GRADE: First

CONTENT STANDARD: Physical Science

CONTENT TOPIC: Matter

CONCEPT: Matter exists in various states and has identifiable properties.

CONTENT OBJECTIVE: 1D2.00 To understand the properties of matter

INSTRUCTIONAL OBJECTIVES: The learner will:

2.01 define matter
2.02 observe and identify states of matter.
2.03 classify matter according to common attributes.
2.04 recognize a scale as an instrument for measuring weight.
2.05 compare matter of various sizes and weights.
2.06 conclude that matter of the same size may not have the same weight.
2.07 observe how matter can change form/state, depending on the temperature.
2.08 recognize that rate of change varies.
2.09 identify some kinds of matter that exist in each state at normal room temperature.

I. Matter
A. Define
B. Discuss using examples
C. Describe states
II. Compare forms (solid, liquid, gas)
A. List forms found at home and school
B. Compare weight of objects of similar size
C. Compare matter of various sizes and weight
D. Arrange in order by weight
III. Change form / state - temperature
IV. Rate of change - varies to matter being observed
V. Identify matter in each state - room temperature
A. Solid
B. Liquid
C. Gas

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

1.5 EXPLAINING - Phenomena and related information are made understandable through discussion that culminates in a higher level of learning

The learner will understand that:
1.5a Tables and graphs may be used to interpret the meaning and significance of data.

BENCHMARK Graphs and tables provide visual results of observations
1.5b Non-mathematical language may be used to interpret the relationships presented in mathematical form.

BENCHMARK Descriptions and comparisons may be presented in terms of number, shape, texture, size, weight, color and motion.

1.5c Information should be related to prior knowledge.

BENCHMARK New learning is developed from existing knowledge.

TIME REQUIRED:

Three lessons - one instructional period each

Several different sizes of containers; water; eraser; old magazines; glue; scissors; poster paper; scales (one per group); objects made of solid, paper, foam or plastic; record sheet headed: OBJECT NAME, # OF GRAMS OR OUNCES, ice, water, sugar, shortening, Bunsen burner, pictures.

SET:

Boys and girls, today we will learn a name for Everything around us - MATTER. We will learn about matter and its different forms

Touch something. That is matter! Look at something. It is matter! Wave your hands in the air. Moving air is matter! Taste something. You are tasting matter! Matter is all around you. Now I would like for you to tell me some examples of matter here in our room. (response) All the things you have named are forms of matter. Matter had different forms. One form is solids. Solids have a definite form. That form usually doesn't change. (Hold up an eraser.) Another form of matter is liquid. Liquid changes shape depending on what is holding it, but doesn't change size. (Demonstrate by pouring water from one size container to another.) The last form of matter is gas. Gases have neither a definite shape nor size. (Have class cup their hands, catching a handful of air. Then transfer that exact amount of air into a container. It can't be done.)

(Predict what will happen to a container of water if left alone. Explain what will happen to the water. Make a large chart divided into solids, liquids and gases. Have the students cut magazine pictures as homework and paste on during science. Have class draw a picture of a solid, a liquid and a gas, labeling each.)

Today we have studied the three forms of matter. Name them for me. (response)

This classroom connector addresses Instructional Objectives 3.04, 3.05, and 3.06.

SET:

Yesterday we learned about matter all around us. It can be a solid, liquid or gas. How many of you have ever used your hands to determine which one of two objects is heavier? (response) Today we are going to see how we can weigh matter and how matter of the same size may not weigh the same.

(Divide class into groups of six. Each group will need a scale and a record sheet.) l will divide the class into groups of six. Each group will have a scale and a record sheet. You will also need several things to weigh. Each group will need a recorder. After you weigh an object, tell the recorder what it weighed in ounces or grams. Try to predict the weight of the object before you actually weigh it. (Allow plenty of time for the experimenting and weighing.)

(When children have weighed their objects and recorded them, ask the groups to list the objects from lightest to heaviest. Then list the objects from smallest to largest. They should conclude that objects of the same size may vary in weight.)

Today we have learned how matter can be weighed and that objects of the same size may not weigh the same. I am going to ask you some true and false questions. Show me thumbs up if the answer is true. Show me thumbs down if the answer is false. An orange looks about the same size as a plastic baseball? (True) Yes, their shapes are similar. An orange and a plastic baseball weigh the same? (False) No they don't.

This classroom connector addresses Instructional Objectives 3.07, 3.05, and 3.09.

SET:

Today we will observe how rapidly matter can change from one form to another, depending upon the temperature. How many of you remember the three states of matter? (Solid, liquid, and gas) Do you think temperature is an important factor in changing the three states of matter? (response)

(Have all materials ready for experiments.) Matter can be changed from one state to another by heating and cooling. When water, which is a ____ (Liquid) is frozen, it becomes ice, which is a ____ (Gas). (Experiment - heat ice until melts to water. Heat water until it evaporates.) The rate of change from one state to another sometimes depends upon the matter being investigated. Let's heat the same amount of ice, shortening and sugar, in different pans, until they melt. Are there any differences in which of these melts first? (response) Does one of them require a liquid to be added to it before the original substance becomes a liquid? (Yes, sugar)

(Name things in the room that are solids, liquids, or gases. Help make a class chart.)

(Children should display materials that are solids, liquids, or gases at room temperature. They sort these materials into their own categories, except gases. *Note: Gases will be identified as the oxygen they breathe, the air around them.)

Matter can sometimes be changed from one state to another. How did we show the three states of matter in our experiment with water and ice? (Melted ice to water, boiled water to steam) Tell your neighbor the three states of matter. (pause, then summarize)

This is the time this file has been accessed since 04/10/97.

The University of Tennessee at Martin is not responsible for the information or views expressed here.

First Grade Science Home Page

Last Modified