The Three States of Matter
Summary
In this Physical Science activity, students will be able to define the meaning of the words solid, liquid, and gas. Students will work in groups of 3 or 4 to complete a chart with examples of each type of matter and its properties. Students will then record their observations in their science journals.
CollapseLearning Goals
This activity is designed for students to classify the states of matter, and to observe the different properties of each one. The students of each group will then give an oral presentation to their classmates telling of their observations.
Vocabulary Words: matter, solid, liquid, gas, and properties
Vocabulary Words: matter, solid, liquid, gas, and properties
Context for Use
This lesson is for primary students. The lesson will last about an hour. It will be split into 2 days.
Description and Teaching Materials
Before beginning the lesson, I will read the book, What Is the World Made Of? All About Solids, Liquids, and Gases by Kathleen Weidner Zoehfeld and illustrated by Paul Meisel.
Materials needed: paper cup, zip-lock baggie filled with water, two empty zip-lock bags, pencil, a solid object such as a rock or a ball, chart paper and markers for each group.
Activity: Hold up a zip-lock bag containing the solid. Introduce the term "solid". Take it out. Ask children to feel it, look at it, etc. Does it take up space? Does it have weight? Does it keep its shape? Ask for other examples of solids, and their properties. Record on chart. Hold up the baggie with the liquid. Introduce the term "liquid". Pass it around. Does it take up space? Can you see it? Does it have weight? Does it keep its shape? (Pour water into cup so children can see that liquid takes the shape of its container.) List other liquids, discuss their properties, and record on chart. Blow air into the third, empty baggie. Does it take up space? Does it have weight? Does it keep its shape? (Let air out of the bag and ask children where it went.) Discuss other properties, other gases, it any, that the children may know the names of. Let them inhale and see how lungs expand like a balloon. Record on chart. To close the activity, the children will each get a copy of the poem, Matter Really Matters by Sue Boulais.
Matter is very important,
It makes up the things that we see,
Without it, all things as we know them
Would simply just not even be!
We wouldn't have fish in the ocean,
We wouldn't have clouds in the air,
No people in houses, no grass on the ground.
Why the ground wouldn't even be there!
Matter is very important—
Especially to you and to me.
Everyone's made up of matter...
Without it, we just wouldn't be!
Materials needed: paper cup, zip-lock baggie filled with water, two empty zip-lock bags, pencil, a solid object such as a rock or a ball, chart paper and markers for each group.
Activity: Hold up a zip-lock bag containing the solid. Introduce the term "solid". Take it out. Ask children to feel it, look at it, etc. Does it take up space? Does it have weight? Does it keep its shape? Ask for other examples of solids, and their properties. Record on chart. Hold up the baggie with the liquid. Introduce the term "liquid". Pass it around. Does it take up space? Can you see it? Does it have weight? Does it keep its shape? (Pour water into cup so children can see that liquid takes the shape of its container.) List other liquids, discuss their properties, and record on chart. Blow air into the third, empty baggie. Does it take up space? Does it have weight? Does it keep its shape? (Let air out of the bag and ask children where it went.) Discuss other properties, other gases, it any, that the children may know the names of. Let them inhale and see how lungs expand like a balloon. Record on chart. To close the activity, the children will each get a copy of the poem, Matter Really Matters by Sue Boulais.
Matter is very important,
It makes up the things that we see,
Without it, all things as we know them
Would simply just not even be!
We wouldn't have fish in the ocean,
We wouldn't have clouds in the air,
No people in houses, no grass on the ground.
Why the ground wouldn't even be there!
Matter is very important—
Especially to you and to me.
Everyone's made up of matter...
Without it, we just wouldn't be!
Teaching Notes and Tips
Discuss proper behavior working with a group. Have the students choose 1 person to do the writing on the chart.
Assessment
Using their chart, each group will explain the conclusions they came to about each state of matter and its properties. I will also read what they have written in their science journal. Their journal should contain the meaning of each of their vocabulary words.
Standards
2. Physical Science 1. Matter 1. Objects can be described in terms of the materials they are made of and their physical properties.