Professional Documents
Culture Documents
Properties of Matter
Quinnipiac University
Table of Contents
Introduction ……………………………………………………………………………….13
Theme…………………………………………………………………………….…… 13
Unit of Study…………………………………………………………………………...13
Duration of Unit………………………………………………………………………..13
Purpose of Unit………………………………………………………………………... 13
Safety Precautions…………………………………………………………………….. 14
Teacher(s)……………………………………………………………………………... 19
Grade Level…………………………………………………………………………… 19
Theme…………………………………………………………………………………. 19
Unit of Study…………………………………………………………………………...19
Duration of Unit………………………………………………………………………..19
Content Standards……………………………………………………………………...19
National Standards………………………………………………………………...19
Content ……………………………………………………………………… 19
State of Connecticut……………………………………………………………… 20
Properties of Matter 3
Content………………………………………………………………………. 20
Performance Objective(s)……………………………………………………………... 20
Essential Question(s)………………………………………………………………….. 20
Concepts………………………………………………………………………………. 21
Content…………………………………………………………………………………23
Process Skills………………………………………………………………………….. 23
Instructional Strategies………………………………………………………………... 24
Student Products………………………………………………………………………. 27
Student Assessments………………………………………………………………….. 30
Formative Assessment(s)………………………………………………………… 30
Summative Assessment(s)…………………………………..…………………… 39
Technology Connection………………………………………………………………. 41
Curriculum Connections……………………………………………………………….42
Community Connections……………………………………………………………… 43
References……………………………………………………………………………….....194
Appendixes……………………………………………………………………………...… 198
Properties of Matter
Performance Objective
The third grade students will be able to observe, classify and analyze the physical
Essential Question
How does the structure of matter affect the properties and uses of materials?
The students have been exploring “Our Physical World” and this unit addresses the
“Properties of Matter”. Within this unit, students will be exploring the structure of matter in
regards to its three states: solid, liquid, and gas, as well as how to determine the physical
properties of matter. In the two-week series of ten lessons, students will gain the knowledge
and skills necessary to observe, describe, record, classify, and analyze the physical
properties of matter. They will work closely to understand the similarities and differences
present in the properties of states of matter. They will also explore other “hidden” physical
Lesson Concept: All substances have properties that can be observed and used to
identify them. Some properties of matter are called “physical” properties. Physical
properties can be observed using the five senses. (Connecticut State Department of
Education, 2004, p. 7)
In this lesson, students will be writing a letter to answer the focus question: How do
we describe an object? Students will be using their five senses to identify the physical
observations with classmates and design criteria to determine how to record the physical
properties seen. They will write letters to the cookie company describing the properties
Lesson Concepts: Anything that occupies space and has mass is called matter.
Matter can be found in a solid, liquid or gaseous state. (Martin et al., 2009, p. 430)
Matter is made up of atoms, which are joined together as molecules. Matter can
undergo a physical or a chemical change. (Martin et al., 2009, p. 430) Mass is neither
In this lesson, students will be completing two experiments to answer the focus
question: What is matter? During the first experiment, they will observe the properties
of matter using unknown substances to see that matter takes up space and exists in
different states. In the second experiment, students will work with moving solids
Properties of Matter 8
(marbles and sand) and liquids (water) to different containers in order to observe that
Lesson concepts: Particles in a gas are well separated with no regular arrangement.
They vibrate and move freely at high speeds. Particles in a liquid are close together with
no regular arrangement. They vibrate, move about, and slide past each other. Particles
in a solid are tightly packed, usually in a regular pattern. They vibrate (jiggle) but
generally do not move from place to place. (Gases, liquids and solids, Purdue
In this lesson, students will complete a variety of hands-on and guided tasks to
explore the focus question: What is a solid, liquid, and a gas? Students will utilize their
previous experiences with the states of matter to become involved with more in-depth
explorations of each of these states. They will also investigate changing states of matter
(i.e. ice melting into water, balloon filling up with gaseous steam released from boiling
water).
Lesson concepts: Anything that occupies space and has mass is called matter.
Matter can be found in a solid, liquid or gaseous state. (Martin et al., 2009, p. 430)
Particles in a gas are well separated with no regular arrangement. They vibrate and
move freely at high speeds. Particles in a liquid are close together with no regular
arrangement. They vibrate, move about, and slide past each other. Particles in a solid
are tightly packed, usually in a regular pattern. They vibrate (jiggle) but generally do
Properties of Matter 9
not move from place to place. (Gases, liquids and solids, Purdue University Department
of Chemistry, 2010)
In this lesson, students will be observing and exploring the properties of various
states of matter as they answer the focus question: How can we determine an object's
state of matter? Students will complete a worksheet as they perform a gallery walk
around the classroom, while observing and classifying various “mystery materials” into
the different states of matter. Students will then go to the computer lab to explore the
properties of matter and how each state’s particles look under a microscope.
Lesson Concept: Materials exist in different states—solid, liquid, and gas. Some
common materials, such as water, can be changed from one state to another by heating
In this lesson, students will be exploring bags of substances to answer the focus
question: How can matter change from one state to another? In a series of two
experiments, students will observe substances that melt (i.e. ice, chocolate) before and
after they are heated and cooled. They will weigh, record, and compare the weights of
the substances before and after their states of matter have changed. The students will
then use the computer lab to write a friend a letter explaining how matter can change
Lesson Concept: Materials exist in different states—solid, liquid, and gas. Some
common materials, such as water, can be changed from one state to another by heating
In this lesson, students will be exploring an unknown substance to answer the focus
question: Can a material show properties of two states of matter? Students will observe
and work with an unknown substance (ooblek) that demonstrates properties of both a
solid and a liquid. They will have to say which state of matter they believe it is using
the properties they have found and knowledge about each state of matter.
Lesson Concepts: All substances have properties that can be observed and used to
identify them. Some properties of matter are called “physical” properties. Physical
properties can be observed using the five senses. (Connecticut State Department of
Education, 2004, p. 7) Some physical properties can be observed “directly” (i.e. color
or shape), while others are revealed through interactions with other materials (i.e.
p. 7)
In this lesson, students will be conducting and designing experiments to answer the
focus question: How can we test the physical properties of an object? Students will first
conduct an experiment where they test the absorbency of various types of paper (tissues,
napkins, and paper towels). They will discover that not all physical properties are able
to be observed without interacting more deeply with an object. They will work with
their group members to design an experiment to test the strength of the various types of
paper given the provided materials. They will then write a letter recommending one of
Lesson Concepts: Magnets attract and repel each other and certain kinds of metals.
(National Research Council, 1996, p. 127) The like poles of different magnets repel
each other, and the unlike poles attract each other. (Magnetism, Encyclopaedia
In this lesson, students will be completing two experiments to answer the focus
question: What is a magnet and what does it do? Students will be working with
unlabeled magnet bars to understand how they attract and repel from each other.
Students will explore and test objects to understand why some are attracted to magnets
In this lesson, students will explore a water station where they will answer the
focus question: Why do some objects float, while other objects sink? Students will be
working with a bag of random objects to predict and test whether they will float or sink
in water. They will evaluate the properties of these objects and why it may contribute
Performance Objective
The third grade students will be able to observe, classify and analyze the
Performance Task
The performance task for this lesson asks students to observe the properties of
provided substances as they undergo physical changes through the states of matter (i.e.
water, gelatin powder, etc.). Students will witness water boiling, gelatin powder
dissolving, and gelatin solidifying. Throughout this exploration, they will observe
properties to recognize the state of matter the substance is in, as well as providing
explanations behind their reasoning. Students will sort the materials according to
physical properties seen. They will also use their knowledge of other physical
properties (i.e. ability to float and sink, magnetism, etc.) to determine what materials in
MM), students will answer questions as they complete the performance task. They will
for this lessons states that the third grade students will be able to observe, classify and
analyze the physical properties and states of matter for given materials. During the
different states of matter. After each of these changes, the students must identify the
state of matter they are observing and provide an explanation to support their
selections. Students will also illustrate the materials in a provided table as they sort
and classify them according to physical properties. Students will also state other
physical properties (i.e. ability to float and sink, magnetism, etc.) seen within the
materials and provide explanations and analysis for their stated findings.
Properties of Matter 13
Introduction
Purpose of Unit
This unit builds upon the students’ exploration of the theme: “Our Physical World” by
addressing the “Properties of Matter”. The purpose of this unit is to help the students
understand the concepts related to the structure of matter in regards to its three states: solid,
liquid, and gas, as well as how to determine the physical properties of matter. The students
will gain the knowledge and skills necessary to observe, describe, record, classify, and
analyze the physical properties of matter. The students will identify the states of matter,
their unique properties, and how materials and substances can change their state. They will
explore other physical properties of matter, including absorbency, density, and magnetism.
The learning environment of this classroom is one that is welcoming to all students in
order to provide a safe atmosphere that students will be willing to share and explore within.
In order to achieve this, students must be managed effectively by the teacher throughout the
school day, especially during science activities where there are more hands-on opportunities.
Students have created a list of scientific safety rules (Appendix B & C) with the teacher at
the beginning of the school year for them to follow. Since they participated in its creation,
they recognize that it is their responsibility to uphold them. These rules are reviewed
Properties of Matter 14
together during every single lesson in order to remind students of their responsibilities to
keep one another safe during the experimentation and exploration. The unit’s science
lessons require a wide variety of materials for students to interact with, which can vary from
foods, chemicals, objects and equipment. Due to the risks involved with students handling
some of these materials, they will be highly regulated by the teacher to avoid a risk of injury
to the students. The teacher will be responsible for the order and amounts that are given to
students while they are exploring during their science lessons. This allows the teacher to
oversee and manage how the students are working with the materials. While the students
are experimenting, the teacher will constantly be overseeing the students working together
student behavior as they are working collaboratively with their classmates. This allows the
Safety Precautions
Safety is one of the largest concerns within the classroom. The students will adhere to a
set of safety rules that were developed in conjunction with the teacher at the beginning of
the school year and will be visible at all times by a classroom poster. At the start of every
lesson, the teacher will go over these rules with the students and make sure to reiterate them
throughout the lesson. The rules that the class has developed as an example for this unit
plan can be seen in Appendix B & C and as follows: Students will wear safety goggles,
aprons, and gloves at all times; wait for the teacher to give directions before handling
materials; keep the work area clean; will keep materials away from their faces and mouths;
take turns exploring and experimenting; wash hands after exploration of a substance; and
have fun exploring! (Council of State Science Supervisors, 1999a, p. 6) For every lesson,
Properties of Matter 15
the students will be required to wear ANSI Z87 safety goggles, aprons, and gloves to
prevent being injured from any accidents, which will also be cleaned after every lesson for
next use. (Martin et al., 2009, p. 294, 299) Students will be made knowledgeable as to all of
the locations of the safety equipment at the start of the school year and the procedures to go
through if there is an accident via a safety lesson. Materials will be highly regulated by the
teacher in order to prevent any injuries to the students. The teacher will be the one
responsible for handing out any substances or chemicals to the students and this must be
done with extensive guidance. All of the experiments will occur with more than adequate
space (minimum 24 square feet) for the groups’ stations. (Council of State Science
Supervisors, 1999b, p. 13) Students can easily move freely and access all materials within
this classroom because we also have a wheelchair bound student, Lisa, who will require
All children are unique and that is no different within this classroom. This unit
should be welcoming and safe for students year-round, not only during science lessons.
This allows students to feel comfortable contributing to discussions and taking risks with
their class work, allowing them to develop a positive self-concept and view of science.
(Martin et al., 2009, p. 67) All students have access to the same materials, opportunities,
and chances for success during the science lessons. Throughout the year, there will be
relevant mini-lessons that introduce a variety of culturally, racially, and gender diverse
individuals that have made contributions to the scientific field to be role-models for the
students. (Martin et al., 2009, p. 68) The hands-on cooperative learning activities within
Properties of Matter 16
each lesson will help the students interact with one another—to develop respect and support
—and address the learning differences that they may have. Demonstrations will more
accurately allow students to witness the scientific phenomena versus learning science
concepts from a textbook. This allows students to listen to the teachers’ explanations, view
the scientific concepts, and have a firsthand opportunity to investigate it themselves. (Martin
et al., 2009, pp. 69-71) Focus questions, vocabulary concepts, and worksheets are provided
in multiple languages for students that may be ELL, such as our student Alex. The variety
in the learning activities will also help students who have different learning styles, based on
the Multiple Intelligences theory, to achieve success. (Martin et al., 2009, pp.78-80) The
lessons vary from students discussing ideas, questioning, reading, writing, drawing, working
kinesthetically, using mathematical concepts, and more. For example, Lesson 7 has learners
working cooperatively in groups to observe, record, and illustrate properties they see in an
object, mathematically construct graphs about their data, write about their findings, and
work together to design their own experiment. Learners with different strengths should all
This unit addresses the needs of three students with specific, yet very different needs
within the classroom. John is allowed to leave the room whenever necessary for medical
reasons, and could be out of the room for up to 15 minutes at a time. For his specific needs,
he has been paired with a partner in the classroom, Sam, to provide support for those times
he is not in the room. Sam has earned the special responsibility to help John get back on
task by providing him with a summary of what was missed while he was gone from the
room, as well as collecting worksheets and materials for John. The teacher maintains this
Properties of Matter 17
cooperative learning by providing the students with extra time after the lesson to provide
this support.
Lisa is wheelchair bound and has been greatly supported throughout this unit by
creating a classroom environment where she can easily move around the classroom and
engage with the materials like the other students. Classroom safety was a top priority and
wide spaces with accommodating low tables in the room allow all students to participate in
Alex receives a wide variety of support within the classroom—from the teacher,
Learner) Spanish-speaking student. Every lesson has been designed to support his needs by
presenting each focus question and lesson content in his native language both verbally and
participate in the lesson to his abilities. Patience and an invitation for Alex to share his
findings and ask questions will help grow his scientific inquiry skills, while creating a
welcoming classroom environment for all students. (Martin, et al., 2009, pp. 82-83)
Throughout the unit, scientific inquiry methods are utilized to help the students achieve
high levels of understanding of the concepts being presented on the properties of matter.
One method includes using standards for selecting performance outcomes and developing
the curriculum. (Martin, et al., 2009, pp. 112-114) By using the National and Connecticut
State Standards, the unit ensures that students will be taught all of the skills and concepts
required for this grade level, as well as provides a helpful framework to shape the unit.
Socialization and cooperative learning groups throughout the lessons allow students to gain
Properties of Matter 18
experience communicating their scientific viewpoints and understandings with group mates,
hear new perspectives, and problem solve science explorations together. (Martin, et al.,
2009, pp. 152-157) Students of all ability levels can bring their strengths to the group.
Another method includes questioning strategies for whole class and small group settings that
implements wait time to benefit student contribution and understanding. After asking a
question, the teacher will provide an adequate amount of time for the students to consider
and form an answer to the question being asked. This allows the students to formulate a
more thorough and thoughtful response. After a student is called upon to answer, the
teacher will also allow wait time for the other students to acknowledge and reflect upon that
students’ answer. The teacher’s feedback will build upon this student’s answers with a
related question or expansion. When wait time is increased for students to 10-20 seconds in
this manner, it has been seen that student responses increase, more students get involved in
react to one another’s responses. (Martin, et al., 2009, pp. 168-170) The questions
presented to students allow them to think on all levels of Bloom’s Cognitive Domain, as
well. (Martin, et al., 2009, pp. 174) Questions vary from the Knowledge, Comprehension,
Application, Analysis, Synthesis, and Evaluation levels of domain. (Huitt, 2009) This helps
students of all ability levels to participate giving responses. Example questions from Lesson
7 of the unit include: Was the data from other groups similar to yours, or was it different
than yours? What might explain these differences? What changes can be made to the
experiments to make everyone’s results more similar? The questions from this unit’s
lessons allow the students to reflect upon their exploration tasks, the results they have found,
and expand upon them using the knowledge uncovered during the activities.
