GRADE: Third

CONTENT STANDARD: Physical Science

CONTENT TOPIC: Matter

CONCEPT: Solids, liquids, and gases have identifying properties.

CONTENT OBJECTIVE: 3D2.00 To understand the properties of the three states of matter

INSTRUCTIONAL OBJECTIVES: The learner will:

2.01 identify properties of materials as they undergo physical changes, such as size, form, shape, heated, expanded, cooled, or contracted.
2.02 identify the three states of matter.

I. Classification of Matter
A. Solid
B. Liquid
C. Gases
II. Atoms
III. Molecules

TN GOAL:

To enable students to demonstrate ways of thinking and acting inherent on the practice of science; and to exhibit an awareness of the historical and cultural contributions to the enterprise of science.

3.1 HISTORICAL AND CULTURAL PERSPECTIVE - The knowledge and processes of science have evolved over time as an approximation of truth within cultural contexts.

3.1a Although some scientific knowledge is very old, it is still applicable today.

BENCHMARK: Current scientific knowledge and future progress are based upon past scientific truths.

This classroom connector addresses Instructional Objective 2.01.

One class period

Alka-Seltzer, paper sack, examples of solids, liquids, and gasses (one object per child), balloons, baking soda, vinegar, empty soft drink bottle, clear glass, tablespoon, large mixing bowl, water, green food coloring, and cornstarch, measurement thermometer, styrofoam cups, ice cubes, boiling water

Raise your right hand if you have had something to eat today.

Raise your left hand if you have had something to drink today. Stand beside your desk if you have been breathing today. Good! You have used all three forms of matter, a solid, a liquid, and a gas.

Matter can be put into 3 groups. Matter can be a solid, liquid, or gas. Let's look at an aquarium together. We can see all three forms of matter in the fish tank. The glass tank is solid matter. The water is liquid, and the air bubbles are gas. Name things you see that are solid, liquid, or gas. Most of the things you named are solids and liquids.

(Show ordinary solids that are found in your classroom. Examples books, paper, pencils, desks, chalkboards, etc.) Solids are particles of matter which have closely packed particles called atoms. The atoms in solids vibrate against each other but they never change places. This is why the shape of solids remains the same. The shape of solids do not change; however, you can change them. (Teacher could cut, wad, fold or tear paper to demonstrate change.)

Show several examples of liquids (pour). The atoms in liquids roll over each other. The atoms move more in liquids than in solids. Liquids therefore take the shape of their container. (Pour the same amount of liquid into different containers.)

The atoms in gases have the most movement. That is why they are harder to see. The atoms collide and spread out to fill the container. (Teacher blows up balloon, inflate a beach ball or blow into a plastic bag.)

1. SOLIDS - Stand still by your chair. Place palms together and rub your hands back and forth.

2. LIQUIDS - Roll hands over each other.

3. GASES - (Let children walk around room bumping into each other and then spreading out in all directions.)

(Let the students make rough drawings of a solid (Book), liquid (Glass of water), and gas (Balloon). Draw circles to show how close atoms are in the different states of matter. In the solids they are close together. In liquids they are further apart and in gases they are even further apart. (Teacher should model this on the board.)

1. Blow up the balloon a few times, until the balloon becomes easy to inflate.

2. Put 1 tablespoon of baking soda into the balloon.

3. Put 3 tablespoons of white kitchen vinegar into the soda bottle.

4. Now, put the balloon on the soda bottle. Set upright.

5. Pick up the balloon so that the baking soda goes into the vinegar.

The gas that was made when the baking soda and vinegar were mixed is called carbon dioxide. The shorthand way of writing "carbon dioxide" is CO2.

(See above experiment.) When two or more kinds of matter are mixed together, different matter may be formed. We also learned about solids, liquids, and gases. Tell your neighbor how these three forms of matter are alike. (pause) Now tell your neighbor how these three forms of matter are different. (pause, then summarize)

Assign students a topic, either solid, liquid, or gas. Write a paragraph describing what they have learned today.

Matter can be put into 3 groups. Tell your neighbor the 3 states of matter. Matter can be a solid, liquid, or gas.

Water is a liquid that is very important to us. Which form of matter is water? (response). Water can become any form of matter. One factor that can change the form of matter is heat. Heat can be added or taken away.

Today we will have two learning activities going on at the same time. You will be working in groups of 4 at your desk. I want you to look through these magazines and find pictures of objects that are solids, liquids, and gases. You will classify these pictures and glue them onto poster board under the correct heading.

While you are working at your desks, I will call one group at a time to work with me at the table. I must caution you to be very careful. We will be using boiling water. It could burn you if you spill it on yourself.

(Have each child sit beside you, one at a time. They dip a measurement thermometer into a styrofoam cup of ice cubes in water. Read the thermometer. Record the temperature. What does it say? (0 degrees Centigrade, 32 degrees Fahrenheit) What will happen when we put the thermometer into the boiling water? (Mercury will rise) Then carefully dip the thermometer into boiling water poured into a styrofoam cup. Read thermometer again. Which of these is a solid? (ice cubes) A liquid? (water) A gas? (The steam that rises off the boiling water.) Make a drawing of the thermometer, showing the temperature of the ice and the steam.

Today we have learned about the three states of matter and they are what. (Pause and give children a chance to say the three states.) (The teacher brings a bag which contains a variety of objects representing the three types of matter. The bag is called, "What's the Matter Bag." It contains one object for each child. Each child draws an object and determines the state of matter.)

Materials: tablespoon, bowl, cornstarch, water, green food coloring

1. Put 5 level tablespoons of cornstarch into a bowl.

2. Add 3 tablespoons of water and a drop of food coloring. Mix the slime with your hands.

3. Scoop up a handful. Does it run like a liquid? Quickly press it into a ball. Is it hard like a solid? It is a liquid and a solid. It is a mixture called a COLLOIDAL SUSPENSION (coe-LOYD-uhl suh SPEN-shun). The tiny bits of cornstarch stay suspended (floating) in the water instead of settling to the bottom. Milk, blood, and mud are other examples.

4. All "slimed out"? Toss it in the trash, not the sink. Starch blocks drains.

This is the time this file has been accessed since 05/18/97.

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