Lesson Objective

Students will identify and describe solids through their properties.

Lesson Plan
PREP

 Background Knowledge (from http://www.lessonsnips.com)

  When matter is in a solid state, it holds its shape. The molecules of the matter are very close together, and they
barely move. The atoms that make up the molecules of a solid are in motion, because all atoms are moving all the time.
Even though the tiny atom particles are in motion, the molecules are not free to go anywhere they want. The solid stays
in one position. You can hold a solid in your hand.
Many solids do not have much, if any, flexibility. That means they can’t be easily bent or molded into a new shape. For example, a
rock can not change its shape unless it breaks. Some solids, like clay, can be molded and changed. But some kind of force must be
applied to change the shape.

 Optional realia: solid objects that students can describe the properties of (e.g. apple, fork)
 

LAUNCH

 Ask: What is matter?

 Define: Matter is anything that takes up space.
 Ask: What are the 3 types of matter
 Have students turn to their neighbor and share the 3 types of matter.
 Today we will be learning more about Solids.
 

EXPLORE

 Chart (see notes pdf): What is a Solid

 A solid keeps their own shapes.
 A soild cannot be easily bent or molded into a new shape.
 Under a microscope, a solid’s particles are packed tightly together.
 When scientists describe objects, they describe an object’s properties.
 Hold up the apple (or a picture).
 Ask: If I wanted to describe the properties of this object, what could I say?
 Call on students and chart their responses. (i.e. red/color, smooth/texture, small/size, sweet/taste)
 Ask students describe the properties of the 2nd object.
 Create a word list for different types of properties
 Size: small, medium, large, etc.
 Texture: smooth, rough
 Feels: soft, hard
 Color: red, light blue
 Materials: wood, metal
 Tell the students that they will use what they know about solids and their properties to write riddles for the class to
solve.
 Show example: What is solid, wooden, tall, and has shelves?
 Have students guess the answer (e.g. bookcase)
 At their desks, students should write their solid property riddle using the sentence frame:
 What is solid, _______, _________, and __________?
 

CLOSE

 After students have written their riddles, volunteers can share their riddle and have other students try to guess the
solid based on the property clues in the riddle.
 Tell the students that tomorrow they will learn about liquids and their properties.
 
Lesson Objective
Students will identify and describe solids through their properties.

Lesson Plan
PREP

 Background Knowledge (from http://www.lessonsnips.com)

  When matter is in a solid state, it holds its shape. The molecules of the matter are very close together, and they
barely move. The atoms that make up the molecules of a solid are in motion, because all atoms are moving all the time.
Even though the tiny atom particles are in motion, the molecules are not free to go anywhere they want. The solid stays
in one position. You can hold a solid in your hand.
Many solids do not have much, if any, flexibility. That means they can’t be easily bent or molded into a new shape. For example, a
rock can not change its shape unless it breaks. Some solids, like clay, can be molded and changed. But some kind of force must be
applied to change the shape.

 Optional realia: solid objects that students can describe the properties of (e.g. apple, fork)
 

LAUNCH

 Ask: What is matter?

 Define: Matter is anything that takes up space.
 Ask: What are the 3 types of matter
 Have students turn to their neighbor and share the 3 types of matter.
 Today we will be learning more about Solids.
 

EXPLORE

 Chart (see notes pdf): What is a Solid

 A solid keeps their own shapes.
 A soild cannot be easily bent or molded into a new shape.
 Under a microscope, a solid’s particles are packed tightly together.
 When scientists describe objects, they describe an object’s properties.
 Hold up the apple (or a picture).
 Ask: If I wanted to describe the properties of this object, what could I say?
 Call on students and chart their responses. (i.e. red/color, smooth/texture, small/size, sweet/taste)
 Ask students describe the properties of the 2nd object.
 Create a word list for different types of properties
 Size: small, medium, large, etc.
 Texture: smooth, rough
 Feels: soft, hard
 Color: red, light blue
 Materials: wood, metal
 Tell the students that they will use what they know about solids and their properties to write riddles for the class to
solve.
 Show example: What is solid, wooden, tall, and has shelves?
 Have students guess the answer (e.g. bookcase)
 At their desks, students should write their solid property riddle using the sentence frame:
 What is solid, _______, _________, and __________?
 

CLOSE

 After students have written their riddles, volunteers can share their riddle and have other students try to guess the
solid based on the property clues in the riddle.
 Tell the students that tomorrow they will learn about liquids and their properties.
Lesson Objective
Students will describe the properties of three mystery liquids. They will use those properties to predict what the liquids could
be.