Properties of Matter 19
Content Standards
National Standards
weight, shape, color, temperature, and the ability to react with other
o Objects are made of one or more materials, such as paper, wood, and
from which they are made, and these properties can be used to
o Magnets attract and repel each other and certain kinds of metals.
Content: 3.1 Materials have properties that can be identified and described
attracting to magnets.
Performance Objective
The third grade students will be able to observe, classify and analyze the physical
Essential Question
How does the structure of matter affect the properties and uses of materials?
Related Questions
How can we observe, classify and analyze the physical properties and states of
Concept(s)
All substances have properties that can be observed and used to identify them. Some
observed using the five senses. (Lessons 1 and 7) (Connecticut State Department of
Education, 2004, p. 7)
Anything that occupies space and has mass is called matter. Matter can be found in a
solid, liquid or gaseous state. (Lesson 2, 4, and 6) (Martin et al., 2009, p. 430)
Matter is made up of atoms, which are joined together as molecules. Matter can
430)
Properties of Matter 22
Particles in a gas are well separated with no regular arrangement. They vibrate and
move freely at high speeds. (Lesson 3 and 4) (Gases, liquids and solids, Purdue
Particles in a liquid are close together with no regular arrangement. They vibrate,
move about, and slide past each other. (Lesson 3 and 4) (Gases, liquids and solids,
Particles in a solid are tightly packed, usually in a regular pattern. They vibrate
(jiggle) but generally do not move from place to place. (Lesson 3 and 4) (Gases,
Materials exist in different states—solid, liquid, and gas. Some common materials,
such as water, can be changed from one state to another by heating or cooling.
Some physical properties can be observed “directly” (i.e. color or shape), while
others are revealed through interactions with other materials (i.e. absorbency or
p. 7)
Magnets attract and repel each other and certain kinds of metals.(Lesson 8) (National
The like poles of different magnets repel each other, and the unlike poles attract each
The density, or the mass of unit volume, of a substance determines whether an object
2010)
Content
states of matter, liquid, solid, gas, visible, invisible, fluidity, water vapor (Lesson 3)
Process Skills
B INQ.1 Make observations and ask questions about objects, organisms and the
environment.
B INQ.4 Employ simple equipment and measuring tools to gather data and extend
the senses.
B INQ.6 Analyze, critique and communicate investigations using words, graphs, and
drawings.
B INQ.7 Read and write a variety of science-related fiction and nonfiction texts.
Properties of Matter 24
B INQ.9 Use measurement tools and standard units (e.g., centimeters, meters, grams,
B INQ.10 use mathematics to analyze, interpret and present data. (Connecticut State
Instructional Strategies
Bloom’s Taxonomy
as action verbs, which are used to develop cognitive objectives. These hierarchal
levels are successive and build upon one another to higher levels of cognitive
etc.), Synthesis (design, hypothesize, etc.), and Evaluation (critique, justify, etc.).
(Huitt, 2009) These verbs provide a helpful reference for educators to define
objectives for students to achieve within lessons and were used throughout the
creation of this unit’s lessons. For example, Lesson 3 has the lesson objective:
The third grade students will be able to compare and contrast the properties of a
solid, liquid, and gas. This objective would fall under the analysis level of
Bloom’s taxonomy and would require the students to distinguish the unique
o (Lessons 2 and 7)
The 5-E learning cycle provides the teacher with a model to organize their science
lesson into five distinct sections: engage, explore, elaborate, extend, and evaluate.
(CT State Department of Education, 2004, pp. 4-5) In the engagement section,
teachers elicit prior knowledge from their students to provide a basis for the
lessons’ concepts, as well as pique the interest of the students with a focus
question that they will investigate. (Eisenkraft, 2003, p. 57) For example, Lesson
object because they will need this skill to investigate matter under the focus
question: What is matter? During the exploration phase of the lesson, students
activities. They may collect and record data, make predictions and hypotheses,
and discuss their findings. (Eisenkraft, 2003, pp. 57-58) In Lesson 2, students
using solids, liquids, and gases. In the elaboration portion of the lesson, the
teacher will build upon the students’ findings and relate it back to the scientific
concepts being taught. This is where the teacher may clarify any student
2004, p. 5) When the extension activity occurs, students build upon the
knowledge learned in the first part of the lesson and apply it to a new activity. In
properties to design their own test with group members. Formative or summative
Properties of Matter 26
evaluation is the last phase of the lesson format. The Connecticut State
‘under development’.” (p. 5) The 5-E learning cycle provides the students with an
o (Lesson 1, 2, 3, 4, 5, 6, 7, 8, and 9)
Cooperative and Collaborative Learning occur in nearly every lesson within this
collaboration of ideas between students about what is to be seen about matter and
its properties. (Martin, et al., 2009, pp. 152-156) Students regularly work in
groups for the majority of the exploration learning activities within this unit’s
together, and act as support for one another’s learning achievement. The
opportunity for peer teaching as they work together. The diversity within
take ownership of their own learning, and to resolve group conflicts and improve
this unit, students must work to develop criteria and test the physical properties of
an object with their classmates. They must work cooperatively to develop and
Graphic Organizers
o (Lesson 1, 3, 4, 7, and 9)
Graphic Organizers are used throughout this unit in the students’ worksheets to
assist them in organizing their data and information about the scientific concepts
they would be working on. These visual frameworks help the students make
connections between concepts and are used throughout the learning process. A
majority within this unit are used during the act of learning to support students in
how to structure their data findings, while others were used to review, organize,
7, and 9. Some of the worksheets include tables to list predictions and discovered
results—as seen in Lessons 1 and 7. Venn diagrams help students compare and
Student Products
Science Journals
o (Lesson 1, 2, 3, 4, 6, 7, 8, and 9)
Properties of Matter 28
The entire class will have science journals that they write in throughout the course
of the year specifically for science. These science journals allow the students to
have a place to answer their focus questions at the end of every lesson to
summarize their thoughts on what they have learned that day. For this unit, the
students would have answered the focus questions for all of the lessons found in
the “Related Questions” section above. This journal will chronicle the students’
upon. It can act for a resource for teachers, parents, and other evaluators of the
o (Lesson 1)
This letter allows the students to demonstrate the steps they took throughout the
lesson to determine and observe the properties for the “best” cookie. Students
must write a letter to the brand of the winning cookie company to explain to them
the criteria necessary for a cookie to be considered the “best”, the steps they took
to test the cookies, and the properties observed within their cookie that allowed
them to win. In doing so, students will explain their thought processes and
summarize their groups’ actions throughout the lesson. Students must also write
the letter according to the proper letter format they have previously learned within
o (Lesson 5)
Properties of Matter 29
This letter allows the students to demonstrate their understanding of how matter
changes from one state to another as they would explain it to a friend with no
knowledge on the subject. Students must write a letter in the computer lab to their
friend using a set of give criteria. They must include an answer to the focus
question: How can matter change from one state to another? and a detailed
response with three examples from previous experience to support their claims. In
doing so, students will explain their thought processes and summarize the concept
in a clear and organized manner. Students must also write the letter according to
the proper letter format they have previously learned within their language arts
Let’s Predict! and Float or Sink Worksheets (Appendices FF, GG, HH, & II)
o (Lesson 9)
The Let’s Predict! Worksheet and the Float or Sink Worksheets from Lesson 9
predict! Worksheet, students must make predictions about the objects they are
believe the object will float or sink. After testing the object, the students record
their findings on the provided table. On the Float or Sink Worksheet, students
must sort and write in which objects they believe floated or sank under the correct
category. By completing these worksheets, the teacher can compare the students’
predictions to the actual results and can determine the students’ ability to observe
the physical properties of the objects and complete the exploration properly.
Properties of Matter 30
Student Assessments
Formative Assessments
This rubric allows the teacher to evaluate the students’ participation throughout
all aspects of the learning process using mainly observations. Rating on a scale
from 1-5 for categories including Communication, Sharing sources and resources,
can evaluate the students’ involvement (on a 40 point scale) in whole class, group,
and individual exploration of learning activities. Rating on this scale allows the
determine the evolvement of science social skills, and provides information to the
extent of their participation. This rubric is able to be used for a variety of science
tasks (as evident by its use during the majority of this unit’s lessons) and allows
the teacher weigh each student against the same data during each science lesson
o (Lesson 1)
This assessment rubric allows the teacher to have guidelines upon which to score
the letters the students write to the cookie companies. The students will be scored
Properties of Matter 31
the Audience. The students must identify the criteria outlined when their group
determined the best cookie and describe the properties exhibited by the cookie their
group had chosen. They must present an organizational plan to their letter that is
logical and consistently maintained and utilizes a letter template. Lastly, they must
o (Lesson 1)
This assessment task allows the students to use basic and integrated skills from
other curriculum subjects. The students record and interpret the data they collect
about the cookies they have observed the properties of in the provided chart. Their
worksheets should list the observable physical properties they discovered using
their five senses. The students have to then select criteria as they design a test to
determine the “best” cookie with their group mates. In doing so, they must
provide explanations for their choices and describe their experimental process.
Lastly, the students will utilize their graphing skills from mathematics to complete
a graph of their choice to pictorially represent their data results. The teacher can
see what skill areas the students have progress or had difficulty in and can work
with those students at a later time to build upon those integrated skill processes.
o (Lesson 2)
This worksheet acts as a corrected version of the student’s What’s the Matter?
Worksheet (Appendices H & I). It acts as a basic reference sheet for the teacher
Properties of Matter 32
the Exploration portion of the lesson on the worksheet after the whole class
discussion of results. This formative assessment task provides the students with an
the experiment, used previous knowledge, and discussed the concepts of solid,
o (Lesson 2)
This rubric allows the students to self-evaluate themselves after the lesson is over.
Students will rate their level of participation during the whole class and group
activities, based upon their contributions and adherence to the safety rules.
Students will evaluate their ability to complete the worksheet appropriately and
with the correct content. They will also determine whether they completely
answered the focus question for the day. By self-evaluating, the students take
responsibility over their work, as well as recognize if they did have any
difficulties throughout it. The teacher can use the self-evaluation sheet to
determine what students struggled throughout the lesson and/or determine if the
student’s evaluation represents the level of work seen in the assignments. The
teacher can also use this worksheet to evaluate students through observation,
o (Lesson 3)
review of the content learned from the lesson. Students will pictorially represent
and list different items that are present in each state of matter. They will then use
their knowledge of the states of matter to compare and contrast the properties of
each using a Venn diagram, which they have previous experience using. It will be
collected at the completion of the lesson to be evaluated. The teacher can note
any students that seem to be confused by the differences between what solids,
liquids and gases look like, as well as what examples of each state of matter are.
Once taking into account which students need clarification, the teacher will be
able to plan time to meet with students individually or in a group to ensure that
they understand the material, rather than simply those students that participation
more often during the lesson and discussion. In doing so, it would verify that the
entire class understands the three states of matter, what they look like, and what
makes them solids, liquids or gases. This will ensure that all students are ready to
o (Lesson 4)
This assessment task will be completed by the students will complete in pairs or
small groups and will be collected at the conclusion of the lesson. Students write
down the observations they have made about the material in the first column, infer
what state of matter they believe it to be based on these properties, and predict the
Properties of Matter 34
identity of that material. The teacher will be able to review the group member’s
their senses and whether or not they matched the students’ “State(s) of Matter”
assumptions. For example, if the students observed that a mystery material felt
like a liquid, yet they wrote that its state of matter was a solid, this inference
would not make sense. The teacher should not which groups need extra
clarification on the physical properties that relate to each state of matter. Those
predictions, the teacher will have to review the states and how to use their senses
o (Lesson 5)
groups during the lesson. Students will answer questions regarding their
They will then record and compare the weight of the bag before and after the ice
has melted. By comparing these results, students will validate their understanding
that matter is neither created nor destroyed—even when changing the state of
matter. Students will compare this experiment to one done in a previous lesson
when they were first introduced to this concept. It will be collected at the
the lesson closure with the students to clarify any findings and/or
Properties of Matter 35
misunderstandings. The teacher can note any students that seem to be confused
by the differences between what occurs as states of matter change their state.
Once taking into account which students need clarification, the teacher will be
able to plan time to meet with students individually or in a group to ensure that
they understand the material, rather than simply those students that participation
more often during the lesson and discussion. In doing so, it would verify that the
entire class understands the three states of matter, the properties of each state of
o (Lesson 5)
groups during the lesson. Students will answer questions regarding their
hands. They will then record and compare the weight of the bag before and after
the chocolate has melted. By comparing these results, students will validate their
the state of matter. Students will compare this experiment to one done in a
previous lesson (Lesson 2) when they were first introduced to this concept. They
can also compare their results to what was seen when ice was melted earlier in
this lesson. It will be collected at the completion of the lesson to be evaluated, but
will be reviewed discussed during the lesson closure with the students to clarify
any findings and/or misunderstandings. The teacher can note any students that
change their state. Once taking into account which students need clarification, the
teacher will be able to plan time to meet with students individually or in a group
to ensure that they understand the material, rather than simply those students that
participation more often during the lesson and discussion. In doing so, it would
verify that the entire class understands the three states of matter, the properties of
each state of matter, and what makes them change between states.
o (Lesson 5)
This assessment rubric allows the teacher to have guidelines upon which to score
the letters the students write about changing states of matter. The students will be
Attention to the Audience. The students must identify at least three examples from
past experiences to support their understanding and explanations of how matter can
change from one state to another. They must present an organizational plan to their
letter that is logical and consistently maintained and utilizes a letter template.
Lastly, they must remember to effectively address their friend throughout their
letter.
o (Lesson 6)
This assessment task asks the students to use a variety of basic and integrated
make during the experiments. Students must interpret the observations that they
make about the unknown substance by analyzing the properties seen. They must
Properties of Matter 37
compare their results to previous knowledge about the states of matter. They
must make inferences and draw conclusions about their findings. This teacher
will evaluate the students’ answers during the explanation portion of the lesson
and will be looked over to see if students had difficulties on any sections to be
addressed.
o (Lesson 7)
This three-page assessment task allows the students to use basic and integrated
processes from other curriculum subjects. The students must record the
observations they collect about the three different paper types according to what
they have seen and then draw conclusions about these properties to make a
prediction which will hold the most and least amount of water. After supporting
these conclusions, the students will run a test to determine whether their
predictions were accurate and graph their results in a provided table to practice
their mathematical skills. Upon reflecting on their data results, the students will
make inferences and draw conclusions about their findings. From this, they
would go on to design a test to determine another property of paper and find the
strength of the papers provided to them. In doing so, they must provide
explanations for their choices and describe their experimental process. The
teacher can see what skill areas the students have progress or had difficulty in and
can work with those students at a later time to build upon those integrated skill
processes.
Properties of Matter 38
o (Lesson 8)
On this assessment task, the students will work individually to identify magnetic
about magnets. This worksheet will be collected at the end of the lesson so that
the teacher can identify students that had difficulty classifying magnetic objects
can be met with individually. During independent time, the teacher can speak
with any student(s) that struggled with the worksheet to ensure that they gain an
o (Lesson 8)
This assessment task will be answered in student groups and will be discussed
during the lesson. This worksheet allows the teacher to determine which groups
of students had difficulties predicting the behavior of two magnets when coming
into contact with one another. The students’ writing will help support their
explanations and thought process as they provide their own reasons why they
magnetism and opposite poles from the experience they had during the
exploration when working with them. The students should understand that
magnet 1 and 2 would push away from one another as they get closer to one
another. Those groups with difficulty on this question would require planning a
time to meet with all students who need clarification during independent work
time.
