Lauren Mroz MAT 300

The States of Matter

(Solid, Liquid and Gas) Grade Level: 1 Benchmarks (Michigan Curriculum Framework): P.PM.E.2 States of Matter- Matter exists in several different states: solids, liquids and gases. Each state of matter has unique physical properties. Gases are easily compressed but liquids and solids do not compress easily. Solids have their own particular shapes, but liquids and gases take the shape of the container. P.PM.01.21 Demonstrate that water as a solid keeps its own shape (ice). P.PM.01.22 Demonstrate that water as a liquid takes on the shape of various containers.

Objectives: This lesson plan is about the states of matter. It is a lesson plan that would be taught over a few days. Students will be able to understand what matter is. Students will be able to identify the three types of matter; solid, liquid, and gas. Students will be able to understand what a solid, liquid and gas is. Students will be able to identify the differences between each state of matter. Students will be able to give examples of each state of matter. Students will be able to sing a song about the states of matter.

Engage: Today we will be learning about the states of matter and to learn this we will do an experiment called Film canister Rocket. This experiment will show you what the three types of matter are. After we do the experiment we will talk about it and discuss the three types of matter that were presented in the experiment. Prior to doing the experiment with the students do it yourself to test the strength of the tablets so that the lid does not fly off the canister but rather pops off gently. The materials needed are listed below (masters attached): Film canisters with lids one per student Alka Seltzer tablets one per student Water

Explore: The students will expand on the introductory information they learned about the three states of matter in the Alka Seltzer experiment by learning a song. The song that will be taught is Thats Matter- Solids, Liquids, and Gases by Lauren Mayer. The materials needed for this are: The recording of the song Thats Matter by Lauren Mayer Lyrics to the Thats Matter song Three small, plastic clear containers Marbles or small balls

While listening to the song Thats Matter, each student should actively listen and write down or identify one fact about the states of matter from each verse. After listening to the song, review the facts the students gathered as a group. Then proceed to teach the song to the students. (masters attached) Explain: The students have now done an experiment, learned a song, and saw an example of the three states of matter. Now the important and more detailed information about the states of matter must be taught. Vocabulary words will also be presented and added to the word wall in the classroom (masters attached). Materials needed: block cup and water picture of changes in state

Elaborate: The students have learned about the three states of matter so to reinforce these ideas the song they learned can be used. Students will use their knowledge by using a vocal guide to follow along with the song lyrics and figure out what is missing (fill in the blank). If there were any parts of the song that they had difficulty filling in the missing information, review that material (visual guide attached). Evaluate: Finally, have the students sing the song about the states of matter to see if they remember it on their own without lyrics. The ability to sing the song without the lyrics puts the information into their long-term memory. This will allow them to remember the information better and help them recall the facts when they learn about the states of matter again in second grade. To make sure they learned and understand the objectives, have the students do a worksheet (or quiz) on their own. The worksheet will be based on the vocabulary words and the basic information about the

states of matter that they learned in the song and during elaboration (masters attached).

Procedure Engage Film Canister Rocket 10-15 minutes Perform the experiment in front of the class. Gently drop the Alka Seltzer tablet (solid) inside the film canister, filled two thirds of the way with water (liquid), and immediately put on the lid. After a few moments the lid of the canister will pop due to the buildup of gas within the canister. Prior to handing out the materials to each student explain the safety rules for doing an experiment. Make sure everyone understands that there can be no misbehaving during an experiment otherwise they may hurt themselves or a friend. 1. Hand out a film canister that is filled two thirds of the way with water. Present each student with an Alka Seltzer tablet. When given the okay, have each student place the tablet in the water and immediately put the lid on the canister. 2. After the reaction takes place and the lid pops off the canister talk about what happened in the experiment. Have the students explain the materials they needed, what they saw in the experiment, and what they saw happening. Then explain that the Alka Seltzer tablet is a solid, the water is a liquid, and that the lid popped off from a gas. Tell them that they will be learning more about what a solid, liquid and gas is by learning a song about the states of matter. Explore Introduce the name of the song, Thats Matter- Solids, Liquids, and Gasses to the students. Explain to them that they should actively listen to the song. This means that as the song plays they need to listen to and identify facts about the three states of matter. Have the students repeat what the three states of matter are (Solid, Liquid, Gas) over and over until they have a firm understanding of what they will be listening for. 1. Play the recording of the song to the students. Afterwards, engage the students in conversation about the song. Have them raise their hands and tell their classmates facts they heard about solids, liquids, and gasses. For each fact the students provide write them on the white board, chalk board or large notepad. This allows you to assess how much information they are picking up on as well as how well they listened to the song. When the students can no longer provide information they, fill in the missing information by asking questions that could help them remember or simply tell them. 2. After discussion of the facts, show the students an example of a solid, liquid, and gas to deepen their understanding of the song. Using three clear plastic containers, fill one with

