1. Ms. J. Helton’s Science Lesson Plans
Describing Matter
Ms. J. Helton’s
Science Lesson Plans

2. Science Objectives:
By the end of the week, the students will be able to recall the properties of solids and liquids and exemplify matter that changes from solid to a liquid and from a liquid to a solid.

3. Student-Friendly Objectives:
TSWBAT:
Identify matter as anything that has mass and take up space.
Compare and contrast different properties of matter.

4. I Can Statement: I can identify and describe matter.
I can compare and contrast the properties of matter.

5. Materials: Science Textbook Smart Board Matter PowerPoint
Bags with different objects
United Streaming Video
Matter worksheets/ handouts

6. Introduce: Assess Prior Knowledge:
Good afternoon students, I want you to put on your thinking cap.
T model how to put on her thinking cap.

7. Introduce: Assess Prior Knowledge:
T. asks: What things are made up of matter?
T. asks: How can you describe objects that have matter?

8. What is Matter?
Matter is everything around us. Matter is everything that has mass and takes up space (volume).

9. What is matter?
Matter is everything around us. Matter is everything that has mass and takes up space (volume).

10. Connections:
We have learned that matter is everything around us. Stop Think and Pair; what are forms of matter and can you give an example?
(Gas. solid, and liquid).  How many properties does all matter share? Space and mass

11. Mini Lesson:
We will look at other changes to matters. Turn pair and share, The word change means  what to them. Provide students with the meaning of the word change.  Give examples.  You were in first grade last year and now you are in second grade.  Turn the television to another channel when you want to see a different program.  Today we will learn how matter
Interactive:

12. Mini Lesson: Now I want you to sit back and watch this Matter Video.
Afterwards, we are going to discuss the video and take a quiz.

13. Video on Matter:

14. Matter Quiz:
Write a T beside the correct number if the sentence is true or F if the sentence is false.
___A shadow is made of matter.
___Solids have a shape of their own.
___Gases can be counted.
___Liquids take the shape of the container they are placed in.
___Matter is all around us.

15. What is Matter?

16. Today’s Objectives:
SWBAT classify matter based on its physical properties of solid, liquid, or gas.

17. Student-friendly Objective:
I will be able to describe an object as a solid, a liquid, or a gas

18. Do Now: Three objects: Green apple, grass, green lizard
When I say “go”, you will have 8 seconds to think of one thing that these three things have in common. You will think at a volume 0, stay at your desk, in SLANT position.
Three objects: Green apple, grass, green lizard

19. Hook:
I am going to pick 1 scholar who is in SLANT position at a volume 0 raising their hand to share with the class what is the same with these three things. If you are picked, you will stand up and speak clearly for the class to hear, answering in a complete sentence. If you are not picked, you will be in SLANT position, tracking the speaker, at a volume 0.

20. Hook:
Answer: The three objects are similar because they are all green.
Very good! What you just is classify three objects based on a similar quality. For these three objects it was what color they were, but this isn’t the only way to categorize things. This week we are going to learn different ways we can classify objects and practice classifying and describe objects based on similar characteristics. Today, we are going to learn about how to classify objects based on being a solid, a liquid, or a gas!

21. I Do:
Let’s start learning about what it means to classify an object and what a solid, liquid, and gas is. While I am teaching I expect you to be in your seat in SLANT position at a volume 0. You do not need anything and should not be touching anything.

22. I Do:
After each major point, I will give you a minute to write or draw one thing you learned about on your reflection sheet.

23. I Do: What is classifying?
When we put things together or describe things based on things they have in common, we say we are classifying them. Class, on 3 say “classify” after me.
We can classify things based on their color, how they feel, how they smell, etc. For example: “green”, “crunchy”, “sweet smell”

24. I Do:
What is matter?
Matter: When we are in science, we need to use the right vocabulary to be the best scientists possible. When we talk about anything that has weight and is a solid, liquid, or gas, we call it matter. Class, when I count o three, repeat after me the word “matter

25. I Do: What is a solid? Example: rock, bed, play-do
Today we are going to learn about how to describe things based on whether they are a solid, liquid, or gas.
The first one we’ll talk about is a solid. A solid is matter that is hard and not affected by changes. When you put it in your hand it doesn’t change shapes.
If we placed a solid in a container, it will stay the same shape and not take the shape of the container.
Example: rock, bed, play-do