Properties of Matter 39
o (Lesson 9)
This assessment task will be answered by the students at the end of the lesson so
that they can self-evaluate their class work throughout the lesson, as well as their
which groups of students had difficulties by what the students report, as well as
compare the students’ views of their participation to that observed by the teacher.
including working with the materials, completing the two worksheets, recording
and describing data in their journals, practicing important safety rules, discussing
ideas and results with the class, working well with classmates, using time well,
Summative Assessment
Performance Task
o (Lesson 10)
The performance task for this lesson asks students to observe the properties
of matter (i.e. water, gelatin powder, etc.). Students will witness water
exploration, they will observe properties to recognize the state of matter the
Students will sort the materials according to physical properties seen. They
will also use their knowledge of other physical properties (i.e. ability to float
Properties of Matter 40
o (Lesson 10)
performance task with the teacher. The Performance Objective for this
lessons states that the third grade students will be able to observe, classify
and analyze the physical properties and states of matter for given materials.
the students must identify on worksheets which state of matter they are
physical properties that they have the ability to choose. Students will also
state other physical properties (i.e. ability to float and sink, magnetism, etc.)
seen within the materials and provide explanations and analysis for their
o (Lesson 10)
MM), but provides the correct potential questions for the teacher to use as a
reference to evaluate the students’ answers. They will receive a score out of
Properties of Matter 41
30 points. Students will receive 1 point for the multiple choice questions
Technology Connection
Our current lives are surrounded by technology, so it should be no different within our
and tools to increase a students’ scientific inquiry. There have even been National
Educational Technology Standards implemented to ensure that our students are getting
access to and utilization of this resource. (Martin, et al., 2009, pp. 232-3) Experiences
within the classroom can teach students the skills necessary to use technology to their
Throughout this unit, such as in Lesson 4, there are opportunities for the students to
explore websites that have created demonstrations of the concepts the students are learning.
While not all of the lesson developments describe the students going to the computer lab to
work with these activities, there are resources mentioned at the start of several lessons that
provide online resources and links for the students to visit (i.e. Lessons 1 and 8). Harcourt
School Publishing has a variety of science activities and educational videos that support the
concepts of mass, the states of matter, and magnetism that students can work with to
In Lesson 5, students receive the opportunity to go to the school’s computer lab to write
letters to a friend explaining how matter can change from one state to another. As the
Properties of Matter 42
students use their creativity and scientific understanding, they create original works that act
as a means for teachers to assess their understanding of the concepts. The students become
publishers of their scientific knowledge and can share them with an audience. These letters
students’ learning and can act as a source of information for others on the Internet,
Curriculum Connections
The tasks within this unit’s lessons regularly make connections to skills from other
disciplines within the curriculum. Several lessons work to build on mathematical skills the
students are currently learning, including addition, subtraction, data collection, graphing,
tallying, and problem solving. Mathematics is one of the most prominent curriculum
connections made throughout this science unit, as it helps to provide support to the concepts
being taught. In Lesson 5, students add and subtract the weight of substances before and
after they change their state of matter, in order to help them understand the concept that
matter is neither created nor destroyed when this occurs. Data collection skills help students
make observations and represent their data using tables and graphs during their science
lessons. (Martin, et al., 2009, pp. 254-5) Students build on their language arts skills
throughout the lessons as they utilize spoken and written word to communicate their
thoughts to the teacher and their classmates. (Martin, et al., 2009, pp. 254-5) In Lessons 1
and 5, students practice their letter writing skills learned in language arts to convey their
literature to initiate the lessons to peak student interest and provide them with background
information on the concepts about to be presented. Students can also integrate the arts into
Properties of Matter 43
the lessons as they pictorially represent their observations and explanations through
illustrations during several lessons. This also provides an outlet for visual learners and
Community Connections
Students should be able to connect their learning experience to real life applications and
have a reach into the local community around them. One opportunity for students may
include the written letters to cookie companies in Lesson 1 of the unit that they would be
able to mail and see if they receive a response back. Parents would be readily invited into
the classroom as a resource for information, especially if their occupations are related to the
concepts taught within this unit, as well as to act as helpers during the hands-on science
explorations. (Martin, et al., 2009, p. 340) Their volunteering provides the teacher with
another set of eyes, ears, and hands to oversee the learning activities and keep the students
safe. They also enable the teacher to also have more time to plan, prepare, and execute the
lessons.
There is also an opportunity for a field trip that would be connected to this unit. The
class would be taken on a field trip to Elizabeth Park in Hartford, Connecticut. The students
would be able to explore all three states of matter in a natural environment. The class would
visit the pond and discuss the properties of liquid. When visiting the various gardens,
students will be able to identify and discuss solids, liquids and gases. In the greenhouses,
children can see gas and condensation on the windows, for example. Students can identify
the states of matter and properties of objects that they find throughout different areas of the
park. This field trip can refresh the students’ memories about matter, as well as provide
them with a real life experience of these states of matter outside of the classroom.
Properties of Matter 44
Lesson Plans
Performance Objective
The third grade students will be able to observe, classify and analyze the physical
Lesson Objectives
The third grade students will be able to write a letter describing the physical
Essential Question
How does the structure of matter affect the properties and uses of materials?
Focus Questions
Concept(s)
All substances have properties that can be observed and used to identify them. Some
observed using the five senses. (Connecticut State Department of Education, 2004,
p. 7)
Content
Materials
Newspaper
o Note: Determine student allergies before using. You can switch it to a type
Science journals
White paper
Process Skills
B INQ.1 Make observations and ask questions about objects, organisms and the
environment.
B INQ.4 Employ simple equipment and measuring tools to gather data and extend
the senses.
B INQ.6 Analyze, critique and communicate investigations using words, graphs, and
drawings.
B INQ.7 Read and write a variety of science-related fiction and nonfiction texts.
Instructional Sequence
Place a beach ball on the table at the front of the classroom for students to observe.
Teacher (T): I would like you each to take a look at what I have put on this table.
Can I have some volunteers raise their hands and describe what they see to me?
Students (S): I see a beach ball. It has different colors on it. It has stripes.
S: The ball is round. It’s sort of like a circle. There is some blue and some white
Continually prompt students for a thorough description of the ball. Check for
Teaching
T: My scientists did a wonderful job finding words to describe this beach ball to me.
I’d like you all to use your superb describing skills to help me to solve a problem
today. I have been having an argument with my friend. We cannot decide who
makes better chocolate cookies. He thinks that this brand of cookies is better. (Place
brand on table.) I keep saying that this one tastes better! (Place another brand on
Properties of Matter 47
the table.) Want to know why this is more confusing? I asked Miss Kravitz to help
us decide and she thought THIS brand was better! (Place final brand of cookies on
the table.) Now none of us can decide, but I knew I could ask my scientists to help
S: We could taste the cookies to see which are better. We can see which are bigger.
Some may have more chocolate chips than others. Some may crumble more.
Listen for students’ suggestions and elaborate those which build upon the lesson’s
Write the focus question on the board in both English and Spanish.
T: Today, we’re going to use our focus question: How do we describe an object? Or
safe as we perform our experiments so that everyone gets to explore the science
activity and is able to learn. Let’s read through our list that we have created
o Students will:
We have to remember that we will not be eating the cookies at the start of the
lesson. We want to use our powers of observation, much like we used when looking
at the beach ball, to help us determine some factors for choosing the best chocolate
T: How many of you have eaten a chocolate chip cookie before? (Show students’
raise of hands.) I would want you all to close your eyes and to think about that
S: It was dark brown. Mine was light brown! I had only a few chocolate chips.
Mine had a lot of crumbs. It was really bumpy. I had M&Ms instead of chips!
S: My cookie smelled a little burnt because it was in the oven too long one time. I
had a cookie that smelled just like a chocolate bar! I burnt my tongue on a cookie
T: Wow, my scientists have a done a great job describing what you all remember
about cookies. You all have told me about how it looked, how it smelled, and how
it felt with the temperature of the cookie. You used some of your five senses to
Guided Practice
Split the students up into groups of three to four. Alex, an ELL student, will be
placed in a group of students along with his Para for support. He will be provided
the Competing Cookies Recording Sheet in Spanish (Appendix G). John, a student
who leaves the room for medical reasons, and Sam will be in the same group so that
Properties of Matter 49
John can be updated on the activity if he has to leave the room during the course of
the lesson. John will use his quiet signal to notify that he has to leave the
classroom. Lisa, a wheelchair bound student, will work in a group that has a lower
table level so that she can easily participate in observing the cookies.
T: I am going to pass around newspaper for you all to line your tables and a rule for
each group. When I pass out the first cookie, I would like you all to observe and
& G). You can use the toothpicks to examine the cookie more closely. Share your
findings with the group members and begin to compare your results with them. See
if you notice anything new together. I’m going to observe the first cookie with you
and then you can continue observing the other two cookies when they are passed
out.
After passing around and setting up the newspapers, provide each student with a
Competing Cookies Recording Sheet (Appendices F & G), as well as one cookie
from Brand #1. Remind the students that they are not to eat the cookies or pick
T: What are the five senses that I would use to help me observe this cookie?
T: Great job reminding me what all of the five senses are… there are just so many!
When I observe cookie #1, I’m going to need to use all of these. When I look at the
cookie, what do I see? I see that it is light brown in color. I can see that it has a lot
of chocolate chips on top. I’ll count them off… one, two, three, four, five, six, and
seven! What tool can I use to see how big the cookie is?
Properties of Matter 50
T: Alright, I’m going to line up my ruler to see how many inches the cookie is.
(Measure the cookie.) It seems that it is two inches. I can touch the cookie and feel
that it is a little squishy if I squeeze it, which tells me that it isn’t really hard like
some cookies I know I’ve eaten before. I can also smell the cookies to see if I
notice anything… Hmm, this one seems to smell a little chocolate-y, but not that
much. You all can now take turns observing your cookies like I just had. Try to
think of some new ways to look for other properties the cookie may have by using
your senses.
Write each of the physical properties that you saw on the board for the class.
Pass around cookies #2 and #3 for the students to observe in the same manner as the
one just demonstrated and have them record their observations on the sheet.
Students should draw a picture of the cookie in the box below their written
observations to demonstrate what they have seen and allow visual students to excel.
Walk around to observe the children working together to determine the physical
students that they are not tasting the cookie, but rather using their other senses to
help find which one is “best.” Remind the students that they can use their rulers and
Work with Alex and his Para to validate that he understands the activity they will be
working on and will need to write down all of the physical properties on his version
When complete, ask students to share their observations from their recording sheet.
S: The brown color of it! The number of chocolate chips that we saw!
T: Which of these observations need a sense other than sight to describe the
cookies?
S: The observation that I smelled chocolate showed the sense of smell with my
T: Did anyone fine any other observations that may not fall under these categories?
S: One of the cookies was heavier than another when I picked them up. My cookie
Write all of the student responses on the board under the correct heading. (Example:
T: Now that we have listed all of your observations on the board I wanted to show
all of you that objects have many observable properties, like those listed here.
These could be weight, color, size, and shape. These are known as the physical
properties of an object. They can be used to describe the object, which is what we
did today.
Independent Practice
T: Now that we have all of these physical properties recorded at the top of our
criteria to help choose which cookies are the “best”. You need to choose five
criteria that you will judge all of the cookies by and you will write them on the lines
below your recorded observations. For example, one criterion may be “The number
Properties of Matter 52
of chocolate chips” in the cookie. To determine this criterion, each group member
would count the number of chips in each of the three cookies. Your group will
choose if a large number of chips are better or worse and compare results. When
you are finished, you will create a chart to show on the bottom of the paper to track
T: You will begin my choosing your criteria with the group members.
Walk around to observe students determining the necessary physical properties for
their criteria. Ask the students to provide you with feedback as to their reasoning
behind choosing these properties over others and if everyone agreed. Ask students
how they are going to determine whether a cookie does or does not meet the criteria,
Once students have determined the criteria they will use to judge the cookies and
that they are all physical properties, they can go about observing and inspecting the
Walk around the room and make sure all students in the group are working and
recording data, once again using the Student Participation Observation Rubric
(Appendix D) to do so. The students can share the results of their data collection
and compare them with one another when they are done recording the physical
Allow students to create graphs to track their results with one another on their
achieve this.
Properties of Matter 53
T: Now that you all have finished observing and creating your charts, I’d like some
of the groups to share their results on their worksheets and state which cookie was
S: Our group said that cookie #2 was the best because we all agreed it had the most
T: So, what were the physical properties that your group used to determine the
“best” cookie?
S: We counted the number of chocolate chips and decided that most was best. We
broke the cookies to see how many crumbs it made because we thought the best
cookie shouldn’t make a mess. We also wanted the cookie to not be crispy, so we
decided on the chewiness. Oh, yea and cookie size too. Bigger was better because
T: What a wonderful job describing the criteria for the physical properties and the
Have the students clean up their areas by throwing the newspaper and other items
T: Now that you have finished, I’d like you write a letter to the cookie company of
the best cookie your group chose. I want you to tell the cookie company the reasons
why their cookie was chosen as the best by making sure to include the criteria and
Allow the students to have some time to work on this task. Walk around and
prompt the students to think about some of the properties they looked at when
Properties of Matter 54
observing the cookies. Remind them to use the letter template they have practiced
When the students are finished, collect the letters to create a bulletin board and use
the Competing Cookies Letter Scoring Rubric to ensure students included all
aspects necessary in their letter (Appendix E). The Competing Cookies worksheet
can also be collected and evaluated after the closure of the lesson more closely by
the teacher.
T: I’d like you all to take out your science journals and write down a short response
to answer today’s focus question that we’ll share: How do we describe an object? or
Ask several students to share their responses to the focus question to assess that the
S: I wrote down that I can describe an object by writing down different things I see,
like the color and the size of it, or different things I feel, like the weight or texture.
I wrote that the physical properties help me describe an object because I can use my
T: Those responses to the focus question addressed the different physical properties
than someone can observe in an object and used to describe it. We’re going to
continue using our scientific observation skills to find the physical properties of
objects and materials we will be working with throughout our study of the physical
Evaluation
Formative Assessment
This rubric allows the teacher to evaluate the students’ participation throughout
all aspects of the learning process using mainly observations. Rating on a scale
Openness to Learn, the teacher can evaluate the students’ involvement (on a 40
point scale) in whole class, group, and individual exploration and learning
activities. Rating on this scale allows the teacher to track and compare the
social skills, and provides information to the extent of their participation. This
rubric is able to be used for a variety of science tasks and allows the teacher
weigh each student against the same data during each science lesson period. In
this lesson, the teacher can evaluate the student’s contributions towards creating,
This assessment rubric allows the teacher to have guidelines upon which to score
the letters the students write to the cookie companies. The students will be scored
the Audience. The students must identify the criteria outlined when their group
determined the best cookie and describe the properties exhibited by the cookie
their group had chosen. They must present an organizational plan to their letter
that is logical and consistently maintained and utilizes a letter template. Lastly,
Properties of Matter 56
they must remember to effectively address the cookie company throughout their
letter.
This assessment task allows the students to use basic and integrated skills from
other curriculum subjects. The students record and interpret the data they collect
about the cookies they have observed the properties of. Their worksheets should
list the observable physical properties they discovered using their five senses. The
students have to then select criteria as they design a test to determine the “best”
cookie with their group mates. They also have to provide explanations for their
choices and describe their experimental process. Lastly, the students will utilize
their graphing skills from mathematics to complete the type of graph of their
choice to pictorially represent their data results. The students would have shared
their criteria, results, and the process of their cookie evaluation during a whole
class discussion. The teacher can see what skill areas the students have progress
or had difficulty in and can work with those students at a later time to build upon
National Standards
1996, p. 123)
1996, p. 127)
Content: 3.1 Materials have properties that can be identified and described
2007, p. 15)
Properties of Matter 58
Learner Background
Students have general knowledge of the states of matter based on previous experiences
in earlier grade levels and may be able to classify materials as a solid, liquid, or gas based on
their observable properties. Students have experience observing and describing objects
according to their physical properties by recognizing similarities and differences. This has
been done by using their senses and simple tests to discover these properties. Therefore, this
lesson has been planned so that students will be able to apply their general understanding of
this content while understanding that matter exists in the various states of solid, liquid and
gas. Their experiences observing physical properties can help provide them with the skills
Performance objective
The third grade students will be able to observe, classify and analyze the physical
Lesson Objective(s)
The third grade students will be able to write the definition of matter in their science
journals.