a lot of marbles so there is little room for them to move this demonstrates a solid. Fill another container with slightly less marbles than previously so there is some room for the marbles to move around this demonstrates a liquid. Fill the last container with only a few marbles so the marbles have a lot of room to move this demonstrates a gas. Show the students each of the three containers (shake the containers or have them hold them and examine each one) and have them guess which container represents each state of matter based on what they heard in the song. 3. After the discussion and example, project the lyrics to the song on the overhead [lyrics are attached]. Without the recording, teach the students the song. This can be done in a few ways. It might be best to start by singing one line at a time and having them repeat after they hear it. Then combine two lines at a time and have the students repeat after they hear it. After, sing one verse at a time and have the students repeat. Finally, sing the entire song to the students and have them repeat. Give them a ready sing. The first few times they sing the song in full length, it is okay to sing along with them. It is important though to allow them to sing it by themselves a few times. This shows you as well as the students what they remember on their own. It also helps them remember the lyrics (and information) better. After the students perform the song give them honest but positive feedback. a. This song can further be taught by breaking the students up into three groups. One group will represent solid, one liquid, and one gas. When singing the song all students will sing the chorus and each group will sing their verse. After each song the groups can be switched this will allow each student to sing the three main verses (solid, liquid, gas) of the song. By having the students sing the song they will remember the words better and learn the information. Explain Vocabulary words should be introduced, the words are: Matter: Is everything around you. Solid: Shape that doesnt change. Liquid: Take the shape of their containers Gas: Expand to fill their containers Vapor: Gas that is normally a liquid The vocabulary words should be explained. Write the word matter on the board. Hold a block up in front of the class and have the students describe the block in terms of texture, size, shape etc. Then have them guess what will happen if you drop the block on a desk. After, drop the block and discuss the results as compared to their guesses. Next, hold up a small cup of water and have the students describe it. Have them guess what will happen if it poured onto a desk. After, pour the cup of water on the desk and compare the results. Finally, have the students wave their hands before their faces and explain what they

feel. At this point, explain that air is a form of a gas that is not seen but we know it is there because we feel it. Review the concepts learned. The block is a solid that doesnt change its shape, even when it is dropped. The water is a liquid that forms to whatever container it is in or not in. The air all around us is a gas that we cannot see but still exists. Have the students try to come up with examples of each state of matter, add any extra examples, if necessary. Solid: Ice, Rock, Block, Baseball bat, book, cup, computer, etc. Liquid: Water, soda, coffee, milk etc. Gas: Air, vapor Explain how matter changes from one state to another Present picture and explain o The first picture is of ice, which is a solid. If heat or energy is added to a solid or ice what happens? The ice melts. For example, on hot summer day if you set an ice cube on the cement what will happen to it? It melts and forms water. So, when heat is added to ice it changes into water. This means that the solid (ice) became a liquid (water). Think about what you know, and what will happen if heat is added to water, a liquid. In the picture, a pot of water is being boiled. There is heat being added to the pot of water. When heat is added to water the water becomes a gas. Have you ever seen your mom boil water and you can see steam rising from the pot? That steam a gas. So if heat is added to a solid it becomes a liquid and if heat is added to a liquid it becomes a solid. o Review this concept with the students until it is clear that they understand it.

Solid (ice)

Melting

Liquid (water)

Boiling

Gas (vapor)

Elaborate Visual Guide:

Thats Matter
By: Lauren Mayer

Matter still matters whatever its class Whether it's _____, _____ or _____ It can change but matter is what you call it Whether it's _____, liquid or _____.

If it has a shape that stays the same Then _____ is its name A rock or a _____ or baseball bat Is a _____ - and that's matter

A liquid can be ____ or _____ It takes the shape of whatever it's in You can _____ it, and it lies _____ That's _____ - and that's matter

_____ is as light as it can be It's all around us but it's _____ _____ _____ There in the _____ and it won't go splat Cause it's a _____ - and that's matter

Matter still matters whatever its class It can be _____, _____ or _____ It can change but matter is what you call it Whether it's _____, liquid or _____ Solid, liquid, gas - and that's matter!

Evaluate Worksheet: 1. Name the three states of matter: a. _______________________________________________________________ b. _______________________________________________________________ c. _______________________________________________________________ 2. What is a solid? _____________________________________________________________________ _____________________________________________________________________. 3. What is a liquid? ________________________________________________________________________ _______________________________________________________________________. 4. What is a gas? ________________________________________________________________________ _______________________________________________________________________. 5. What is matter? ________________________________________________________________________ _______________________________________________________________________. 6. Can a solid become a liquid? Yes or No. ________________________________________. 7. Can a liquid become a gas? Yes or No.

________________________________________. 8. Do you drink solids? Yes or No. ________________________________________. 9. Is ice an example of a solid? Yes or No. ________________________________________. 10. What state of matter is water? Solid, Liquid, or Gas? ________________________________________. 11. Air is an example of a gas. Is air all around us? Yes or No. ________________________________________. 12. What was your favorite part about learning the states of matter? ________________________________________________________________________ _______________________________________________________________________. 13. Can you sing the Thats Matter song? _______________________________________________________________________.

References http://www.songsforteaching.com/curriculumrocks/thatsmatter.htm http://pbskids.org/zoom/activities/sci/filmcanisterrocket.html http://mypages.iit.edu/~smile/ch9704.html Lyrics to Whats Matter- Solids, Liquids, and Gases By: Lauren Mayer
[Chorus]Matter still matters whatever its class Whether it's solid liquid or gas It can change but matter is what you call it Whether it's gas, liquid or solid If it has a shape that stays the same Then solid is its name A rock or a block or baseball bat Is a solid - and that's matter A liquid can be thick or thin It takes the shape of whatever it's in You can pour it, and it lies flat That's liquid - and that's matter Gas is as light as it can be

It's all around us but it's hard to see There in the air and it won't goes splat Cause it's a gas - and that's matter [Chorus]Matter still matters whatever its class It can be solid liquid or gas It can change but matter is what you call it Whether it's gas, liquid or solid Solid, liquid, gas - and that's matter!