality Curriculum
111
Changing States
Lesson
Le 10
Changing States
Objectives:
Science:
SC-EP-1.1.2
Students will understand that objects have many observable properties such as size, mass, shape, color,
temperature, magnetism and the ability to interact and/or to react with other substances. Some properties
can be measured using tools such as metric rulers, balances and thermometers.
SC-EP-1.1.3
Students will describe the properties of water as it occurs as a solid, liquid or gas.
Matter (water) can exist in different states--solid, liquid and gas. Properties of those states of matter can
be used to describe and classify them.
DOK 2
SC-04-2.3.1
Students will:
• classify earth materials by the ways that they are used;
• explain how their properties make them useful for different purposes.
Earth materials provide many of the resources humans use. The varied materials have different physical
properties that can be used to describe, separate, sort and classify them. Inferences about the unique
properties of the earth materials yield ideas about their usefulness. For example, some are useful as
building materials (e.g., stone, clay, marble), some as sources of fuel (e.g., petroleum, natural gas), or
some for growing the plants we use as food.
DOK 2
Arts and Humanities:
AH-04-4.2.1
Students will create patterns of movement incorporating the elements of dance (space, time and force).
Materials Needed:
Clear Measuring Cups
Access to Water (you could fill jugs ahead of time)
Clear Straws
Small Baby Food Jars
Red or Blue Food Coloring
A Permanent Marking Pen
Marble Sized Pieces of Clay
McCreary County Water District – Water Quality Curriculum
112
Changing States
Lesson
Le 10
Lesson Plan:
Water is made up of molecules – tiny particles called atoms. A water molecule (H2O) has three atoms: two
hydrogen (H) atoms and one oxygen (O) atom.
Water covers 75% of the Earth. It is tasteless, odorless and colorless. Earth is the only planet where water can
exist in all three forms: solid (ice), liquid and gas (vapor).
Water is constantly changing from state to state. The energy from the sun causes water to evaporate into a gas.
Boiling water on a stove can also cause water to change from a liquid to a gas. As water changes from a solid to
a liquid it melts. As water changes from gas to liquid, it is called condensation. Water freezes as it changes from
a liquid to a solid. Water becomes frost when it changes from a gas to a solid. As water changes from state to
state, its volume, or the space it occupies, can change.
(ICE) – Water is ice in
glaciers at the North
and South Poles. When
water is in this state, it
can float. Ice floats
because as water
freezes it becomes
lighter – it weighs less
than liquid water.
(Vapor) – Water is
always a gas. It's
always part of the air
we breathe. Water is
also a gas when it's
in the atmosphere as
clouds. Water
vapors can form
raindrops,
snowflakes or hail
depending on the
weather conditions.
Water is a liquid in lakes,
rivers, oceans and streams.
This is the state of water we’re
most familiar with. It’s how
most of the water exists on
Earth. We drink, wash, cook
and use liquid water in many
ways everyday!
McCreary County Water District – Water Quality Curriculum
113
Changing States
Lesson
Le 10
Classroom Activity: The Case of the Disappearing Water
In this activity, students will learn how water changes from a liquid to a gas. It will take about 30 minutes to read
the story and several days to complete the experiment and follow-up. You’ll need clear measuring cups for each
small group, access to water (you could fill some jugs ahead of time), copies of the Handout: The Case of the
Disappearing Water, and copies of the Worksheet: The Case of the Disappearing Water. The handout and
worksheet are included on the following pages.
Here’s what to do…
1. Explain to the students they're about to become "water detectives."
2. Either read aloud during class or have students read the Handout: The Case of the Disappearing Water.
3. Divide the students into small groups. Have each group fill out the activity sheet. It's important they form
a hypothesis before they do the experiment.
4. Perform the water experiment to see what really happened to the water. (Directions for the experiment are
on the activity sheet.)
5. Make sure students remember to check the water level each day. To add another math portion. to this
experiment, have students graph the results.
6. When the experiment is over, be sure the students record their results and conclusions.
These questions are great for follow-up!