Essential Question(s)
How does the structure of matter affect the properties and uses of materials?
What is matter?
¿Qué es la materia?
Properties of Matter 59
Concept(s)
Anything that occupies space and has mass is called matter. Matter can be found in
Matter is made up of atoms, which are joined together as molecules. Matter can
Content
Students will:
Initiation of Lesson
Materials
Properties of Matter 60
Markers
Process Skills
B INQ.1 Make observations and ask questions about objects, organisms and the
Instructional Sequence
Teacher (T): As super scientists, we have begun to look at the objects all
around us in our world. Everything on the Earth is made up of matter, but today
we are going investigate what this is. Our focus question for the day is: What is
matter? In order for us to learn about matter, we need to look at some of its
properties during our experiments. One way of doing this is to use our senses,
like we have been discussing. Can I have a few volunteers share what our five
senses are?
Students (S): Sight with our eyes… Touch with our fingers… Taste with our
Write the students’ responses on the board so that properties can be listed below
it.
T: What are some of the things we can look for using our senses? For example,
T: Miss Kravitz and I know that our super scientists can be very observant and
Materials
Markers
Process Skills
B INQ.1 Make observations and ask questions about objects, organisms and
Instructional Sequence
Hang up science rules and write on the board the day’s focus question in
T: Can you all close your eyes and think about where you live. What are some
products that you have in them that may look like a white powder? Think about
Write the students’ responses on the board so that they can draw on them for
T: Now that we’ve all brainstormed a nice long list of white powders, let’s
think about any types of clear liquids that we would find in our houses too!
Once again, write the students’ responses on the board so that they can draw on
on the board, we will use them to help us figure out today’s focus question.
Lesson Development
Pen/pencil
Magnifying glasses
Process Skills
B INQ.1 Make observations and ask questions about objects, organisms and
the environment.
Properties of Matter 63
B INQ.4 Employ simple equipment and measuring tools to gather data and
14)
Instructional Sequence
Review the science safety rules with the students before beginning the lesson to
so that everyone gets to explore the science activity and is able to learn. Let’s
read through our list that we have created together so that we can remind
o Students will:
Split the class up into groups of three to four students and place them in
separate work areas. Provide each group with the clear bag A. Alex, an ELL
Properties of Matter 64
student, will be paired up with a group and assisted with his Para for support.
John, a student who leaves the room for medical reasons, and Sam will be in the
leave the room during the course of the lesson. John will use his quiet signal to
notify that he has to leave the classroom. Lisa, a wheelchair bound student, will
work in a group that has a lower table level so that she can reach all of the
The students need to study the mystery powder, look at its properties and make
a prediction as to what the unknown powder must be. They can write and draw
T: You will now all get bags that should be kept sealed unless I tell you
otherwise. I want you to use your powers of observation to write down on your
worksheets as many things that you can see about the substances inside.
Bag A can be placed aside after predictions are made as students are given the
clear bag B. They should observe the properties of this mystery powder and
Continually remind the students need to keep the bags sealed and closed at all
The students should next make a prediction in their journals as to what they
think may happen when the two bags of mystery powders A and B are
combined together.
While the students are observing, the teacher will walk around the room to see
that the students are properly executing the lesson and can evaluate students on
Properties of Matter 65
the What’s the Matter? Rubric (Appendix K). The teacher can prompt the
students with questions: What does the substance look like? How does it feel
through the bag? What temperature does it seem? What kind of texture or
T: Now that you are done observing, I would like one of you to open both bags
carefully and pour bag A into bag B. Remember to follow our safety rules and
do not touch, taste or smell any of the powders and reseal the bags. Once again,
The students should open bag A and pour it into bag B without touching the
powders. Once they are combined, they can seal the bag and observe what
occurs. They should record their observations in their journals and the accuracy
of those predictions.
make careful we do not spill any and we should keep it on our desks.
Pass around the small cup of unknown liquid C. Ask the students to observe
the liquid, record their findings, and make a prediction as to what they liquid
may be.
The students should next make a prediction as to what will happen if they
combine this liquid with the mystery powders in bag A. Once recording their
predictions, the teacher will direct the students to combine the substances
The students should record their observations (in words or pictures) and
Continue to walk around the classroom and observe the students, while
completing on the What’s the Matter? Rubric (Appendix K). The teacher
should still prompt the students with observation questions, while putting
emphasis in feeling the temperature of the bag due to the exothermic reaction
T: Now that the experiment is over and you have recorded your observations, I
want all of my scientists to carefully dispose of all the materials in our garbage
can and wash their hands when given called upon to do so.
Pen/pencil
Process skills
B INQ.1 Make observations and ask questions about objects, organisms and the
environment.
14)
Instructional Sequence
mixed together bag A and B, did the powders change their shape from their
original form? Why may they have not changed their shape when they came in
T: The powders stayed the same state, called a solid. A solid does not change
shape. Did the solids change their shape when they were in the container or
S: No, they just mixed together, but stayed the same shapes.
T: These materials are solids. Solids retain the shape that they are, despite their
container. Can you all share some of your predictions for A, B, and C?
S: I thought that the powders would just mix together because they looked
similar… I thought that one of them may be salt because how it looked like
crystals or something… I thought one of them was flour because it was tiny and
a little fluffy looking… The liquid just looked like water to me, since it was
sodium bicarbonate. Bag B contained calcium chloride and that is used to help
T: What shape was the liquid when it was inside of the cup and what happened
S: The liquid was the shape of our cup. It sat inside of it and was flat on top,
while filling it up a little bit. The liquid was a stream when we poured it into
the bag.
T: Great. The liquid did change its shape when you moved it from container to
container… It was the shape of the cup, but it changed into a stream when you
poured it. Liquids always take up the shape of the container that they are in, but
T: What happened when you mixed the solids with the liquids? What did you
observe?
S: My bag filled up with air! The bag got really warm. It foamed up inside.
The teacher can touch upon physical and chemical changes if they so choose
T: Why did your bag get bigger? What took up that space in the bag?
S: It looked like there was air inside of it! Something came from the powders
T: If you used a bigger plastic bag, would it be blown all the way up, too?
Why?
S: I think that it would fill up but not expand as much as this did… I think that
it would fill up all the way! I think that it would only fill up a little bit…
T: Gases, like what was released off of this reaction, fill up their containers and
take the shape of it. So if we have a really big bag, it would try to fill in all the
corners and spread out really far. If we have a little bag, it would fill up that
bag too, but all the gas would be closer together and packed in there.
Collect the students’ worksheets to be evaluated with the What’s the Matter?
accuracies with the concepts and content discovered during the experiment.
Elaboration of the Concept (Applying & Expanding) (Martin et al., 2009, pp. 432-433)
Materials
3 clear cups
Sand
Water
Scale
Marker
Properties of Matter 70
Process Skills
B INQ.1 Make observations and ask questions about objects, organisms and the
environment.
B INQ.4 Employ simple equipment and measuring tools to gather data and
B INQ.9 Use measurement tools and standard units (e.g., centimeters, meters,
Instructional Sequence
For an interactive computer activity for students that relates to this lesson, visit
http://www.harcourtschool.com/activity/science_up_close/301/deploy/interface
.html
Have the students sit around the teacher, while the activity is demonstrated to
them. Lisa will be provided with a space next to the teacher so that she can
easily watch the experiment in her wheelchair. John will sit towards the back
of the group next to Sam, so that he will not distract the other students if he has
to leave the classroom at any point during the experiment for his medical need
and can catch back up on what he missed when he returns. John will use his
Weigh the empty cup on the scale and record the weight.
T: Now that we have weighed the cup, I want you all to hypothesize how many
Fill the cup to the top with marbles and record the new weight of the cup.
T: Do you think we can put in any more marbles? Did they take the shape of
the cup?
S: You can fit more, but then it may overflow! The marbles filled up the cup
T: I want to emphasize that the marbles stayed the same shape and did not
change. They are just fitting in where they can. What state of matter are the
marbles?
S: The marbles are a solid because they kept their own shape even though they
T: Great job! The marbles are a solid. If I pick one out of the cup, we can see
that it is the same shape inside and outside of it, while not changing. Now we
are going to fill up a cup with sand and weigh it the same way.
Fill up the cup with the sand, weigh it on the scale and record its weight. Mark
S: Yes, you filled one up with sand and the other with marbles.
T: Do you think that you could pour some of the sand into the cup of marbles?
S: Yes, there seems to be some spaces that the smaller sand would fit into.
Properties of Matter 72
T: I thought you just told me that they were full! If they were full, then I
couldn’t put more inside of it. Alright let’s pour the sand into the marble cup
Mark the new level of sand on the cup and weigh the new mixture and the sand
cup.
T: What is the weight of the new mixture? How much did it go up by? How
Have the students figure out the difference in the weight levels.
T: Is the amount of sand that we lost the same amount of sand that the marble
jar gained?
S: Yea! The sand cup lost this much, but the marble jar now weighs that much
more!
T: The matter takes up space and has mass. It doesn’t change as it moves from
different locations. This is why what we lost in the sand cup was gained in the
marble cup. Matter does not get created or destroyed and nothing was lost by
Weigh and fill a new cup with water, as well as mark the level of the water with
a marker.
T: Do you think there is any room for the water in the cup with the marbles and
S: There may be some spaces inside of the sand for the water to go. The liquid
should fill up the cups shapes, like in our other experiment in the bags.
Properties of Matter 73
T: I like how my scientist noticed that water is a liquid and remembered that
they take the shape of their containers. Let’s pour some of the water in until
T: Was your prediction correct? Was there room in the filled cup of sand and
S: The sand got all wet! We were able to fit in a lot of the water! It filled up
T: Do you think we could have filled the cup with marbles and sand if we
S: If the cup was full and we put marbles in it, I think that the water may
Materials
Markers
Journal/paper
Pen/pencil
Process Skills
14)
Instructional Sequence
T: From what you have observed, predicted, and learned during our
experiments, do you think you could answer our focus question: What is
matter? Can you all please answer the question in your science journals?
Students should write down their responses to the question in their journals,
touching upon the fact that matter exists in the states of a solid, liquid and gas,
S: Matter comes in different states. I saw that it could be a solid, like the
powders, or it could be a liquid, like what we added to the bags. When we did
that, we also saw that it could be a gas, which filled up the bag with air. Matter
also doesn’t ever get destroyed. When we moved it from a different container
to another, there was the same amount of it, despite what state it was in.
T: Great job! Over the next few days, we are going to be learning much more
about the different states of matter and focusing more on solids, liquids and
gases!
Properties of Matter 75
Evaluation
Formative Assessment
This worksheet acts as a corrected version of the student’s What’s the Matter?
Worksheet from Appendices C & D. It acts as a basic reference sheet for the
generated during the Exploration portion of the lesson. This formative assessment
would be used after the lesson is over for the teacher to review the group’s
experiment, used previous knowledge, and discussed the concepts of solid, liquid,
and gas.
This rubric allows the students to self-evaluate themselves after the lesson is over.
Students will rate their level of participation during the whole class and group
activities, based upon their contributions and adherence to the safety rules.
Students will evaluate their ability to complete the worksheet appropriately and
with the correct content. They will also determine whether they completely
answered the focus question for the day. By self-evaluating, the students take
responsibility over their work, as well as recognize if they did have any
difficulties throughout it. The teacher can use the self-evaluation sheet to
determine what students struggled throughout the lesson and/or determine if the
student’s evaluation represents the level of work seen in the assignments. The
Properties of Matter 76
teacher can also use this worksheet to evaluate students through observation,
1. John.
Allowed to leave the room whenever necessary for medical reasons, and
John will be partnered with Sam during this lesson for the times when he
needs to leave the classroom. John will be provided with time to speak to his
partner and group members upon his return. John will receive additional time to
work on his worksheets if necessary, whether during the lesson or a free period
of the day.
By having a partner, John can stay updated with the activity because Sam
can provide him with information as to what he had missed, as well as any notes
that may have been taken or papers that had been passed out. John will not be
penalized for needing to leave the room due to his medical needs and receive
extra time to work on the worksheets if he runs out of time during the lesson
period.
2. Lisa
Wheelchair bound
Properties of Matter 77
The workspaces will be spread out for each experiment. Also, the table that
of her to ensure that she is as equally engaged in the lesson as her group
members. As always, the layout of the room and all materials will be organized
in a spacious manner so that Lisa can move comfortably and easily throughout
her with the same access to materials and engagement in the lesson as her
classmates. It also provides Lisa, as well as the other students, with a safe
classroom environment, since all of the students can move freely throughout the
3. Alex
Alex will be provided support for his language differences by writing down
parts of the lesson in his native language. This lesson’s focus question is: What
is matter? Alex will be provided the focus question: ¿Qué es la materia? Key
content words will also be provided for him in his native language: líquido,
speaking paraprofessional will also be in the room during this lesson to answer
Alex’s questions, support him through the lesson, and practice communicating
By providing Alex with the focus question and content words in his native
language, it helps support his understanding because he can relate his previous
based on his observations and drawings, which does not require Alex to try to
Performance Objective
The third grade students will be able to observe, classify and analyze the physical
Lesson Objectives
The third grade students will be able to compare and contrast the properties of a
Essential Question
How does the structure of matter affect the properties and uses of materials?
Focus Questions
Concept(s)
Anything that occupies space and has mass is called matter. Matter can be found in
Particles in a gas are well separated with no regular arrangement. They vibrate and
move freely at high speeds. (Gases, liquids and solids, Purdue University
Particles in a liquid are close together with no regular arrangement. They vibrate,
move about, and slide past each other. (Gases, liquids and solids, Purdue University
Particles in a solid are tightly packed, usually in a regular pattern. They vibrate
(jiggle) but generally do not move from place to place. (Gases, liquids and solids,
Content
liquid, solid, gas, states of matter, visible, invisible, fluidity, water vapor
líquido, sólido, gas, estados de la material, visible, invisible, fluidez, vapor del agua
Spray perfume
1 Erlenmeyer flask
1 hot plate
1 bag of ice
2 beakers
Process Skills
B INQ.1 Make observations and ask questions about objects, organisms and the
environment.
B INQ.4 Employ simple equipment and measuring tools to gather data and extend
the senses.
B INQ.6 Analyze, critique and communicate investigations using words, graphs, and
See “Community Connections” portion of the unit plan for a potential fieldtrip that
Initiation
Hang up the Science Safety Rules (Appendices B & C) and write today’s focus
question on the board before beginning the lesson: What is a solid, liquid, and a
Teacher (T): Spectacular scientists, today we will be exploring matter some more,
just like we did in our lesson yesterday with the marbles and sand, and the white
Students (S): It can’t be destroyed! It is in all different forms, like a liquid or solid.
T: Are solids always hard? A stuffed bear is a solid and that’s pretty squishy to me!
Can I have a few volunteers to tell us some examples of things in this room that are
solids?
S: The walls, our desks, the computer, the books, the table!
T: I can see we don’t have any trouble identifying solids! Now could I have a
T: Very good, I like how you said something that acts like water, which means you
recognize that water isn’t the only form that liquids come in! Could I have a few
volunteers to tell us some examples of things in this room that are liquids?
