Beacon Lesson Plan Library
Matter Matters!
Karen Hamilton
Orange County Schools
Description
This introductory lesson offers an interactive opportunity for the students' prior knowledge to be expressed and extends an understanding of the states of matter (solid, liquid, gas) through inquiry in preparation for more indepth experimentation in heating and cooling.
Standards
Florida Sunshine State Standards
SC.A.1.2.2
The student knows that common materials (e.g., water) can be changed from one state to another by heating and cooling.
Florida Process Standards
Effective Communicators
02 Florida students communicate in English and other languages using information, concepts, prose, symbols, reports, audio and video recordings, speeches, graphic displays, and computer-based programs.
Critical and Creative Thinkers
04 Florida students use creative thinking skills to generate new ideas, make the best decision, recognize and solve problems through reasoning, interpret symbolic data, and develop efficient techniques for lifelong learning.
Materials
-Set of three different colored plastic eggs/student group of four
-1 small water balloon/group
-1 small super ball/group
-4 sheets of manila or colored construction paper/group
-Pens/pencils for each student
-2 scissors/group
-2 glue sticks/group
-1 storage bucket/group
Preparations
1. Assign an air filled colored plastic egg for gas. Seal container so that students do not open.
2. Choose a different colored plastic egg for solid. Insert a small super ball into egg before sealing.
3. Put a little water into a small balloon. Knot off and place into the third different colored egg. Seal.
4. Place “eggs” and other supplies into group buckets.
5. Develop a vocabulary term list.
Procedures
1. Use a K-W-L chart to assess prior knowledge regarding the states of matter.
2. Instruct students to record in journals adding vocabulary terms.
3. Working with shoulder partners (seat partners) and then groups of four, have students secure the bucket of supplies and begin observing, discussing, and recording in their journals which egg is solid, liquid, or gas.
4. After coming to a group consensus, have students post the results on the board. All group results are compared by having one person from each group explain how the final classification as solid, liquid, or gas was determined.
5. Have students make folded-paper pyramids. With an 8 x11 sheet of construction paper, bring one corner to the other side forming a triangle. Cut off the extra rectangular strip. Open the triangle to form the square. Bring the opposite over to form 4 triangles in the square. Cut on one line from the outside to the center. Fold to form a triangular pyramid. Label each side as liquid, solid, or gas. Students use vocabulary terms along with arrows indicating change of state. Caution students not to glue the pyramid together until all vocabulary terms and direction of change arrows have been included. See Attached Files for Matter Vocabulary Word Document and Triangular Pyramid Model Word Document.
6. Have students compare their completed model to the teacher model adding ommitted vocabulary and directional arrows as needed.
7. Evaluate student journal entries and triangular pyramids for inclusion of all vocabulary terms and direction of change arrows indicating the change of state. See Attached Files for Matter Vocabulary Word Document and Triangular Pyramid Model Word Document.
Assessments
1. Individual journal entries with descriptions and evaluations egg observations.
2. Folded-paper Triangular Pyramid Model for all three states of matter (solid, liquid, gas).
3. Vocabulary terms and directional arrows indicating change from one state to another.
4. Group cooperative learning that leads to consensus of inquiry results.
Observe group interaction and assist when requested.
Extensions
1. Students use their bodies to demonstrate the amount of space needed for a molecule in the solid, liquid, or gas state.
2. Students illustrate the movement of molecules in solids, liquids, and gases.
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