26. I Do: What is a liquid? Example: water, orange juice, hand sanitizer
A liquid is matter that doesn’t really have a set shape and will change shapes in your hands.
If we placed a liquid in a container, it will take the shape of the container. Think of pouring water into a cup, it takes the shape of the cup.
Example: water, orange juice, hand sanitizer

27. I Do:
What is a gas?
A gas is something that has no shape and that you can’t see or hold.
A gas spreads out as far as it possibly can before it is stopped. So if we put it in a container, it will spread out all the way till it hits the container.
Example: air, smoke, smog

28. Key Points: Matter: a solid, liquid, or gas that has a set mass
Mass: the weight of a solid, liquid, or gas
Solid: an object that you can hold in your hand and it won’t change shape; it won’t change shape if you put it in a cup

29. Key Points:
Liquid: something you can hold in your hand and it will take the shape of your hand; it will fill the cup and take its shape
Gas: something that you can’t see and can’t hold in your hand; it will take as much space as there is in the cup

30. What is Matter?:
Matter is anything that has weight and is either a solid, liquid, or gas
We can describe matter as either a solid, a liquid, or a gas

31. What is Matter?:
A solid is something you can hold in your hand that won’t change shape
A liquid is something that you can hold but will take the shape of your hand
A gas is something you can’t see or touch and will take as much space as possible

32. Matter comes in 3 different forms called states.
The 3 states of matter are solid, liquid and gas
Solid
Liquid
Gas

33. Solids
A solid is matter that is hard and not affected by changes. When you put it in your hand it doesn’t change shapes.
If we placed a solid in a container, it will stay the same shape and not take the shape of the container.

34. Liquids
A liquid is matter that doesn’t really have a set shape and will change shapes in your hands.
If we placed a liquid in a container, it will take the shape of the container. Think of pouring water into a cup, it takes the shape of the cup.

35. Gases
A gas is something that has no shape and that you can’t see or hold.
A gas spreads out as far as it possibly can before it is stopped. So if we put it in a container, it will spread out all the way till it hits the container.

36. Name the state of matter: #1

37. Name the state of matter: #1
SOLID!

38. Name the state of matter: #2

39. Name the state of matter: #2
LIQUID!

40. Name the state of matter: #3

41. Name the state of matter: #3
GAS!

42. Guided Practice (We Do)
Let’s now work on classifying different matter based on if they are a solid, liquid, or gas. I am going to hand you a sheet of paper that you will be able to take your observations on. At a volume 0, you will take one paper and pass it clockwise.

43. Guided Practice (We Do)
I am going to pass around 6 plastic bags with different kinds of matter in them. Each plastic bag has one thing in it. It is your job to decide whether the object is a solid, liquid, or gas. Once you’ve come up with a choice, you will check it on your grid. Then, you will explain WHY you think it is a solid, liquid, or gas. You will do this at your desk, at a volume 0 or 1, and only work with one bag at a time.

44. Guided Practice (We Do)
Let’s be clear of the rules: You will not open the bag at all. You will observe the matter only through the plastic bag and you will each take a turn observing the bag. There will be one bag per table.

45. CFU

46. You Do:
IP will continue the GP activity so that scholars have time to observe each of the bags

47. Closure and Exit Ticket
GP/IP worksheet will be exit ticket

48. Homework:
GP/IP worksheet will be exit ticket

49. Properties of Matter

50. Today’s Objective:
TRAILBLAZERS will” describe the properties of solids using their 5 senses and record their findings

51. Vocabulary:
Property
Solid

52. Key Points: Objects can be described based on their properties.
Objects can be compared to one another based on their properties.
We can classify objects based on relative size (bigger or smaller, heavier or lighter) and mass, shape, color, and texture.