S: The water in our water fountain, the tea at your desk, the juice in my juice box,
T: What great examples all of you have given us! Now who can explain to us what a
gas is?
T: Yes indeed gas takes up a lot of space and it is very hard to see it, usually we
can’t see it. Today, we are going to be exploring these three types of matter again,
but only today we will be exploring them differently! Our focus question today is:
What is a solid, liquid, and a gas? or ¿Qué es un sólido, líquido y gas? What is
going to happen is that I will put you all into small groups and send each group to
certain places around the room. Once your group has gathered in your designated
area, each one will send one group member up to the front table to pick up one
Properties of Matter 83
Ziploc bag full of items per student. (Hold up one of the bags while explaining.)
Therefore, if I have four people in my group including myself, I will come up and
take four Ziploc bags. Once all group members have returned to their groups and I
see that everyone is quietly waiting for directions, we will begin experimenting.
T: Before I split you into groups, let’s quickly go over our Science Safety Rules for
today. Could I have one volunteer to read the safety rules to us today?
o Students will:
Lesson Development
Split the class up into groups of three to four students and place them in separate
work areas. Alex, an ELL student, will be paired up with a group and assisted with
his Para for support. John, a student who leaves the room for medical reasons, and
Sam will be in the same group so that John can be updated on the experimentation if
he has to leave the room during the course of the lesson. John will use his quiet
signal to notify that he has to leave the classroom. Lisa, a wheelchair bound
student, will work in a group that has a lower table level so that she can reach all of
Wait for all students to return to their groups and ensure that each student has a
Ziploc bag.
T: Please take the objects out of your bags. Look at them and touch them. Raise
your hand if you can see all the objects. (Allow students to raise their hands.) One
word that we can use when we can see an object is the word visible. (Write it large
on the board so that everyone can see.) The word visible means that we can see
T: What are some of the properties that you see in the objects that are in your Ziploc
bag?
S: They’re hard. They’re all different colors! I can’t smell any of them… The
objects didn’t totally fill the bag when they were in it because there was space
between them.
T: Alright, I want everyone to try to put your pens through the top of your desk.
Students will then try to stick their pens through their desk.
S: No way, no.
T: Try to put some of your other objects that were in your baggie through your desk
and by saying this, I don’t mean inside from the front of your desk.
Students test other materials trying to push them through their desks or each other.
Throughout this entire guided exploration process, walk around to observe the
children working individually and together as they test each state of matter. Use the
Properties of Matter 85
S: Solids! It doesn’t let me change its shape to push through. In the bags, they all
stayed the same way when it was inside and outside of it.
T: I agree… Solids are very hard to go through. We would need something strong
to go through a solid, something like a hammer to break through it, don’t you think?
Did the objects that you tried to push through your desk keep their shape easily?
S: Some of them did, the marker did… The milk top didn’t because it bent a little.
T: So you are saying that some of the objects kept their shape and others didn’t?
S: The marker is really hard and it’s thick so it won’t bend. I can bend the milk top
with my hands so obviously it would bend when I mashed it into the table. I think
the thicker and stronger the object, the better chance it won’t change its shape.
T: Very good points, solids won’t change their shape unless force is applied to
Have the students put the items aside on their desks, leaving the Ziploc bag empty.
T: I am going to take two ice cubes and hold them in my hands. I’d like you to
observe what happens to them after a few moments. (Hold them in your hands up
T: Alright, so you say that the ice cubes are melting. What exactly does that mean?
T: The ice is changing from a solid to a liquid. The ice is a solid (Pick up another
piece of ice and drop it on the desk so the students hear the noise it makes.) and
when it gets too warm it starts to melt, which makes it change state into a liquid—
water. I am going to come around and pass out one clear glass of water to each
group. Once your group receives your glass of water, take turns trying to put your
Allow the students some time to poke their pens into the water and examine the
S: The pen went right inside of it and I could see it! My pen floated when I let go of
T: Those are very important observations, scientists! What state of matter is water
again?
S: A liquid!
T: Alright, so are you saying that objects can go through a liquid easily because
your pens pushed right inside of the water? Why do you think that is so?
S: Water isn’t a solid and solids don’t let objects go through them. Water is easy to
T: Alright, now choose one student in the group to hold the plastic Ziploc bag open
and another partner to gently pour the water into the baggie. Once the water is in
Supervise the students as they pour water into Ziploc bag and seal it.
T: What happened once you poured the water into the Ziploc bag? What did the
water do?
S: The water spread all on the bottom of the bag… The water moved and filled the
T: Very good, I like the words spread and filled because that is exactly what water
does when it spreads out and takes the shape of its container. Why do you think the
liquid moved in this way? How does it differ from the solids that were in the bag?
S: The solids didn’t change their shape or fill up all the spaces in the bag. The
liquid has filled up the bottom, but there is still some space at the top.
T: Could everyone please leave all of their materials where they are and join me at
T: Here I have a large clear container with water in it. I am going to squirt some
blue food coloring into the water so make sure you are sitting in an area where you
can see what happens. Can everyone see from where they are sitting?
Allow Lisa a space to sit next to the teacher so she has access to see the group
S: Yes!
T: Yes, this is showing what we call fluidity. Fluidity is when a substance, which in
this case is the water, has molecules that move around freely amongst one another
Properties of Matter 88
and take the shape of the container. Therefore, the food coloring is a liquid too, and
both liquids have fluidity. The molecules in the water and the molecules in the food
coloring become one and they move around freely and take the shape of the
container! Alright, let’s all go back to our work areas and listen for directions.
Turn the hot plate on and put the Erlenmeyer flask onto it with water in it.
T: (Once everyone is sitting quietly waiting for directions) What is in front of your
nose?
T: Take an index card or a piece of paper out of the Tupperware box and fan
yourselves with the paper. What happens when you fan yourself with the paper?
T: So you are saying that this wind and air movement is made by the paper when
Pass around a balloon to each student. Remind the students about the safety rules
T: Alright, each of you take a balloon and blow up your balloon a little bit so it
looks like the one I am blowing up. When you are done, I want you to just hold it
T: Now hold onto the balloon and let it deflate by taking your fingers off of the end.
T: Could you see the air of the substance that was blown into the balloon come out?
S: No… I felt it come out of the balloon side. I felt it a little bit of wind on me!
S: Air… oxygen…
T: Very good! Both of those are known as gases. We often times can’t see gas, so
this helps us to be able to identify a gas. Does anyone know what the word invisible
means? It’s a lot like the word visible that we talked about earlier.
T: Objects or substances are invisible when we can’t see them. Gases usually
cannot be seen easily by us. We can feel them though when they get pushed around,
like when you fanned yourselves and made wind. That is the gas all around us
being moved very quickly, like the water that was moving around in the bag.
T: Boys and girls, please join me at the carpet again and leave your materials at your
work stations. Make sure you are sitting in a place where you can see the
experiment I will be doing on the table. Lisa there is space next to me once again.
Spray some perfume and let it disperse throughout the room. (Check for student
allergies and sensitivities before doing this.) Take the Erlenmeyer flask off of the
hot plate (Be sure the water is boiling.) and place the opening of a balloon over the
flask’s mouth.
T: While the water is cooling, let’s all pay attention to what happens to the balloon!
Put the Erlenmeyer flask back onto the hot plate and heat it slowly so that the
T: What do you see happening now? Why do you think that is happening?
S: The balloon is coming back out! I think that it likes getting hot! There are
T: The balloon is coming back out because the water is hot that it is steaming.
When water turns to steam, it is changing from one state to another. It is going from
a liquid to a gas and this fills up the balloon. It is called water vapor. Now what do
T: Why do you think that the smell isn’t as strong anymore and that maybe the smell
is gone?
T: Alright boys and girls please make your way back to your work stations and we
T: (Once students are back at their work stations) Matter can go through other types
of changes aside from the solid, liquid and gas phases. Please take one piece of
paper and pass it down. (Hand one student a stack of strips of paper)
T: Please tear your strip of paper. Did the substance stay the same when you tore it?
S: No, it’s a different size now. Yea it did, it’s still paper though!
Properties of Matter 91
T: When you tore your paper strip, a change did occur. However the substance is
still paper and there is still the same amount paper than there was before you tore it.
If we were to weigh it, we’d see that it was the same before and after tearing. We
physically tore the paper, so it underwent a physical change since now only looks
different. This is what happens when the ice turned to water. Even though it now
looked different. The water only underwent a physical change into a different state
of matter.
Closure
T: Boys and girls, please clean the materials at your work station and then join me
at the carpet. Today, we revisited our exploration of matter and its three stages.
What is matter?
T: Very good, I am sure we are all experts at what a solid is. Can I have a few
S: They are hard because their molecules are packed closely together. They keep
their shape most of the time… They can be a rock, a desk, a pen, a phone.
T: Alright, could I have some volunteers remind us what a liquid is and give us
T: Yes, I’m glad you brought up that soda is a liquid, it is a liquid but it has another
state of matter within it. Did anyone else know that? Who can tell me which other
Properties of Matter 92
form of matter is in soda? Think about the bubbles that are in it and what happens
S: Gas! Air!
T: Very good! Now let’s hear what a gas is and some examples of gases.
S: A gas has no real shape… It’s invisible a lot! It spreads out far like when the
spray filled the room. It makes wind when we move it. When you heat a liquid it
forms gas. The perfume is a gas! The bubbles in soda are a gas too!
T: I can see that we have learned a great deal about the three states of matter and
that this lesson and our past lessons have really paid off! Does anyone remember
T: You are on the right track. Fluidity is when a substance, like the water that we
used, has molecules that move around freely amongst one another and take the
shape of the container. The food coloring that we put into the water is a liquid too,
and both liquids have fluidity. They have fluidity because the molecules in the
water and the food coloring mix together and move around freely while taking the
T: Very good, could I have a couple of volunteers tell us a few objects in this room
S: Our desks, the walls, the whiteboard, the computers, and you!
T: You are all truly spectacular scientists! Let’s head back to our seats and take out
our science journals and answer our focus question: What is a solid, a liquid, and a
gas? or ¿Qué es un sólido, líquido y gas? Answer the focus question and I will
come around with a Solids, Liquids, and Gases! Worksheet (Appendices L & M)
for each of you. You will have to draw pictures of examples of each of the states of
Alex will receive a Spanish version of this Worksheet (Appendix M) to help ensure
Evaluation
This rubric allows the teacher to evaluate the students’ participation throughout
all aspects of the learning process using mainly observations. Rating on a scale
Openness to Learn, the teacher can evaluate the students’ involvement (on a 40
point scale) during all aspects of the lesson development. Rating on this scale
allows the teacher to track and compare the students’ growth in different
information to the extent of their participation. This rubric is able to be used for a
variety of science tasks and allows the teacher weigh each student against the
review of the content learned from the lesson. Students will pictorially represent
and list different items that are present in each state of matter. They will then use
their knowledge of the states of matter to compare and contrast the properties of
each using a Venn diagram, which they have previous experience using. It will be
collected at the completion of the lesson to be evaluated. The teacher can note
any students that seem to be confused by the differences between what solids,
liquids and gases look like, as well as what examples of each state of matter are.
Once taken into account which students need clarification, the teacher will be able
to plan time to meet with students individually or in a group to ensure that they
understand the material, rather than simply those students that participation more
often during the lesson and discussion. In doing so, it would verify that the entire
class understands the three states of matter, what they look like, and what makes
them solids, liquids or gases. This will ensure that all students are ready to move
Performance Objective
The third grade students will be able to observe, classify and analyze the physical
Lesson Objectives
The third grade students will be able to classify materials based on their state of
matter.
Properties of Matter 95
Essential Question
How does the structure of matter affect the properties and uses of materials?
Focus Questions
Concept(s)
Anything that occupies space and has mass is called matter. Matter can be found in
Particles in a gas are well separated with no regular arrangement. They vibrate and
move freely at high speeds. (Gases, liquids and solids, Purdue University
Particles in a liquid are close together with no regular arrangement. They vibrate,
move about, and slide past each other. (Gases, liquids and solids, Purdue University
Particles in a solid are tightly packed, usually in a regular pattern. They vibrate
(jiggle) but generally do not move from place to place. (Gases, liquids and solids,
Content
Materials
Science journals
Pens/pencils
1 kickball (#12)
Properties of Matter 97
Markers
Process Skills
B INQ.1 Make observations and ask questions about objects, organisms and the
environment.
B INQ.6 Analyze, critique and communicate investigations using words, graphs, and
drawings.
B INQ.10 use mathematics to analyze, interpret and present data. (Connecticut State
Initiation
Write today’s focus question on the board before beginning the lesson: How can we
materia de un objecto? Hang the Science Safety Rules (Appendices B & C) for the
students to see.
Properties of Matter 98
Preparation: Have the room already arranged so that all fifteen mystery materials
(labeled in the “Materials” section) have been numbered and are spread out
throughout the room. Desks and work spaces will be spread out to provide a safe
work environment, as well as enough room for Lisa, our wheelchair bound student,
to be able to safely and easily maneuver throughout the room from one mystery
material to another. Be sure that all mystery materials are located in areas easily
assessable for Lisa to reach so that she can observe them easily with her fellow
classmates.
materials around the room and I need your help to identify them. We need to
attempt to identify what states of matter these materials are and make observations
of their physical properties. We will be doing a gallery walk. Who remembers and
S: When we walk around, write our thoughts, and look at different things!
or small groups, we will circulate throughout the room observing and identifying the
fifteen unidentified materials which have been numbered for us. We will work with
Properties of Matter 99
our groups to identify which state of matter all of these materials are. What is one
S: We can use our senses, like looking at its size or color, or we could hear if it
T: I love the idea of using your five senses! You each should remember to use that
skill as you walk around. I have numbered each material that we need to identify
throughout the room at fifteen stations and there should be enough so that there
shouldn’t be much waiting between observing. Each pair or small group will be able
to move around the classroom laboratory observing the materials in any order. This
means is that your group could observe mystery material #6 first and then move to
mystery material #13 if it is available for observations. As long as your group has
visited each mystery material by the end of our mystery materials walk, everyone has
T: Before we begin, let’s fill out the chart I have made for us on the board so that we
have a reference to look at while we are in the middle of our mystery materials walk
in case we come across a material whose state of matter we are having trouble
identifying! Could I have volunteers come up to the board and each fill in something
you know will help us to identify one of these three states of matter?
Students come up and fill in the chart when called on. Example:
Solid Liquid
Gas
Sólido Líquido
Visible Invisible
Keep shape
Fluidity is seen Spread out far
Visible
Hard to change shape
Has movement Easy to fill
Shape of the containers and takes
Hard
container its shape
Properties of Matter 100
Read over the students’ answers as a class and address any misunderstandings or
T: It looks like we have learned a lot about the three states of matter in our
previous lessons! This information will help us today as we perform our mystery
materials walk.
Group the students into pairs and provide them with a number so that they know
what station to begin at when they are told to start. Alex, an ELL student, will have
his Para and another partner to help provide support, explanations, and translation
when he wants to communicate with his group mates. Lisa, a wheelchair bound
student, will have be provided with easy access to all designated areas. John, who
needs to leave the room for medical reasons, will be in Sam’s group along with
another student. This group of three ensures that Sam will not be left alone to
complete the activity, while John is out of the room. Upon his arrival, Sam will
allow time, along with the teacher, to explain the properties of matter that John had
T: Boys and girls, all of the materials can be touched so long as you have your
gloves on. However, mystery material #10 must remain on its pie plate, under the
glass. In the worksheets you will soon be picking up, there will also be a reminder to
keep our hands off of mystery material #10 ten in case we forget! Before we begin,
o Students will:
T: Alright, it looks like we are ready to identify our mystery materials! Once I call
your group, please walk to the front table and put on your apron, a pair of goggles
and gloves. Take one pencil and a clipboard, which already has the Mystery
Materials Walk Worksheets (Appendices N & O) clipped to it. The other partner can
remember to take the magnifying glass! Once you have everything you need, you
may begin exploring our mystery materials at the station I have already assigned to
your group.