Lesson Plan
PREP

 Wax Paper
 Paper Plates
 Water (Red Food Coloring)
 Mouth Wash (Green)
 Corn Syrup or Dish Soap (Blue Food Coloring)
 Eye Dropper
 toothpicks
 * Store the 3 liquids in secure containers with lids
 * You can use other liquids for the different colors. The liquids should vary with their properties (taste, “thickness”,
odor, etc.) just be sure to specify taste/not taste on for the worksheet.
Some to try: honey, rubbing alcohol, vinegar, corn syrup
 

LAUNCH

 Remind students that Matter is anything that takes up space.

 There are 3 types of matter: Solids, Liquids, and Gases
 Ask students if a Rock is a liquid.
 Is air? Is a table? Is a Chair?
 Define:
 The important things for your to know about liquids are:
 A liquid takes the shape of whatever container you put it in. If you put it in a glass, it will be that shape, if you put it
in a liquid in a bowl, it will be a bowl shape.
 Liquids can be poured or spilt.
 Under a microscope, a liquid’s particles flow loosely around their container. That is why they pour, can move
around easily, and your hand can pass through them.
 Have students “Turn and Teach” their partners the 3 important things to know about liquids.
 Call on 3 students to repeat back the properties of liquids.
 Tell the students: Yesterday you described the properties of solids. Today you will describe the properties of 3
mystery liquids and you will try to predict what the liquids are.
 

EXPLORE

 Show students the 3 liquid containers.

 Tell there are 3 mystery liquids in these containers. Each of you will get a red drop, a blue drop, and a green drop.
With your drops you will record the properties and observations of the different liquids.
 Ask: What are some properties/observations you could make?
  Color, smell, taste, shape, what happens when you drag it?
 Show the student response sheet. Explain the directions (write observations, properties, draw what the drop
looks like, and predict what liquid the drop is)
 Hand out the response sheets, wax paper, plates, and toothpicks.
 After students have set up the wax paper on top of the plates, go around to each table and place a drop of the red
liquid on each plate. Allow students to record observations/drawings/predictions.
 Repeat with the green and blue drops.
 Optional: Allow students to mix 2 drops and record additional observations on the bottom of the sheet.
 After all 3 drop observations are complete, have the students bring their response sheets to the carpet to discuss
predictions and results.
 
CLOSE

 Hold up the red liquid. Ask for predictions and have students explain why they think it could be that.
 If there are no correct guesses, reveal the liquid.
 Repeat for blue and green liquids.
 Tell the students that the next lesson will explore the properties of another mystery object.
 

REFLECTION / NOTES

This was one of the first lessons that I ever taught to a small group, when I was in an education course in my Master's program. The
engagement, scientific thinking, and discussion were amazing to me. I have done this lesson for 1st-4th graders with variation in
concepts and complexity. In the beginning the students only made observations about the 3 different types of liquid. But, even in that
first lesson I had students begging me to see what happens if we mix the liquids. That interest in "what happens if" is the exact type of
inquiry that we want to instill in our young scientists. On a side note, older grades (through high school) can explore the concept of
viscosity of these different liquids. At the elementary level students are getting a very rudimentary understanding of thickness of
"thinness" of the liquids, but when they explore viscosity later on, it is my hope I've now given them some background about the
properties and behaviors of liquids.

Lesson Objective
Students will explore the existence and properties of gas through an experiment in blowing a balloon up inside of an empty
water bottle.

Lesson Plan
PREP

 Balloons (for each student)

 Empty water bottles (for each student/table group)
 Crepe Paper
 Empty clear container (bowl, tupperware, jar)
 Small solid object that would fit in the container
 Small amount of liquid that would fit in the container
 

LAUNCH

 Hold up the container and ask the students what will happen to the solid objects shape if you put it in a container.
 Expected response: The solid’s shape will remain the same.
 Show/Tell about a liquid. Ask what will happen to the shape of the liquid if it is poured into the container.
 Expected response: It will take the shape of the container, it will fill up the bottom of the container.
 Ask: What if I blow air inside? Accept multiple answers.
 Can we see air?
 Can we touch air? Taste it? Smell it?
 How do we know a gas is there?
 Today we will do an experiment to be able to draw a conclusion about how we know gases exist.
 

EXPLORE

 Ask for a volunteer to come up.

