Classifying Matter

Designed by Marian Davis, Meadowfield Elementary

South Carolina Science Curriculum Standards: Examine and classify common physical properties of solids, liquids, and gases. (IV.A.1.a.)

Grade Level: Second     Subject: Science

Overview: Students will conduct investigations in which they will discover that matter commonly exists in three physical states: solid, liquid, and gas. They will discover the properties that solids, liquids, and gases share and those that make them different.

Focus/Essential Question: What are the properties of solids, liquids, and gases?

Time Frame: One fifty minute lesson.

Resources/Materials:

Internet site: http://www.brainpop.com/science/matter/statesofmatter/index.weml

Balance scales Objects to weigh Rubber bands Clear plastic cups (tall and short) Water Blue food coloring Blue crayons Wooden or plastic blocks (small) Rulers Balloons (round and long, thin) Science journals Computer with Internet access

Culminating Assessment: Students will copy a table , like the following, in their science journals. Have them look around the classroom and find examples of solids, liquids, and gases. They will record the names of the things that they find in the proper location on their table.

Classifying Matter Rubric

Instructional Activities:

Activity One: Begin the lesson by reviewing the properties of matter.

Step one: Ask students to trace around their left index finger on a piece of paper. Next, without moving their finger, try to fit their right index finger on the space that they drew. Ask students to explain why they could or could not put both fingers in the same space at the same time.

Step two: Balance an object on one of the balance scales. Balance another object which is heavier or lighter on a second balance scale. Ask students to observe and determine which object has more mass. Have them explain how they know this. * Guide students to the conclusion that most matter takes up space and has mass. Tell them that we can describe matter, also, by observing properties such as shape, size, and color.

Step three: Ask students to write the properties that describe their pencil on a piece of paper. Then have each student trade papers with another student in the group. Have one student locate the other student's pencil based on the properties listed on the paper.

Activity Two: Matter Can Be A Liquid

Distribute these materials to each pair of students: 2 rubber bands 2 clear plastic cups (one short cup and one tall cup) blue crayon *Pour a half cup of blue colored water into each short cup.

Instructions for Students:

Step one: Start with the short cup. Mark the top of the water level with a rubber band. Leave the rubber band on the cup. Draw a picture in your journal that shows how the liquid looks in the short cup.

Step two: Pour the water from the short cup into the tall cup. What happened to the shape of the water? Draw a picture of the water as it looks in the tall cup.

Step three: Use the second rubber band to mark the water level in the tall cup. Compare the location of this rubber band to the location of the rubber band on the short cup. Has the amount of water changed? Think about how you could test your guess. *Think about the properties of a liquid that you have discovered. Write sentences in your journal that describe a liquid.

Activity Three: Matter Can Be A Solid

Distribute these materials to each pair of students: 1 clear plastic cup 1 wooden or plastic block 1ruler 1 balance scale

*Write the word solid on the board and have students brainstorm a list of objects that are solids. Then have them brainstorm a list of possible properties of solids.

Instructions for Students:

Step one: Measure the length and width of the block with your ruler. Weigh the block on your balance scale. Write the measurements in your journal. Draw a picture of the block.

Step two: Put the block into the empty cup. Does the shape of the block change? Measure the length and the width of the block that is inside the cup. Write the measurements in your journal. Compare them to the measurements that you took before you put the block into the cup. Did the size of the solid block change? Think about the properties of a solid that you have discovered. Write sentences in your journal that describe a solid.

Activity Four: Matter Can Be A Gas

Distribute these materials to each pair of students: 1 round balloon 1 long, thin balloon

Instructions for Students:

Step one: Observe your two balloons. Describe how they are different.

Step two: Air is one kind of gas. Blow two deep breaths of air inside the first balloon. Tie the end of the balloon so that the air cannot escape. Draw a picture that shows the shape of the air inside the first balloon.

Step three: Blow two deep breaths of air inside the second balloon. Tie the end of the balloon so that the air cannot escape. Draw a picture that shows the shape of the air inside the second balloon.

Step four: What is the same about the air in each balloon? What is different about the air in each balloon? *Think about the properties of a gas that you have discovered. Write sentences in your journal that describe a gas.

Extensions:

1) Ask students if a substance can be a solid and a liquid at the same time. Make Oobleck and let them decide.

Directions for teacher:

Mix cornstarch and water together in a large bowl. Blend the mixture until it becomes smooth. Have students observe as you punch the mixture with your fist. (It behaves like a solid.) Then slowly push your fist into the mixture. (It behaves like a liquid.) Give each student a spoonful of the substance. Have them squeeze it in their hands and them roll it. Ask students to discuss what happens to the substance.

2) Go to Brain Pop on the Internet and view a movie about the States of Matter. After viewing the movie, click on Play the Quiz. See how many questions you can answer about matter!

3) Visit Bill Nye the Science Guy on the Internet to learn more about Matter. Click on U-Nye-Verse. Then, click on Episode Guides. When you get to the Episode Guides, click on the drop down menu under Physical Science and choose Phases of Matter.