Call the students one group/partnership at a time to have them go to their stations.
Alex will be given a special clipboard with a Spanish version of the Mystery
assignment.
Lesson Development
Students will begin their mystery materials walk throughout the classroom by
T: Spectacular scientists, can I have your attention for a moment. Who can remind us
what the five senses are that you should be using to help you see the physical
S: Our eyes, we look at things with our eyes! Touch, we feel with our hands! Our
T: When we want to use this sense of smell in science class, who can remind us of
S: We wave the smell toward our noses but not too close.
T: Great and we have one more sense left, who can remind us what it is?
T: Today, we will not be taste any of the mystery materials because we aren’t sure of
what they are…Tasting them could be dangerous! I can see we are all ready to use
communicating with one another about the mystery materials and I will make notes
cooperation and collaboration. I will also note any students who are exhibiting
T: Keep in mind while taking our mystery materials walk that some of our mystery
T: Super scientists, I am so excited to hear what you have recorded about all of our
mystery materials! Please bring your clipboard and packet and join me at the carpet.
Be sure to sit with your partner(s). Let’s examine what we have all found!
Properties of Matter 103
Lisa will be provided a space for herself and her partner near the teacher in order to
ensure she has a safe and accessible viewing area. John can sit closest to the door so
I will have the following chart written on the board/an easel with paper:
Worksheets as an entire class and then they will be evaluated after the end of the
lesson by the teacher for completion of observations and predictions. The teacher
can use the Mystery Materials Walk Teacher Reference Sheet (Appendix P) to know
T: Let’s share our findings! One person at a time let’s share what we observed about
S: It was hard, it was bumpy… It smelled sweet! It sounded hard when I tapped it on
the table.
Properties of Matter 104
T: I love how all of your observations included different senses being used. Now,
raise your hand if you believe that mystery material # 1 was a solid.
Record the letter “S” in the second column and draw tallies for each student who
raised their hand saying they believe this mystery material was a solid. Do the same
for students who believed it was a liquid and students who believed it was a gas.
T: Alright, now what are some of our predictions for what this mystery material
might be?
T: Raise your hand if you want to know what this mystery material is!
T: This mystery material is the seed inside of a peach! (Write peach pit next to #1.)
One person at a time let’s share what we observed about mystery material #2 (cup of
honey).
S: It was yellowish… It was really sticky when I touched it!! It smelled sweet too...
T: Once again, raise your hand if you believe that mystery material # 2 was a solid.
Record the letter “S” in the second column and draw tallies for each student who
raised their hand saying they believe this mystery material was a solid. Do the same
for students who believed it was a liquid and students who believed it was a gas.
T: Alright, now what are some of our predictions for what this mystery material
might be?
S: Honey! Carmel!
T: Raise your hand if you want to know what this mystery material is!
I will then move on to the following thirteen mystery materials following the same
Once I have gone through all fifteen of the mystery materials with the students I will
ask students to come up and help us make a class bar graph using the states of matter
for two or three of the mystery materials observed. We will use the students’
predictions for what state of matter they believed the materials were.
T: Now that we have shared all of our observations and results with one another, we
have an experiment through which we will each explore at the computer lab! We had
some materials today that were tricky because they could have been identified as two
states of matter, not just one state. By looking at the identities of the materials that I
wrote on the board, does anyone have an idea of which of the materials show two
states of matter?
S: The balloon!
T: Alright, what two states of matter do you think the balloon is?
S: The rubber part of the balloon on the outside is solid and the air inside that makes
it really big is a gas. The rubber part holds all the air in there!
T: I can see we are doing very well with our identifying of materials and providing
The teacher will then continue going through any other materials that the students
believe are two states of matter with a special focus that soda is a liquid and a gas,
Properties of Matter 106
dry ice is a solid and a gas, and that a kickball (similar to the balloon) is a solid and a
gas.
T: We have another portion of our exploration today, but first make sure that all
group members names are written on your Mystery Materials Walk Worksheets and
put all of your packets in a pile on the front table. Please return your magnifying
glasses, aprons, and glasses in the bins on the front table. Throw your gloves away
Students will put their packets in a pile and line up quietly at the door. Once in the
computer lab, I will write the focus question on the board: How can we determine an
_matter/molecules.swf). Students will explore the states of matter within this activity
T: I have set all of your computers to the online experiment. Please follow the on-
screen directions and you will all be further exploring matter and its properties!
Students will experiment online and the teacher will circulate throughout the room
making sure that the students are remaining on task. The teacher will ask students
various related questions to further their knowledge and understanding. For example,
“Before you push liquid, what do you think its particles will look like?” or “How
T: Keep thinking about the focus question while you are experimenting online
because it will help you when you go to record in your science journals!
Properties of Matter 107
Once the students have experimented for about 10-15 minutes, they will be asked to
Closure
T: Once you get back to your seats, take out your science journals and record your
responses to today’s focus question on your own. Today’s question is: How can we
materia de un objecto? Think about the mystery materials walk that we took today
and what helped you to decide what state of matter the mystery materials were.
Also, think about the computer experiment we just experienced and what each state
T: Could I have several volunteers to share with us what you recorded in your
science journal?
S: I use my five senses to help me figure out what state of matter an object is.
Usually when I feel an object, I know what state of matter an object is because if it
it’s typically hard then it’s solid. If it feels like water, then I know it must be a liquid
T: Thank you for sharing, what a detailed response with your reasoning.
One or two other students will share their responses from their science journals.
T: Thank you everyone for helping us figure out what states of matter the mystery
materials were! Our unit on states of matter is still only just beginning; we have
many more fun experiments planned for us in the upcoming days! While we continue
our day, let’s observe materials around us throughout the day and think about what
Properties of Matter 108
state of matter these objects are. Please take out your independent reading books; we
will be leaving for lunch in just a few minutes! Please leave your science journals out
Evaluation
This rubric allows the teacher to evaluate the students’ participation throughout
all aspects of the learning process using mainly observations. Rating on a scale
Openness to Learn, the teacher can evaluate the students’ involvement (on a 40
point scale) during all aspects of the lesson development. Rating on this scale
allows the teacher to track and compare the students’ growth in different
information to the extent of their participation. This rubric is able to be used for a
variety of science tasks and allows the teacher weigh each student against the
This assessment task will be completed by the students will complete in pairs
or small groups and will be collected at the conclusion of the lesson. Students
write down the observations they have made about the material in the first
column, infer what state of matter they believe it to be based on these properties,
and predict the identity of that material. The teacher will be able to review the
were done using their senses and whether or not they matched the students’
Properties of Matter 109
mystery material felt like a liquid, yet they wrote that its state of matter was a
solid, this inference would not make sense. The teacher should not which groups
need extra clarification on the physical properties that relate to each state of
matter. Those students would be met with during an available independent time
their predictions, the teacher will have to review the states and how to use their
senses to best determine what state of matter a given material or object is.
Performance Objective
The third grade students will be able to observe, classify and analyze the physical
Lesson Objectives
The third grade students will be able to write a letter explaining the role of heating
and cooling in changing matter from one state to another during freezing and
melting.
Essential Question
How does the structure of matter affect the properties and uses of materials?
Focus Questions
Concept(s)
Materials exist in different states—solid, liquid, and gas. Some common materials,
such as water, can be changed from one state to another by heating or cooling.
Content
Materials
Markers
1 bag of ice
1 gallon of water
Paper towels
1 small refrigerator
Process Skills
B INQ.1 Make observations and ask questions about objects, organisms and the
environment.
B INQ.4 Employ simple equipment and measuring tools to gather data and extend
the senses.
B INQ.6 Analyze, critique and communicate investigations using words, graphs, and
drawings.
B INQ.7 Read and write a variety of science-related fiction and nonfiction texts.
B INQ.9 Use measurement tools and standard units (e.g., centimeters, meters, grams,
Instructional Sequence
Write today’s focus question in English and Spanish on the board before beginning
the lesson: How can matter change from one state to another? and ¿Cómo se puede
cambiar la materia de un estado a otro? Also, post the Science Safety rules
T: Boys and girls, please join me at the carpet so that we can begin exploring
science today! Has anyone ever eaten ice cream on a hot summer day?
Students will raise their hands and possibly begin to share times when they have.
T: What happens to the ice cream while you are eating it?
T: When the ice cream melts into soup, what states of matter is it changing from?
S: A solid to a liquid!
T: Very good… Have you ever left a glass of water out on the table? What
S: It disappears! It melts!
liquid?
T: Today, we are going to experiment with the different states of matter and these
questions will be much easier for us to answer once we have experimented today!
Properties of Matter 113
Here I have a Ziploc bag full of ice. What do you predict will happen to the
S: All of the ice will melt! (Write this prediction on the board.)
T: So you are saying that all of the ice will melt over time, what do you predict will
S: There will be more water! There will be less! (Write these predictions on the
board)
T: Alright, I recorded our predictions on the board and we will revisit them later
experiment with the three states of matter again! Our focus question for today’s
experiments is: How can matter change from one state to another? or ¿Cómo se
T: Before I split you into groups, let’s quickly go over our safety rules for today.
S: Students will wear safety goggles, aprons, and gloves at all times, wait for the
teacher to give directions before handling materials, keep the work area clean, will
keep materials away from their faces and mouths, take turns exploring and
Group the students into groups of 3-4 and send them to their work areas. John will
be grouped with Sam so that if he needs to leave the room at any time for medical
Properties of Matter 114
reasons, he will have Sam to bring him up to speed on anything that he has missed.
Lisa can be put in any group; however, the teacher will ensure that her group is
arranged at a low and/or adjustable table so that she can easily sit at it in her
wheelchair and access all of the materials, in order to her to allow her to partake in
the experiment to the fullest. Alex will be put in any group and will have his
communicate more fluently with his group members, as well as encourage him to
T: Once I see that your group is sitting quietly waiting for directions, I will ask your
group one at a time to send two students up to the front table. One student will
collect one Ziploc bag of ice from me at the front table, paper towels, one Ice
Observations! Worksheet (Appendices Q & R) and one sharpie marker. The other
student will also come up to the front table and he or she will carefully pick up a
scale and bring it back to your group’s work area. Remember to be very gentle with
the scales!”
Split the students into groups and call on groups to send students up to gather the
necessary materials.
T: Follow the directions on your group’s Ice Observations! Worksheet. You may
begin once your group members have returned with the necessary materials! I will
be coming around to see that everyone is on the right track. Raise your hands if you
need any help. Remember to take turns experimenting and cooperatively work
questions #1 and #2 as soon as your group is ready and then pass the Ziploc bag
around and let the warmth of your hands heat the ice.
Students will begin exploring the Ziploc bag of ice and working together to follow
the directions provided on the worksheet until they are completed with it. Use your
T: Once your group has answered all of the questions on your Ice Observations!
Worksheets, please set them aside as we have two questions left to answer! Send
one student up to the front table with your Ziploc bag of ice and I will place them
All groups will set their Ice Observations! Worksheets aside and bring their Ziploc
T: Spectacular scientists, now we will move on to the next portion of the lesson and
revisit our Ziploc bags of water later. I am coming around now with Ziploc bags full
with the same questions. Once you have your worksheet and Ziploc of chocolate
Students will follow the same steps that they took with the Ziploc bags of ice, as
T: I will be coming around to see how everyone is doing, raise your hand if you
have any questions. Once again, use your Student Participation Observation Rubric
the activity.
Properties of Matter 116
T: Spectacular scientists, could I have your attention for one moment? Once your
group has finished their Chocolate Observations! Worksheet and stopped where it
says to, I will bring your group your ice bags and you all can answer the last two
Students will finish their Chocolate Observations! Worksheets and will be sitting
quietly waiting for directions. At which point, the teacher will bring each group
waiting their bag of water, which has turned back into ice! At this time, tell the
groups ready to move on that they may answer the last two questions now.
T: Spectacular scientists, could I have your attention once more? Once your group
has been given your ice bag back and you have recorded the last two questions, set
that worksheet aside and raise your hands. That will let me know that you are ready
for me to bring your chocolate chip bags to you so that you can finish the Chocolate
Observations! Worksheet.
T: Scientists, please leave all of your materials at your work station but bring both
of your group’s worksheets and join me at the carpet area. Please sit near your group
Students will congregate on the carpet. There will be provided room next to the
teacher for Lisa’s group so that she has a clear area to sit with her wheelchair, while
T: Do you remember how we all agreed earlier that sometimes when solid things
T: What did you notice about the substances that you were working with today?
S: They both melted the same way! The chocolate was thicker though. The ice was
T: I’m glad we pointed out that the chocolate was thicker than the melting ice. Do
you think that if we warmed the chocolate up even more that it might have become
less thick?
S: Maybe? Yea!
T: Alright, so we had a few different answers when I asked you all earlier what
had some students say that there is more of it, and others say that there is less of it.
Now that we have performed these experiments, I think that we should be able to
answer this question now! So I ask you again, what happens to the amount of a
Teacher will write this question on the board: What happens to the amount of a
substance if it is changed from a solid to a liquid? and ¿Lo que ocurre con la
S: It stayed the same! Every time we weighed the ice, even after it melted, it was the
same!
T: Alright, so are you saying that the chocolate chips weighed the same before you
T: Alright, let’s review the predictions what we made earlier about what we thought
would happen to the Ziploc bag of ice over time. (Point to the predictions on the
board) We all predicted that the ice would melt over time…Were we right?
S: Yes!
T: When I asked what we predicted would happen to the amount of the substance
over time…we had a few different predictions. Some of us predicted that there will
be more of the substance and some of us predicted that there would be less. Now
that we have performed the experiment, what did we notice? Was there more, less or
discussed how the sand and the water that we took from the other cups to add to the
cup with the marbles didn’t just disappear; it was added to the cup with the marbles.
The weight taken from the sand and water cups was added to the weight of the cup
T: The same thing happened here! The weight of the substances did not change
because they remained in their Ziploc bags. They only changed their state of matter
from solids to liquids and then from liquids back to gases. Let’s answer our focus
T: What we are going to do is spend our time at the computer lab today answering
this question in a letter. We will write a letter to one of our friends because they are
Properties of Matter 119
confused about how matter changes from one state to another. We need to be clear
and explain to our friends how matter can change from one state to another. Be
extremely detailed in your letters because the more detailed your explanation of this
question is, the more easily your friend will be able to understand. Include at least
three examples to back up your points. These examples can come from today’s
experiments, previous experiments and any general knowledge you have about how
T: Please leave your groups worksheets on the carpet and line up properly at the
door so that we can travel to the computer lab and write our friends letters to help
them understand what we are scientific experts at! I will write exactly what needs to
be in our letters on the board in the computer lab (See Appendix V) once we get
there so that everyone can know exactly what needs to be in your letters!
Evaluation
This rubric allows the teacher to evaluate the students’ participation throughout
all aspects of the learning process using mainly observations. Rating on a scale
Openness to Learn, the teacher can evaluate the students’ involvement (on a 40
point scale) in whole class, group, and individual exploration and learning
activities. Rating on this scale allows the teacher to track and compare the
social skills, and provides information to the extent of their participation. This
Properties of Matter 120
rubric is able to be used for a variety of science tasks and allows the teacher
weigh each student against the same data during each science lesson period.
groups during the lesson. Students will answer questions regarding their
They will then record and compare the weight of the bag before and after the ice
has melted. By comparing these results, students will validate their understanding
that matter is neither created nor destroyed—even when changing its state of
matter. Students will compare this experiment to one done in a previous lesson
when they were first introduced to this concept. It will be collected at the
the lesson closure with the students to clarify any findings and/or
misunderstandings. The teacher can note any students that seem to be confused
by the differences between what occurs as states of matter change their state.