 Have them cover their ears, while you forcefully press the sides of the empty bottle to make the air inside hit their
face.
 Ask: What is in the bottle? Gas.   How do you know?
 Ask for another student to come up and blow up a balloon.
 Ask: What is the balloon filled with?  Gas. How do you know?
 Ask if there is any student in the classroom who thinks that they can blow up the balloon inside of the empty
bottle.
 Have the student come up to try. Let them have a good try, but don’t let them hurt themselves.
 Ask: Does anyone else think that they can do it?
 Tell: at each of your tables, you will have the chance to try to blow up the balloon inside of the empty water bottle.
 Allow each student to try. *You can even try, they might think that an adult can blow harder or more air.
 Have the students put down their balloons and bottles.
 Have the students share at their table why they think the balloon couldn’t blow up. Have them think about why we
are able to blow it up outside of the bottle, but not inside.
 Call on students to share their predictions.
 Expected response: The air inside of the bottle is taking up space and blocking the balloon from blowing up inside
of it.
 If the students do not get to this understanding, prompt them to think about what is inside of the bottle that could
be blocking the balloon.
 Now that the students know what is preventing the balloon from blowing up, have them brainstorm ways that we
could get the balloon to inflate into the bottle. *They can use other materials.
 Using scissors, you can cut holes in the bottom, so when the balloon starts to inflate, the air inside the bottle gets
pushed out.
 *Students may come up with other ways.
 After all groups have cut their bottles and inflated the balloon, bring them to the carpet to close the lesson.
 

CLOSE

 Optional Activity: Tape crepe/tissue paper to air condition/fan.

 Students can make a conslusion about why the paper is moving.
 Chart: (*See teacher notes PDF)
 A gas expands or fills up all of a space.
 Gases are usually invisible.
 Gas particles spread out all around.
 Tomorrow, you will create an art project about the 3 states of matter that you have learned about.
 

REFLECTION/NOTES

To get students to conceptualize gases is harder than solids and liquids. Solids and liquids you can touch and experiment with, but
gases can be a much harder concept. This require students to inductively reason the existence and properties of gases. The
observation that the air is blocking the balloon from blowing up in the bottle leads to the hypothesis of cut holes to "push" the air out of
the bottle, so the balloon as room to blow up inside.

Lesson Resources

Lesson Objective
Students will classify and sort objects based on the type of matter that they represent.

Lesson Plan
PREP

 Prepare a collage of examples  of one of the states of matter beforehand to show as a model.
 Setup 3 parts of the room for collage making. Each section should have: The colored paper for that state of
matter, magazines, scissors, glue, and markers.
 

 LAUNCH

 Ask: What is matter?
 Response: Anything that takes up space.
 Ask: What are the three states of matter?
 Have the students do a “round robin” in groups of three.
 Ask: What are some types of solids.
 In groups of three the students go around their circle, one at a time, they share an example of a solid. Time the
groups for 1 minute and then call on students to share out the examples they came up with.
 Repeat round robin: types of liquids and types of gases.
 

EXPLORE

 Tell the students that they will be making States of Matter collages today.
 They will be searching through magazines to find examples of states of matter.
 Show teacher example.
 Tell the students in teams of 3 each person will make one state of matter. One person will make a collage of all
the solids that they find, one person will make a collage of all the liquids that they find, and one person will make a
collage of all the gases that they find.
 Separate students into groups of 3. (or let them pick their groups)
 Students should decide who will do what type of matter.
 After students have chosen who will do what, they should split up into the 3 different parts of the room (liquids in
one area, solids in another, and gases in another)
 ***You can have groups of 3 work together, or use these larger groups and they they bring back their individual
piece to their trio at the end.
 Allow students 25 minutes to complete their collage. When they finish, they should meet with their team to write
titles no their poster, and prepare to present on example from each state of matter poster. 
 

CLOSE

 Have trios stand in front of the class to present what part they did for their group and the best example that they
found for their state of matter.
 Tell the students that tomorrow we will be learning how sometimes something in one state of matter can transform
into another state of matter.
Post the collages on a bulletin board for the students to refer to for the remainder of the unit.

REFLECTION

I am always surprised by the examples that students are able to find in this activity. I always think the gas group will struggle filling up
their collage, but there are always able to find plenty of examples (steam from a cup of coffee, clouds, hot air balloon). There is also
some good discussion when there is one item that could work for more than one category (a metal tank of oxygen, or a boat with wind
pushing the sail), the students are quick to debate why and often share items they found with other groups. I also like this activity as
an assessment piece. Students need to classify and categorize the many objects that they find in the magazines. They need to know
why the object would fit in their collage. 

Lesson: Changing States of Matter

Paul Hobson King-chavez Arts Academy San Diego, CA

Lesson Objective
Students will record notes about the 6 processes that change one state of matter into another state of matter.

Lesson Plan
PREP

 Chart (*whiteboard may be best):

 (in a triangle formation): Gas on top, Solid (bottom left), Liquid (bottom right).  Draw 2-way arrows for the sides of
the triangle.
 
LAUNCH

 Ask: What are the 3 states of matter?