If some groups had different results with the experiment, why do you think this
happened?
How would weather conditions (sunny or cloudy day) affect the experiment?
McCreary County Water District – Water Quality Curriculum
114
Changing States
Lesson
Le 10
Handout: The Case of the Disappearing Water
The Case of the Disappearing Water
Water Detectives Anonymous was called to the home of Mrs.
Flowers. When they arrived on the scene, Mrs. Flowers' grown
son, Frank Flowers, was frantic. His mother was missing! The
detectives asked Frank how long his mother had been missing.
"That's just it," Frank said. "I've been traveling a lot and kept
forgetting to phone her. Now I feel terrible. I have no idea where
she is or how long she's been missing." "Do you know of some
places where she might have gone?" asked one water detective.
By:
Susan M.
McMaster
Frank wrinkled his brow and thought hard. "Well," he said, "her habits are very predictable. If she has been
gone for less than a day, she probably just went shopping. If she's been gone fewer than 3 days, she may be
visiting one of her sisters. She always says 'Guests are like fish, they start to stink in 3 days!' She would never
visit anyone for more than 3 days."
"If she's been gone more than 3 days, but fewer than 7," continued Frank, "she's probably taking a vacation on a
cruise ship. I'm sure she can't afford more than a 7-day cruise. If she's been gone more than 7 days but fewer
than 6 weeks, she's probably received the grant that she applied for - she wants to study art in Europe. If she's
been gone more than 6 weeks, she is probably at her mountain cabin. However, she never stays there more than 2
months. If she's been gone longer than 2 months, aliens must have captured her and taken her to another galaxy.
She loves her plants and her home. She would never stay away longer than 2 months for any reason."
"I think we can help you solve this mystery," said another water detective who had been looking around the
house. "Did you find a note?" asked Frank hopefully. "No," said the detective, "but I did find this glass
measuring cup in the window." "Oh," said Frank, "that's nothing. Mother is very particular. Every morning she
fills the measuring cup to exactly one cup. Then she puts it in the window sill to warm in the sun for a little
while before she waters her African violets. She is very careful about how much water she uses because she
doesn't want to over-water or under-water the plants." "Aha!" said the water detective, "Just as I suspected, this
is precisely where we must begin our search. The measuring cup now has exactly 3/4 of a cup of water." "Are
you saying someone stole 1/4 cup of water?" asked Frank.
"No wonder his mother didn't bother to tell him where she was going!" muttered one of the detectives.
"No sir," said another water detective, trying to keep a straight face. "It's a matter of evaporation. You see, water
evaporates into the atmosphere. The warmth of the sun changes the liquid into water vapor that we can't see.
After awhile the water vapor condenses and forms into clouds. Eventually the water comes back to the ground as
rain or snow or hail. Over time, the water evaporates again. It's part of the water cycle."
"To make a long story short," said another detective, "We're going to conduct an experiment. We'll put a cup of
water in a sunny place and keep track of how long it takes to evaporate. Based on that experiment, we will
estimate how long ago Mrs. Flowers left the measuring cup in the window sill."
"What a relief!" said Frank. "What should we do now?"
"I suggest you water the plants," replied yet another detective.
McCreary County Water District – Water Quality Curriculum
115
Changing States
Lesson
Le 10
Worksheet: The Case of the Disappearing Water
Name: _________________________
Okay water detectives! Let’s get the facts from the story first.
1. What's the original amount of water in the measuring cup? ________________________________________.
2. What's the amount of water in the measuring cup now? ___________________________________________.
3. If Mrs. Flowers has been gone for less than a day, she probably ____________________________________.
4. If Mrs. Flowers has been gone for three days, she may be _________________________________________.
5. If Mrs. Flowers has been gone for seven days but fewer than six weeks, she's probably__________________.
6. If Mrs. Flowers has been gone for more than six weeks but fewer than two months she is _________________.
7. If Mrs. Flowers has been gone longer than two months, ___________________________________________.
Now, develop a hypothesis. That means, what’s your prediction? What will happen in the experiment?