Once taking into account which students need clarification, the teacher will be
able to plan time to meet with students individually or in a group to ensure that
they understand the material, rather than simply those students that participation
more often during the lesson and discussion. In doing so, it would verify that the
entire class understands the three states of matter, the properties of each state of
groups during the lesson. Students will answer questions regarding their
hands. They will then record and compare the weight of the bag before and after
the chocolate has melted. By comparing these results, students will validate their
the state of matter. Students will compare this experiment to one done in a
previous lesson (Lesson 2) when they were first introduced to this concept. They
can also compare their results to what was seen when ice was melted earlier in
this lesson. It will be collected at the completion of the lesson to be evaluated, but
will be reviewed discussed during the lesson closure with the students to clarify
any findings and/or misunderstandings. The teacher can note any students that
change their state. Once taking into account which students need clarification, the
teacher will be able to plan time to meet with students individually or in a group
to ensure that they understand the material, rather than simply those students that
participation more often during the lesson and discussion. In doing so, it would
verify that the entire class understands the three states of matter, the properties of
each state of matter, and what makes them change between states.
This assessment rubric allows the teacher to have guidelines upon which to score
the letters the students write about changing states of matter. The students will be
Properties of Matter 122
Attention to the Audience. The students must identify at least three examples from
past experiences to support their understanding and explanations of how matter can
change from one state to another. They must present an organizational plan to their
letter that is logical and consistently maintained and utilizes a letter template.
Lastly, they must remember to effectively address their friend throughout their
letter.
Performance Objective
The third grade students will be able to observe, classify and analyze the physical
Lesson Objectives
The third grade students will be able to describe an unknown substance's physical
Essential Question
How does the structure of matter affect the properties and uses of materials?
Focus Questions
Concept(s)
Anything that occupies space and has mass is called matter. Matter can be found in
Matter is made up of atoms, which are joined together as molecules. Matter can
Content
Markers
Science journals
Newspaper
Water
Process Skills
B INQ.1 Make observations and ask questions about objects, organisms and the
environment.
B INQ.6 Analyze, critique and communicate investigations using words, graphs, and
drawings.
B INQ.7 Read and write a variety of science-related fiction and nonfiction texts.
Instructional Sequence
Teacher (T): Miss Kravitz and I have a mystery to share with you all today that
happened to us yesterday afternoon after school and I know that all of you super
scientists will be able to help us solve it using what you know about properties of
matter!
T: Yesterday afternoon, Miss Kravitz and I were walking out of the building
heading towards the parking lot to home when we were so busy talking that we
didn’t even notice what we were about to step in. I took a step and suddenly felt like
I was in the middle of an earthquake as the very ground I was standing on began to
move! I was struggling to stay on my feet, I felt like I was standing on the beach at
the edge of the water as a wave came in and began dragging all of the sand beneath
Properties of Matter 125
my feet back out to sea. Do you know that feeling? “Ahhhh I’m sinking!” I yelled to
Miss Kravitz and she rushed over to yank me back onto solid ground. We turned
around and looked in shock as my shoe sat floating in the strange mud. I reached
over to touch the substance and my fingers sank quickly as if the substance was
liquid. “What do you think this stuff is?” I asked Miss Kravitz. “I’m not sure but I’ll
Forty-five minutes before the lesson, prepare the materials for the students as
follows:
o Add 5-10 drops of food coloring to two cups of water. Add one box of
cornstarch and swirl the bowl and contents to level. Set the bowl and contents
o Mix the ingredients with your hands to ensure an even consistency. Knead
the mixture by bringing the bottom of the mixture to the top, like you would
o The substance should flow like a liquid when the bowl is tipped, but feel like
a solid when touched with your finger. (Consistency should remind you of
something between white school glue and tacky glue for crafts.) Add
cornstarch, in small pinches, if the mixture is too runny. As the mixture sits
out, it will dry out a bit, but can be reconstituted with water (add sparingly).
o Don't dispose of the substance down the drain in any sink. It will clog up the
drains.
Properties of Matter 126
o Divide up the mixture and put it in the pie plates for each group of four
students.
Write today’s focus question on the board before beginning the lesson development:
Can a material show properties of two states of matter? and ¿Puede un material
Teaching
these properties we can use our senses to find and others we have need to run tests.
Can I have a few volunteers share some of the properties that we have found in
The teacher will list all of the properties that the students contribute on the
whiteboard/easel.
T: These properties will help us look at this mystery substance to determine what
state of matter that it may be. Who can tell me what the three states of matter are?
S: They don’t change shape no matter the container they are in, unless they break or
S: Liquids move around in the container and take the shape of it. They’re all wet
S: Gases are invisible! They fill up every space in something, but you can’t see it!
Like when we did the powder experiment, the bag got really full of gas, but you
T: Great, you all seemed to really know a lot about the states of matter. Today,
we’re going to explore the mystery substance we found and answer today’s focus
question: Can a material show properties of two states of matter? First, we need to
review our science safety rules to ensure everyone is safe while we explore it.
o Students will:
Guided Practice
Divide the class up into groups of three to four students and place them in separate
work areas. Each station will be lined with newspaper and set up with a bowl of the
previously created mystery substance, a plate, and a spoon. Alex, an ELL student,
will be paired up with a group and assisted with his Para for support. John, a
student who leaves the room for medical reasons, and Sam will be in the same group
so that John can be updated on the experimentation if he has to leave the room
during the course of the lesson. John will use his quiet signal to notify that he has to
Properties of Matter 128
leave the classroom. Lisa, a wheelchair bound student, will work in a group that has
a lower table level so that she can reach all of the materials during the experiment.
T: You have all received your bowls of the substance to explore. Please make sure
to take turns so that all group members get a chance to interact with it. Remember
that we need to follow our safety rules by keeping the substance in the bowl and will
Allow the students five or so minutes to simply explore and play with the substance.
Check to make sure they are following proper safety procedures before moving onto
Independent Practice
After exploring the substance for five minutes, pass around the Our Findings!
exploration. Alex will be provided with a Spanish version of the same worksheet
T: I would like each of you to take a look at the Our Findings! Worksheet that I
have passed out. If you each could write at least five things to answer question one,
Walk around and observe the students working on their worksheets using the
each group, question the students with the following prompts: What does the
substance look like? How does it feel? How does the substance behave? (Does it
pour like water? A liquid. Is it spongy like cake? A solid. Explain your answers.)
Why does the substance act like it does? Does temperature affect the properties of
Properties of Matter 129
the substance? Do other substances effect how it acts? What other substance does it
Once the students have completed the exploration, have them clean their work areas
off and wash their hands. After clean up has commenced, the class will meet
Have the students sit around the teacher for the discussion with their worksheets.
Lisa will be provided with a space next to the teacher to ensure she has room to see
and contribute. John will sit towards the back of the group next to Sam, so that he
will not distract the other students if he has to leave the classroom at any point
during the experiment for his medical need and can catch back up on what he
missed when he returns. John will use his quiet signal to notify that he has to leave
the classroom.
T: Can I have a member of each group contribute some of the properties that you all
S: It was really hard when you pressed on it fast, but if you went slowly then your
finger went in really easy. I could pick it up and make a ball with it, but then it
dripped off me if I stopped. It was sticky and got all over our hands. Some of it
T: Do you feel that differences in temperature would affect the substance in any
S: I think that when it’s warm it may get more liquid-y. It seemed like it got
T: Do other substances influence the way that the substance acts? How so?
S: Yea! When I poked it with the spoon or tried to mix it fast, the substance got
really firm. I think if you added water to it, it wouldn’t be as thick anymore.
T: Does the substance remind you of any other substance you have explored? If so,
thick. Yea it reminds me of caramel too! It’s a little like the Silly Putty that my
brother has… That’s really firm yet moves around a lot when you play with it.
T: What state of matter would you identify the substance as and why?
S: I think that it’s a solid because of how firm it gets. You can’t make a liquid into
a ball when you hold it! I think it’s a liquid because it takes the shape of the
container it’s in! If it was a solid, it would stay the same shape no matter what.
T: I think that you make a very important point! We need to look at the definitions
of each of the states of matter to help us determine which it would be. By noticing
that it takes the shape of its container, we can see that this should be considered a
liquid because a solid would always keep its shape. I’d like you all to go back to
your desks and answer today’s focus question in your science journal: Can a
Allow the students some time to return to their desks and fully answer the question.
T: I would like a few scientists to share their answers to our focus question.
S: I wrote that a material can show properties of two states of matter because
today’s material showed that it can be like a solid because it got hard and you could
Properties of Matter 131
make shapes out of it, but then it was like a liquid because it was runny and took the
T: What a wonderful job describing the reasons behind your answers and showing
support. We’re going to continue looking at the properties of matter throughout our
upcoming lessons!
Evaluation
This rubric allows the teacher to evaluate the students’ participation throughout
all aspects of the learning process using mainly observations. Rating on a scale
Openness to Learn, the teacher can evaluate the students’ involvement (on a 40
point scale) in whole class, group, and individual exploration and learning
activities. Rating on this scale allows the teacher to track and compare the
social skills, and provides information to the extent of their participation. This
rubric is able to be used for a variety of science tasks and allows the teacher
weigh each student against the same data during each science lesson period.
This assessment task asks the students to use a variety of integrated processes as
they answer a series of questions regarding the observations they make during the
experiments. Students must interpret the observations that they make about the
unknown substance by analyzing the properties seen. They must compare their
results to previous knowledge about the states of matter. They must make
Properties of Matter 132
inferences and draw conclusions about their findings. This teacher will evaluate
the students’ answers during the explanation portion of the lesson and will be
National Standards
1996, p. 123)
1996, p. 127)
Properties of Matter 133
Content: 3.1 Materials have properties that can be identified and described
2007, p. 15)
Learner Background
physical properties by recognizing similarities and differences. They have done so by using
their senses and conducting simple tests to discover these properties. Students have
classified materials as solid, liquid, or gas based on their observable properties. Therefore,
this lesson has been planned so that students will be able to apply their experiences with
observing the physical properties of objects and the states of matter into designing
observing physical properties can help provide them with the skills necessary to perform the
Performance objective
The third grade students will be able to observe, classify and analyze the physical
Lesson Objective(s)
The third grade students will be able to design an experiment to test the physical
properties of an object.
The third grade students will be able to write a letter describing the physical
Essential Question(s)
How does the structure of matter affect the properties and uses of materials?
Concept(s)
All substances have properties that can be observed and used to identify them. Some
observed using the five senses. (Connecticut State Department of Education, 2004, p.
7)
Some physical properties can be observed “directly” (i.e. color or shape), while
others are revealed through interactions with other materials (i.e. absorbency or
Content
Students will:
Initiation of Lesson
Materials
Markers
Process Skills
B INQ.1 Make observations and ask questions about objects, organisms and
Instructional Sequence
objects and materials by using mainly our five senses. Can volunteers share
Students (S): Sight with our eyes! Touching with our fingers! Taste with our
tongues. We hear with our ears and smell with our nose!
S: Physical properties are things we observe about an object, like its size or
color or weight.
scientists… I’m going to write it on the board for us to use. (Write it!)
Materials
Markers
Process Skills
B INQ.1 Make observations and ask questions about objects, organisms and
Instructional Sequence
Hang up science rules and write on the board the day’s focus question in
English and Spanish: How can we test the physical properties of an object? and
T: I’d like you all to look around the classroom and see how many things are
made of paper? Is all paper the same? Can you find different types of paper?
S: I see our notebook paper. There’s some construction paper. The newspapers
T: Can you examine the papers and notice some of their properties? For
S: Tissues are softer than the newspapers. The paper in our textbooks is shiner
Write the students’ responses on the board so that they can draw on them for
properties of paper, but today we want to investigate a little deeper into learning
about the physical properties of paper. Today’s focus question is: How can we
Lesson Development
Exploring the Concept (Connecticut State Department of Education, 2004, pp. 10-15)
Pen/pencil
12 squares of tissue
Properties of Matter 138
12 squares of napkin
3 plastic cups
3 plastic plates
Damp sponge
Process Skills
B INQ.1 Make observations and ask questions about objects, organisms and the
environment.
B INQ.4 Employ simple equipment and measuring tools to gather data and
and drawings.
B INQ.9 Use measurement tools and standard units (e.g., centimeters, meters,
Instructional Sequence
Review the science safety rules with the students before beginning the lesson to
so that everyone gets to explore the science activity and is able to learn. Let’s
read through our list that we have created together so that we can remind
o Students will:
Split the class up into groups of three to four students and place them in
separate work areas. Allow one member from each group to go up to the front
Properties of Matter 140
table and get the required materials for the investigation. Alex, an ELL student,
will be in a group, but assisted by his Para to help guide him through the lesson.
He will also receive the Spanish version of the Soggy Paper Worksheet
(Appendix Z). John, a student who leaves the room for medical reasons, and
Sam will be in the same group so that John can be updated on the
experimentation if he has to leave the room during the course of the lesson.
The instructions will also be written on the board, so that John can go along
with the investigation at his own pace upon arrival. John will use his quiet
signal to notify that he has to leave the classroom. Lisa, a wheelchair bound
student, will work in a group that has a lower table level so that she can reach
The students will observe the properties of the different papers for five minutes
with and without the magnifying glass and will record their words and drawings
in the appropriate table on the Soggy Paper Worksheet (Appendices Y & Z).
While the students are observing, the teacher will walk around the room to see
that the students are properly investigating and can evaluate students on the
of the lesson. The teacher can prompt the students with questions: What do you
see on the surface? How does the paper feel? Does it stretch? Can you see
through it? Are the papers alike? How are they different?
Have the students complete the entire first page of the worksheet.
T: By thinking about the properties you observed in the different paper types, I
would like you all to predict which may hold the most and the least amount of
Properties of Matter 141
water. You can support this answer by specifying which properties led you to
T: Now that you all have made your predictions, we are going to test them to
see whether they were true. In this activity, you are going to compare different
types of paper to find out which one holds the most water. You will pour some
water onto a plate and then count how many squares of each paper type it takes
to soak up all the water. Each group will follow the instructions as they are
1. Label three plastic cups: “towel”, “tissue” and “napkin”. You will use the
4. Lay one paper square over the water spill, and leave it there until you can
5. Pick up the wet paper square and hold it over the plate until it stops
6. Keep using squares until there is no more water left in the plate.
7. Count how many paper squares you use to soak up all the spilled water.
8. Record the number of squares you use for each paper type in the
Provide Alex with his own version with the Soggy Paper Instructions
Differentiate: Squares are typically pre-cut; however, the teacher can allow the
students to decide how large the squares of paper towels are to be for their
different groups, students will note variations in the findings. Ask students to
intuitively note that some groups used larger paper squares or smaller amounts
students “What can we do differently to make our results more alike?” Then
allow students to repeat the experiment once the class has agreed upon
Walk around the classroom and should still prompt the students with questions:
Is there a way to prevent your results from being skewed? Have you noticed
any of your predictions holding true as you are testing? Were there any
T: Now that the experiment is over and you have recorded your observations, I
would like you all to complete the graph at the bottom of that page in order to
want all of my scientists to carefully dispose of all the materials in our garbage
can and wash their hands when given called upon to do so.
Explanation of the Concept (Connecticut State Department of Education, 2004, pp. 15-18)
Materials (for each student)
Properties of Matter 143
Pen/pencil
Markers
Process skills
B INQ.1 Make observations and ask questions about objects, organisms and the
environment.
