Matter: Solids, Liquids, and Gases

Science standard 2.S.1A.3: With teacher guidance, conduct structured investigations to answer scientific
questions, test predictions and develop explanations: (1) predict possible outcomes, (2) identify
materials and follow procedures, (3) use appropriate tools or instruments to collect qualitative and
quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety
procedures.
Science standard 2.P.3: The student will demonstrate an understanding of the observable properties of
solids and liquids and the special properties of magnets.
Science standard 2.P.3A.2: Develop and use models to exemplify how matter can be mixed together and
separated again based on the properties of the mixture.
Science standard 2.P.3A.4: Construct scientific arguments using evidence from investigations to support
claims that some changes in solids or liquids are reversible and some are not when heat is added or
removed.
Science standard 2.S.1A.3: With teacher guidance, conduct structured investigations to answer scientific
questions, test predictions and develop explanations: (1) predict possible outcomes, (2) identify
materials and follow procedures, (3) use appropriate tools or instruments to collect qualitative and
quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety
procedures.
Objectives:
1. The students will be able to provide characteristics, including similarities and differences, of the
three states of matter, as well as list examples.
2. The students will be able to work through the scientific method to discover changes in matter.
3. The students will be able to apply the information gained from the experiment to describe
changes in states of matter.
Materials: Study Jams Video http://studyjams.scholastic.com/studyjams/jams/science/matter/solidsliquids-gases.htm , Matter ABC Power Point (Teacherspayteachers.com), Chart Paper, Matter Venn
Diagram worksheet, Slip N Slime PowerPoint, Slime (water, borax, glue, food coloring, bowls, cups,
spoons, ziplock bags) and directions
http://chemistry.about.com/od/chemistryactivities/ss/slimerecipe.htm , Scientific Method Experiment
Sheet, pencils, Writing Journal
Procedure: The teacher will inform the students that they will be learning about matter today. She will
ask if anyone knows what matter is, letting them respond. Then she will show the Study Jams video,
which will introduce them to the three states of matter, solids, liquids, and gases. After the video, the
teacher should ask the students if they learned anything. She should look for quiet hands to describe
each state of matter, as the video explained it, redirecting answers if needed.
The teacher will begin the ABC Matter PowerPoint, which goes through definitions and examples. For
the examples, when the picture pops up, give the students a few seconds to choose their answer. For
this activity, it is okay for them to shout it out all at once. It will probably excite them.
After the PowerPoint, ask the students if they discovered any new information. As of now, they should
be able to not only provide examples, but talk about physical characteristics. Some of them might even
be able to explain how the particles in each state move.

The teacher will pass out the Venn Diagram worksheets, which have the students comparing and
contrasting the three states. She will go over the directions and provide some examples. She should
draw the Venn Diagram on the board, guiding the students through a couple of suggestions. The key
thing is to tell the students that they can write these down on their sheets, but they need to provide
even more examples and characteristics.
If the students are still struggling, take a PAUSE. If not, skip this step. Call the students to the front,
according to their tables, to create an anchor chart. On the anchor chart, go through each state of
matter, beginning with solids. Ask the students to raise their hands to tell what they know. Pick quiet
hands. Prompt them when necessary. The teacher should be sure that the anchor chart has definitions,
examples, and how the particles move written for each state. This will only help the students. When
finished, dismiss the students back to their seats. They should be able to complete their Venn Diagrams
now.
After students complete the Venn Diagrams, the slime activity begins. IF AND ONLY IF THEY HAVE
BEHAVED. (This activity can be used as a reward throughout the day. Only behaving students get to
participate.) The teacher will bring up the Slip N Slime Power Point. If it has been several hours or a
day between these activities, go through the first part of the PowerPoint. This will be a review of solids
and liquids. Then introduce polymers, providing examples. Tell the students they will be making
polymers with slime and enforce the rules. Separate the students into pairs and send them to their
stations, enforcing the rule of dont touch anything until you are told to. Pass out the Scientific
Method Experiment Sheets. The teacher should go through the steps with the students. Read the
problem aloud and allow students to come up with a hypothesis as a class. Then begin the procedure,
moving step by step, making sure that every pair has completed the step before moving on. During the
activity, question the students about what is happening, and make sure they are keeping the rules in
mind. After the students have made their slime, allow them to play and observe. They should write or
draw their observations in the results section. After the results are finished, go over what the conclusion
is. Have them tell you whether or not their hypothesis was correct. They should write what they think
and tell what happened.
For morning work the next day, have the students write about their slime. Did they like this activity?
What was their favorite part? Draw a picture. Have them describe the changes in states of matter that
they saw.
Assessment:
Objective 1 will be assessed by teacher observation during the whole group lessons and the completion
of the Venn Diagram. Students should have a least 3 points in each section.
Objective 2 will be assessed by the Scientific Method Experiment Sheet. Students should have each
section filled out in simple detail and complete sentences.
Objective 3 will be assessed by the journal entry for morning work, as well as the conclusion section in
the Experiment Sheet.
Accommodations: Students with special needs and slower learners will be placed in groups with higher
level learners.