Physical Science Matter 5D2.00 Process of Science Explaining 1.5 abc

CURRICULAR CORRELATIONS

CONTENT STANDARD: Physical Science

CONTENT TOPIC: Matter

CONCEPT: The properties of matter can be identified and measured.

CONTENT OBJECTIVE: 5D2.00 To understand the properties of matter

INSTRUCTIONAL OBJECTIVES: The learner will:

2.01 define matter.
2.02 experimentally show that all types of matter have mass and take up space.
2.03 list the characteristics of the states of matter.
OUTLINE OF CONTENT:
I. Definition of matter
II. Characteristics of matter

TN COMPONENT OF SCIENCE: Process Of Science

TN GOAL:

To enable students to demonstrate the process of science by posing questions and investigating phenomena through language, methods and instruments of science
TN THEME:
1.5 EXPLAINING - Phenomena and related information are made understandable through discussion that culminates in a higher level of learning
TN STANDARD(S): The learner will understand that:
1.5a Tables and graphs may be used to interpret the meaning and significance of data.

BENCHMARK: Things change in steady, repetitive or irregular ways. Tables, charts, and graphs are effective ways to show quantitative values and relationships.

1.5b Non-mathematical language may be used to interpret the relationships presented in mathematical form.

BENCHMARK: Written and verbal presentations are used to explain information presented in charts, graphs, and tables.

1.5c Information should be related to prior knowledge.

BENCHMARK:The process of making predictions, drawing inferences, and developing conclusions is based upon an individual's prior learning and understanding of scientific principles.

CLASSROOM CONNECTOR

TIME REQUIRED:

45 minutes
MATERIALS:
Clear containers of various sizes, marbles, balloons, water, clear plastic cups
SET:
Today, we will learn about matter and that all types of matter have mass and take up space.
INSTRUCTION:
Matter is anything that has mass and takes up space. (Blow up two balloons. One should be placed in a large soft drink bottle before inflating, the other should be allowed to assume the shape it desires.) What is in each balloon? (Air) From this experiment, what can you tell me about air? (Air takes up space and assumes the shape of the container.) Yes, the balloons show that air takes up space and assumes the shape of the container. The amount of space which matter takes up is called volume.

(Divide the students into groups of three. Give each group two balloons, two empty containers of approximately equal size, and two equal size containers of water. Instruct them to place the balloons into the empty containers before filling them with water.) What is in each balloon? (water) Are the two balloons shaped the same? (No, they took the shape of the container.) Can we say that liquids take up space and take the shape of the container? (Yes) How do these characteristics compare to those of a gas? (They are the same.) (The experiments are not designed to show that a gas takes up uniformly all the space it is allowed, while a liquid in an oversize container would not be able to adjust to take up all the space.

Now take the marbles and place them into the clear plastic cup. As you look through the sides of the glass, do you see space between the marbles? (Yes) Can we say that solids take up space, but don't take the shape of the container? (Yes)

ACTIVE PARTICIPATION:
(Let the students draw a picture to represent the state of matter from the observation of their experiments. They can classify and label their pictures of characteristics of the state of matter.)
CLOSURE:
In our lesson today, we learned the properties of matter. Tell your neighbor the definition of matter and the characteristics of each state. (pause, then summarize) (Make a chart showing 3 states of matter and their characteristics.)

(Fill a tall, slender bottle full of water. Have students predict what will happen to the shape of the liquid when poured into a smaller bottle. They need to write predictions in journals. Do similar processes with solids and gases.)

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