1. How long do you think the water was left on the window sill? ______________________________________
2. Where do you think Mrs. Flowers went? _______________________________________________________
Now – do the experiment to see what really happened to the water and where Frank should look for Mrs.
Flowers. Each group needs a clear measuring cup and water.
Here’s what you do:
Write down today's date ___________________________
Fill the measuring cup to the one cup line.
Put the cup in a sunny window.
Write down how many days it takes for the water in the measuring cup to be at the ¾ cup line. Use the
table below to record your data.
NOTE: Remember; stop recording data when the water level reaches the ¾ line.
1.
2.
3.
4.
Day
Day 1
Day 2
Day 3
Day 4
Day 5
Water Level in Cup
Day
Day 6
Day 7
Day 8
Day 9
Day 10
Water Level in Cup
What did you learn?
1. It took about ____________days for the water to drop to the ¾ cup line.
2. Where should Frank begin looking for Mrs. Flowers? _________________
3. Now the BIG question… _________________________________
McCreary County Water District – Water Quality Curriculum
What
happened to
the water?
116
Changing States
Lesson
Le 10
Classroom Activity: The Freeze Factor
In this activity, students will learn that as water changes from a liquid to a solid, it expands. You’ll need about 30
minutes to start the experiment and several hours to see the results.
You’ll need:
Clear straws
Small baby food jars
Red or blue food coloring
A permanent marking pen
Marble size pieces of clay
Here’s what to do...
You can do this either in small groups, as a demonstration or individually.
1.
2.
3.
4.
5.
6.
7.
8.
Press the ball of clay into the bottom of the center of the jar.
Fill the jar with water.
Add four or five drops of food coloring and stir.
Put the straw into the water and push it into the bottom lump of clay. Now the straw can stand on its
own. Water should fill into the straw.
Slowly pour all of the water out of the jar. Keep the water in the straw.
Use the pen to mark the height of the water in the straw.
Put the jar in the freezer for about four hours or until it's completely frozen. Don't touch while it's in
the freezer.
Remove the jar from the freezer. Where's the water in the straw? Is it above or below the mark you
made? (The frozen water should be above the mark you made.)
What did you learn?
Water is made up of molecules and these molecules are attracted to each other. When water is a liquid, the
molecules move around. As water gets colder and freezes the molecules have limited movement and end up
farther apart. That's why water expands as it freezes. Ice is less dense than water, which is why ice floats on top
of water.
The Freeze
Factor
McCreary County Water District – Water Quality Curriculum
117
Changing States
Lesson
Le 10
Classroom Activity: Movers and Shakers
In this activity, students will explore water as a liquid, solid and gas through
movement. It will take approximately 15 minutes to complete the activity.
Here’s what to do:
Step 1: Review concepts of the water molecule and the three states of matter
that were covered in previous lessons.
NOTE: This is a simple
movement activity that
works well when students
become restless and need to
move around for just a few
minutes, while reviewing
previous learning.
Step 2: Explain to students that water molecules react in predictable ways when they are subjected to hot or cold
conditions. Tell students that this lesson requires them to pretend to be a water molecule as they change their
states of matter from a solid to a liquid and then a gas.
Step 3: Ask students to stand up and move to an open area in the classroom. (This activity can be done in a
hallway or outside, also.) Instruct students to listen to the script read by the teacher so they will understand what
they are supposed to do. Read: “You were poured into an ice tray and placed in the freezer earlier in the day so
there would be enough ice cubes to use in drinks at dinner. You are now a frozen ice cube. Water molecules slow
down as they get colder and colder, and finally quit moving when they become a solid. Squeeze tightly against
your neighbor to show you are a solid.” (Tell your “molecules” that you are checking to see if they are all frozen
as they try to stand perfectly still.)