 Solid, Liquid, Gas
 Ask: What happened yesterday with our slushie experiment?
 The ________ started out as a _________ and ended up changing into a ________.
 The ice started out as a solid and ended up changing into a liquid.
 The juice started out as a liquid and ended up changing into a liquid.
Ask: What happened to the ice?                It melted. Ask: When do things usually melt?    In the sun.

 Why? Because it’s hot.

Ask: Can I turn water back into a solid?     How, what is that called?              Freeze it. Today we will learn the process (or the
way) that states change from one state to another. Pass out student response sheets.

EXPLORE

 For each of theses processes, we will be writing about how it happens and we will be drawing a small sketch to
illustrate the process.
 Point to the first process Sollid -> Liquid.
 Say: When a solid transforms (or changes) into a liquid, it is called melting. Melting happens when you add heat
to a solid. If I bring ice outside into the hot sun, it will melt into liquid water.
 Sketch: ice cube + heat from the sun = puddle of water.
 Have students turn to their partner and teach them what melting is.
 Call on a student to tell the class what melting is.
 Have students fill in the melting box.
Point to the 2nd process: Liquid -> Solid

 Say: the antonym (or opposite) of melting is freezing. Freezing happens when you take away* heat from liquid.
If I put water in a freezer, the liquid water will turn into solid water à ice.
 Sketch: puddle of water + freezer =  ice cube
 *Students may be unfamiliar with this concept, it is important for them to know that we can’t add “cold” to
something. We either have heat added or heat removed from an object.
 Have students turn to their partner and tell them the difference between freezing and melting.
 Call on a student to tell the class what freezing is.
 Have students fill in the freezing box.
Point to the 3rd process: Liquid -> Gas

 Say: When you add head to a liquid, the liquid evaporates into a gas. If I put a pot of water on the stove and heat
it, what starts to travel up out of the pot? Gas or steam.
 Sketch: pot of water + stovetop =  steam
 Have students turn to their partner and tell them another way to get water (or another liquid)
to evaporate.             
 Leave it outside in the sun.
 Call on a student to tell the class what evaporation is.
 Have students fill in the evaporation box.
Point to the 4th process: Gas -> Liquid

 Say: When gas is cooled, it turns into a liquid. The gas condenses into liquid. Overnight the air cools and water
condenses onto the grass or on the window. These drops came from the condensation from air.
 Sketch: air + cooling =  dew drops
 Have students turn to their partner and tell them where else they these little drops of water come from.              
Clouds à Rain
 Call on a student to tell the class what condensation is.
 Have students fill in the condensation box.
Pause to tell the students that these first four processes are the main ones that happen a lot and that we have seen before.
Most of the time if a gas turns to a solid, it will first cool to a liquid, then that liquid freezes into a solid. These last 2
processes, skip the liquid step and go straight from a gas into a solid or a solid into a gas. Point to the 5th process: Gas
-> Solid

 Say: When gas is cooled very fast, it skips the liquid step and turns into a solid. This is called Deposition. When
the temperature is extremely low, the water vapor (gas) in a cloud can turn into snow (solid) or frost (solid) on a window).
 Sketch: cloud + cold =  snowball/snowflake
 Have students ask their partner what gas needs to skip turning into a liquid and go straight to a solid.     It needs
very low temperatures.
 Call on a student to tell the class what deposition is.
 Have students fill in the deposition box.
Point to the 6th process: Solid -> Gas

 Say: When some solids are heated, they go through sublimation to change into a gas. The solid sublimes into a
gas. 
 Sketch: dry ice* + heat =  Carbon Dioxide gas
 Have students turn to their partner and ask them if sublimation turns a solid into liquid or a solid straight into a
gas.
 Call on a student to tell the class what sublimation is.
 Have students fill in the sublimation box.
 *It might be helpful to show a picture of dry ice, if the students haven’t heard of it. Or an optional demonstration
would support their understanding of this process.
 

CLOSE

 Tell the students that today they learn 6 different processes that explain how states of matter change from one
into the other. When they go home, they should think of other ways that they might have experienced any of these
processes. Can other things melt? How? What else can freeze? How? Have they seen evaporation anywhere else?
Have they seen condensation on any other objects?
 Tomorrow we will be playing a musical activity to explore how the atoms in these states move around!
 

REFLECTION / NOTES

This is a heavy "lecture" lesson that I rarely do in my lessons, but there is so much information that I prefer to just diagram the whole
thing and then explain key concepts (melting/freezing, evaporation/condensation). So many of these processes are invisible to the
students' eyes. Students should know that there is a very real process that makes the states of matter go from one state into the
other. I am looking forward to bringing in a little more demonstration to illustrate these processes to my students in the future (e.g. dry
ice).