53. Materials Needed: 4 bags: rock, water, air, nothing
Assortment of balls
Balance
Small ice chest filled with ice and frozen gummy worms
IP-1
For each student
Solids Observation Recording sheet
Pencil

54. Materials Needed:
For each group of students (2-3 students- teacher’s preference)
Inflated balloon
Frozen gummy worm
Ice cube (in a zip lock bag)
Deflated balloon
Room temperature balloon
Room temperature ice cube (in a zip lock bag)

55. I Do: Hold up the bag with the rock.
T: What is inside this bag? (rock)
T: Scientists call materials like rocks solids.
Introduce the bag with water and ask for observations.
T: What is inside this bag? (water)
T: Materials like water are called liquids.
Show the third bag with air.
T: What is inside this bag? (Air- some students may say empty. Bring out the fourth bag for comparison.)
T: Materials like air are called gases

56. I Do: T: All matter can be described as a solid, liquid, or gas.
T: We are going to find out more about solids today.
T: Solids have properties that we can use to describe them.
T: We can use our 5 senses (see, hear, smell, taste, and touch) to describe these properties.
Show students one of the balls.
Model how to use your five senses to describe the ball (describe color, texture, how it sounds when shaken or bounced, how it smells- skip taste, of course!).

57. We Do:
T: Ask students to get into a circle. Put the balls in the middle of the circle.
T: Look at these balls. How can we describe them?
Use the response cup to pick 5 students to pick up one of the balls and describe it using one of their 5 senses.
T: One of these balls broke a window of a local bank during a bank robbery. It was the heaviest one.
T: How can we find out which one is the heaviest, has the most mass? (Ask students to come up with ideas. Test the ideas. Suggest using their hands if no one comes up with the idea.)

58. We Do: T: First, we are going to use our hands.
Pass the balls around the circle and tell students to keep their predictions a secret until every student has held every ball.
After the balls have all been held, hold up each ball one-at-a-time and ask students to give a thumbs-up or down to indicate whether the ball could have been used to commit the crime.
Once the class has decided on 1 to 2 balls that could have been used to commit the crime, suggest using a balance to determine the mass with more accuracy.
Show students how to use the balance to decide which ball is actually the heaviest.

59. We Do: TTW ask follow-up questions:
What tool did we use to measure mass and solve the crime?
How did we measure which ball was the heaviest?
Are our hands a good judge of mass? Why or why not?

60. CFU:
Students will use their 5 senses to describe the balls and use their hands to determine which ball is the heaviest.

61. You Do:
Explain to students that they will work in groups to describe 6 different objects using their sense of sight, touch, hearing, and smell. Caution students not to use their sense of taste (students who do will not be able to use the materials). Show students the recording sheet.

62. You Do:
Give students 15 minutes to describe a slightly inflated balloon, a frozen gummy worm, and an ice cube (in a bag). Students will describe each of the objects using their sense of sight, touch, hearing and smell and record their findings. Provide students with a ‘Texture Card” and “Shape Card” for help with words

63. You Do:
Provide students with a room temperature gummy worm, a deflated balloon and a melted ice cube in a zip top bag. Have the students describe how the object is different now. How did the texture change? Is it a different shape? Use the “Shape Card” and “Texture Card” words for ideas and prompts

64. You Do:
Students will watch The Magic School Bus: Gets Ready, Set, Dough” and look for solids with specific properties.
Before watching the video explain that the students will be looking for objects with specific properties. (Show the recording sheet.)
Also explain that the students in the video will be combining solid and liquid ingredients to make a solid cake.
Explain what kind of objects they will be searching for and how to fill out the recording sheet. (ie, If the property is yellow, students would write school bus.)

65. You Do:
Students will search for solid objects with these properties and write the name of the object:
Yellow and big (school bus)
Round with air inside (balloon)
Green and fits on your head (hat)
Something round that you can eat (donut)
Something round, hard, and white (egg)
A white powder (flour, baking soda)
A brown powder (chocolate)
Something clear that can hold things (glass jar)
Something metal that gets hot (oven)
Something pink and blue (birthday cake)

66. Classifying Video:

67. Modifications or Accommodations :
During the scavenger hunt, ask students to think of more than one object that has a certain property. Get students to write their own property word and object that fits the description.

68. Modifications or Accommodations :
Provide students with a list of texture and shape words to help students describe their objects and record their findings.
Students can draw an object they find in the scavenger hunt instead of writing its name.

69. Assessment :
TRAILBLAZERS will describe the properties of solids using their 5 senses and record their findings. Students will go on a scavenger hunt for objects with a certain property

70. Closure :
After the show is over, ask students to name the solid objects that they found.