Step 4: Read the following script: “Oops! I took the tray of ice cubes out of the freezer and left the tray setting on
the kitchen countertop. The ice cubes are beginning to melt. I see water molecules slowly moving apart and
changing from a solid to a liquid.” Tell students that their bodies should still be close together, but not squeezed
so tightly, because the water molecules are still stuck together in the ice cube tray as a liquid. (Make a big deal
about checking your “molecules” once again to see if they are warming up and melting.)
Step 5: Read the following script:
“Oh, dear! The sun was shining through the
window onto the ice tray! About half of the
water that was in the tray has disappeared!
Some of the water molecules have escaped as
they changed from a liquid to a gas!”
Encourage students to begin to move, or even
hop, around as they separate and move into
the surrounding atmosphere. (Check the
“molecules” to see if they are separating and
changing from a liquid to a gas.)
1. At different times throughout the school year, a variation of
this activity can be used as a simple movement activity in the
classroom, but also as a valuable way to review information
learned about the water molecule. Change the story each time
to a different setting to create different visual stimulation for
the students. As students become familiar with the pattern of
this activity, call on volunteers to make up the stories. This is
a simple way to check for comprehension.
2. When feeling in a really crazy mood, stand the students up
and just call out “liquid”, “solid“ or “gas“. Observe the
students to see how quickly they can react to the cue to turn
into a water molecule.
Step 6: Explain to students that this is a demonstration of how water molecules react to cold and heat in real life
situations. Reinforce the idea that water never totally disappears (in the sense of going away never to return).
Explain that as the molecules disperse into the air (evaporation), they will eventually condense, or reunite with
other water molecules and change back into a liquid as they cool. Explain that water molecules are in a constant
state of motion; we just usually do not pay any attention to the change taking place because it is such a normal
part of daily living.
Step 7: (Optional) Conclude this activity by asking students to write about how water makes them feel in
different settings: the beach, a lake, a pond, a river, a fountain, snow, rain, . . . .
McCreary County Water District – Water Quality Curriculum
118
Changing States
Lesson
Le 10
Quiz: What’s the Matter
Name: ________________________
1. Water can exist in three states. List them:
______________________
__________________________
______________________
2. Think of two ways you can see water as a solid.
_________________________________________
_____________________________________
3. Think of two ways you can see water as a liquid.
_________________________________________
_____________________________________
4. What is so special about the shape of a liquid? __________________________________________________
5. Think of a way water can be a gas. ___________________________________________________________
6. Water can change from state to state!
a) As water changes from a gas to a liquid it’s called ___________________________________________.
b) As water changes from a liquid to a gas it’s called ___________________________________________.
McCreary County Water District – Water Quality Curriculum
119
Changing States
Lesson
Le 10
Quiz: What’s the Matter
1. Water can exist in three states. List them:
Solid
Liquid
Gas
2. Think of two ways you can see water as a solid.
Ice Cube, Popsicle, Glacier, Hail
3. Think of two ways you can see water as a liquid.
River, Drinking Water, Ocean
4. What is so special about the shape of a liquid?
It always takes the shape of the container it’s in
5. Think of a way water can be a gas.
Air or Clouds
6. Water can change from state to state!
c) As water changes from a gas to a liquid it’s called
condensation
.
d) As water changes from a liquid to a gas it’s called
evaporation
.
McCreary County Water District – Water Quality Curriculum
120
Changing States
Lesson
Le 10
Quiz: Matching the Matter
Name: ________________________
Choose which state each picture is?
Answer Choices
1.
Solid
2. Liquid
3. Gas
Stream:
Ice Cream:
Ice Cube:
Milk:
Cloud:
Icicle:
McCreary County Water District – Water Quality Curriculum
Smoke:
Soda:
121
Lesson
Le
10
Quiz: Matching the Matter (Answer Key)
Choose which state each picture is?
Answer Choices
1.
Stream:
2. Liquid
3. Gas
Liquid
Ice Cube:
Solid
Cloud:
Gas
Icicle:
Solid
Ice Cream:
Solid
Milk:
Liquid
Smoke:
Gas
Soda:
Liquid
Solid
McCreary County Water District – Water Quality Curriculum
122