B INQ.4 Employ simple equipment and measuring tools to gather data and
Instructional Sequence
observations that we have recorded to discuss what we have seen. Can you all
fill out the “Think About Your Data” portion of your worksheets?
T: Which paper towel used the fewest squares to soak up all the water? Which
S: Our group had the towels use the fewest squares! My group had the tissues
S: I think that the tissues were most absorbent because it took the most squares
to soak it up.
T: Absorbency means that it holds water. If the paper held more water, then it
means it was more absorbent. By holding more water, it would take less paper
to soak up the same amount. Therefore, we need the paper that used the least
S: That means that the towels absorbed the most because we counted the least
T: What properties did the absorbent paper have that the less absorbent paper
did not have? You should relate the results of the experiment to your initial
observations and predictions on the first page. Were you surprised by any of the
results?
S: The towels had the fluffiest texture. The towels seemed to be thicker feeling
S: I think that it may be the texture of the paper! I think the one that’s thicker
gives it more room to hold water. The square’s size would make it hold more.
Properties of Matter 145
The teacher will now discuss the class’s results as a whole to compare their
findings; the answers will vary depending on your students’ results. Questions
may include: Was the data from other groups similar to yours, or was it
different than yours? What might explain these differences? What changes can
T: As we have seen through this investigation, we were able to test the paper
towels’ physical properties and discover more that were not seen by us. We
used our five senses to see the texture and feel the thickness for example. What
was one of the new physical properties we found about the paper and how did
this could hold. That’s called the paper’s absorbency! It was like using a
sponge…
T: I love the connection to a sponge. Sponges have a lot of absorbency and will
soak up a lot of water. We could run an experiment another time with different
Elaboration of the Concept (CT State Department of Education, 2004, pp. 18-21)
Materials (per group)
Pen/pencil
Marbles
Eye dropper
3 plastic plates
Process Skills
B INQ.1 Make observations and ask questions about objects, organisms and the
environment.
B INQ.4 Employ simple equipment and measuring tools to gather data and
B INQ.7 Read and write a variety of science-related fiction and nonfiction texts.
B INQ.9 Use measurement tools and standard units (e.g., centimeters, meters,
Instructional Sequence
T: Now that you have investigated the absorbency of the different papers using
a test. I would like you all to develop your own experiment in your groups to
measure the strength of each of these papers when wet. You will have to
Properties of Matter 147
design, test, and record data for the strength of the papers using all of the
materials supplied to you. You will describe the steps of your experiment on
the last page of the worksheets and you have a table already placed there to
record your results. You will need to use your knowledge and experience of
physical properties and testing to complete this task and answer our focus
question: How can we test the physical properties of an object? Please send up
one person to collect the materials you will use for the experiment.
Allow the students to collect the materials and begin brainstorming and
papers. Hint to the students that the recording chart may provide some insight
Observe the students working together and utilize the Student Participation
during this cooperative learning session. Ask the students to explain to you the
way they set up their experiment, as well as any findings they have discovered.
The teacher may ask: Did you all make predictions as to which paper would be
the strongest and weakest? Is there any correlation between the most absorbent
and the strongest paper you have found so far? What role does each of you play
T: Now that you all have completed your experiment, can I have some of you
share your results? Some of you may have completed the experiment
differently, so we have to keep in mind the results may vary because of this.
you think you would change anything if you were to do the experiment again?
S: At first we forgot to use the same number of drops on all the papers so we
had to start it over again because we knew our numbers wouldn’t be right then.
T: I like that fact that you all re-did your experiment when you realized you
would not get accurate results. That is very important for tests to have
Materials
Paper
Markers
Pen/pencil
Process Skills
B INQ.7 Read and write a variety of science-related fiction and nonfiction texts.
Instructional Sequence
T: Now that we have finished our experimenting on the different papers for
today, I’d like you each to write a letter to a family member recommending one
of the papers that you used today. I would like you all to discuss your choice
for the best paper to use in a kitchen, why you chose that paper, and how you
learned through your experiment. Your letter should explain the experiment to
Allow the students to compose their letters, while reminding them to use the
letter template they have practiced during writing workshop to format them.
T: Can I have some volunteers share the letter that they have written?
S: Dear Mom, Today, I learned that paper towels are best to use in the kitchen
because it is the most absorbent and the strongest compared to napkins and
tissues. In an experiment, it held the most marbles when it was wet. That
means it’s really tough for when you scrub. It also sucked up the water most,
which means it’s really absorbent for when we spill juice. Paper towels are the
Collect the students’ letters when they are done sharing them with classmates.
Evaluation
Formative Assessment
This rubric allows the teacher to evaluate the students’ participation throughout
all aspects of the learning process using mainly observations. Rating on a scale
Openness to Learn, the teacher can evaluate the students’ involvement (on a 40
point scale) during the group work and collaborative experiment design. Rating
on this scale allows the teacher to track and compare the students’ growth in
used for a variety of science tasks and allows the teacher weigh each student
This three-page assessment task allows the students to use integrated processes
and skills from other curriculum subjects. The students must record the
observations they collect about the three different paper types according to what
they have seen and then draw conclusions about these properties to make a
prediction which will hold the most and least amount of water. After supporting
these conclusions, the students will run a test to determine whether their
predictions were accurate and graph their results in a provided table to practice
their mathematical skills. Upon reflecting on their data results, the students will
make inferences and draw conclusions about their findings. From this, they
would go on to design a test to determine another property of paper and find the
strength of the papers provided to them. In doing so, they must provide
explanations for their choices and describe their experimental process. The
teacher can see what skill areas the students have progress or had difficulty in and
can work with those students at a later time to build upon those integrated skill
processes.
1. John.
Allowed to leave the room whenever necessary for medical reasons, and
John will be partnered with Sam for the times when he needs to leave the
classroom. John will be provided with time to speak to his partner and group
members upon his return. The steps of the exploratory experimentation will be
written on the board so that he can catch up when he returns and does not miss
any steps. John will receive additional time to work on his worksheets if
necessary, whether during the lesson time or a free period of the day. John has a
By having a partner, John can stay updated with the experiments because
Sam can provide him with information as to what he had missed, as well as
observations that may have been taken or worksheets that had been passed out.
John will not be penalized for needing to leave the room due to his medical
needs and receive extra time to work on the worksheets if he runs out of time
during the lesson period. John’s quiet signal allows him to leave without
2. Lisa
Wheelchair bound
The workspace will be spread out for each experiment. Also, the table that
of her to ensure that she is as equally engaged in the lesson as her group
members, as well as have a role in the experiment design process with her
classmates. As always, the layout of the room and all materials will be
organized in a spacious manner so that Lisa can move comfortably and easily
her with the same access to materials and engagement in the lesson as her
classmates. It also provides Lisa, as well as the other students, with a safe
classroom environment, since all of the students can move freely throughout the
3. Alex
Alex will be provided support for his language differences by writing down
parts of the lesson in his native language. This lesson’s focus question is: What
is matter? Alex will be provided the focus question: ¿Cómo podemos probar
for him in his native language: líquido, absorba, fuerza, propiedad. A Spanish-
speaking paraprofessional will also be in the room during this lesson to answer
Alex’s questions, support him through the lesson, and practice communicating
as fluently as possible with group members. He will also have a Soggy Paper
Properties of Matter 153
By providing Alex with the focus question and content words in his native
language, it helps support his understanding because he can relate his previous
alongside his group mates with his own version of the worksheets in order to
Performance Objective
The third grade students will be able to observe, classify and analyze the physical
Lesson Objectives
The third grade students will be able to observe, sort and classify objects as they
Essential Question
How does the structure of matter affect the properties and uses of materials?
Focus Questions
Concept(s):
Magnets attract and repel each other and certain kinds of metals. (National Research
The like poles of different magnets repel each other, and the unlike poles attract
Whiteboard
Markers
Properties of Matter 155
Various classroom items for testing (i.e. paper clips, pencils, keys, chalk, etc.)
Process Skills
B INQ.1 Make observations and ask questions about objects, organisms and the
environment.
B INQ.4 Employ simple equipment and measuring tools to gather data and extend
the senses.
B INQ.6 Analyze, critique and communicate investigations using words, graphs, and
Instructional Sequence
For an interactive computer activity for students that relates to this lesson, visit
http://www.harcourtschool.com/activity/science_up_close/316/deploy/interface.html
magnet and what does it do? and ¿Qué es un imán y qué hace?
Teacher (T): Have you ever noticed that flowers attract bees and butterflies? The
bees and butterflies want the pollen inside so they always are attracted to them. Can
Students (S): Squirrels are attracted to acorns, dogs are attracted to treats!
T: Very good, you’ve got the right idea! Today, we’re going to see how magnets
attract certain items. Has anyone seen a magnet before? What may it be?
Properties of Matter 156
S: Dark grey things that help hold papers up on a wall, stick things up like tape!
T: You say that magnets help to stick things on walls, what kind of walls do they
S: Metal walls! They don’t stick to the normal walls in my house that pictures and
T: Now raise your hand if you have magnets in your house, they might be hanging
your pictures and report cards on the refrigerator door, or helping to hold your
Allow students time think about the question and to raise their hands.
T: Very good, now today we will be experimenting with magnets and as always, we
have rules that we all must follow in order to be safe scientists! Before we begin
our investigation with magnets, let’s read through our list that we have created
together so that we can remind ourselves as how we should all behave to keep the
o Students will:
Once all students are seated, the teacher should take both of the bar magnets that
have each been tied around the middle and suspend each of them from a desk being
sure that the magnets are within an inch or two apart. Be sure that all students can
Demonstrate how one magnet is able to make the other spin, swing and change
direction by manipulating one of the magnets with your hand, moving it around to
T: Why do magnets seem to push or pull on one another? Do you suppose that they
always do this?
S: Because they are metal… Because one of them has metal in it. I think that they
T: A magnet is an object that produces a magnetic field. We can’t see its magnetic
field because it is invisible but what its magnetic field does is it pulls on other
Guided Practice
Split the class into small groups of two to three students. Alex, an ELL student, will
be placed in the group of three (if there are an odd number of students) so that he can
have double the help and he will also be assisted by his Para to help him
communicate more easily with his group members. John, a student who often leaves
the room for medical reasons, will be paired with Sam and one other student. This
Properties of Matter 158
will be done so that if John must leave the room, Sam will not be left to continue the
experiment on his own and so that Sam and John’s other partner will be able to fill
John in on any portions of the experiment that he might miss. John will use his quiet
signal to notify that he has to leave the classroom. Lisa, a wheelchair bound student,
will work in a group of two or three at a table, which is lower, so that she can easily
Each group will be provided with a pair of bar magnets that have the N and S stamps
on the ends of the bars which are covered with masking tape.
T: Boys and girls, once you have both of the bar magnets you can begin observing
the two magnets by moving them around one another and gently touching them to
one another.
T: Pay attention to how the magnets behave and how they move!
T: I will be passing out one crayon to each group, what you need to do is take ONE
of your magnets and draw the letter X on one end of it and the letter O on the other
end.
T: Remember that you are taking ONE of your magnets and on one end writing the
letter X and on the other end of the same magnet you will write the letter O (while
T: I will know that everyone is ready to move on to the next instruction once I see all
eyes on me.
Properties of Matter 159
T: Next, place the magnet which you just labeled with the letters X and O on the
table and take the other magnet and move it toward the X end of the magnet which
T: Raise your hand if the unlabeled end of the magnet is pushing the X labeled end
Allow the students some time to conduct this and raise their hands.
T: If the end of the unlabeled magnet is pushing the X end of the magnet away then
T: Raise your hand if the unlabeled end of the magnet is being pulled by the X
Allow the students some time to conduct this again and raise their hands.
T: If the end of the unlabeled magnet is being pulled toward the X end of the labeled
T: Raise both of your hands if you need help figuring out which letter should be
Go around and assist the students that raise their hands at this point.
T: Continue exploring with the magnets for a few more minutes and make sure that
you and your partner are talking about what you are noticing!
Independent Practice
T: Boys and girls, now that you have explored your magnets for a while, I am going
to hand each pair a worksheet with a few questions to answer about what you have
Hand each group one Magnetic Movements! Worksheet (Appendices DD & EE).
Alex will be given the worksheet in Spanish (Appendix EE) so that he can follow the
directions and work with his Para to communicate with his group members.
T: Don’t forget, you can explore more with your magnets while you are filling out
the worksheet! Raise your hand if you are confused about any of the questions on
Once all groups have finished filling out their Magnetic Movements Worksheets, ask
them to return to their seats and have the paper passer hand each student a What’s
Magnetic? Worksheet (Appendices BB & CC) Once again, Alex will receive a
Spanish version of the What’s Magnetic? Worksheet (Appendix CC), so that he can
T: Boys and girls, you will fill out the next worksheet on your own. Follow the
directions on the What’s Magnetic? Worksheet and raise your hand if you have any
Walk around and observe the students working on their worksheets. Use the Student
T: Four minutes left. If you finish the worksheet early, please take out your silent
reading books and read quietly until the entire class is finished with the worksheet.
magnets?
Properties of Matter 161
S: They stick to metal objects! When ends are the same they push away from each
other.
T: What is the vocabulary word that we learned today that means to push away?
S: Repel!!!
T: Great, now what else did we all learn about magnets today?
T: What is the vocabulary word that we learned today that means to stick together?
S: Attract!
T: Wonderful, I can see that you all have learned so much about magnets today!
Now that we know more about magnets, where can they be found in our everyday
lives?
S: In car doors, in cabinet doors, in the refrigerator door, stuck on cars like stickers!
T: What great examples! What are different things that are magnetic and are not
Write “Magnetic” and “Not Magnetic” on the board and begins listing the students’
S: Wood is not magnetic, the car is magnetic, a t-shirt is not magnetic, a book is not
magnetic, a hammer is magnetic, a nail is magnetic, my dog is not magnetic, and the
T: Well is certainly seems like you are all ready to answer our focus questions for
today’s lesson! (Point at the focus questions on the board: Can I have a volunteer to
T: Let’s think about our experiment today and what we learned that helps us to
S: A magnet is something that has a magnetic field that we can’t see! They attract
some types of metals, they stick together sometimes or they stick on metal!
T: Great! Can I have a volunteer answer what are magnets used for?
S: To stick things on the fridge, to hold things, to keep the refrigerator door shut
tight, to keep the cabinet doors closed, to hold papers up on the whiteboard!
so much about magnets, I’m sure we will discover even more magnetic objects
around us so let’s keep our eyes peeled! Tomorrow we will continue our scientific
unit on matter; I have an exciting experiment planned for tomorrow! Thank you for
all of your hard work today. Please place your What’s Magnetic? Worksheets on
Evaluation
Formative Assessment
This rubric allows the teacher to evaluate the students’ participation throughout
all aspects of the learning process using mainly observations. Rating on a scale
Openness to Learn, the teacher can evaluate the students’ involvement (on a 40
Properties of Matter 163
point scale) during all aspects of the lesson development. Rating on this scale
allows the teacher to track and compare the students’ growth in different
information to the extent of their participation. This rubric is able to be used for a
variety of science tasks and allows the teacher weigh each student against the
On this assessment task, the students will work individually to identify magnetic
about magnets. This worksheet will be collected at the end of the lesson so that
the teacher can identify students that had difficulty classifying magnetic objects
can be met with individually. During independent time, the teacher can speak
with any student(s) that struggled with the worksheet to ensure that they gain an
This assessment task will be answered in student groups and will be discussed
during the lesson. This worksheet allows the teacher to determine which groups
of students had difficulties predicting the behavior of two magnets when coming
into contact with one another. The students’ writing will help support their
explanations and thought process as they provide their own reasons why they
magnetism and opposite poles from the experience they had during the
exploration when working with them. The students should understand that
Properties of Matter 164
magnet 1 and 2 would push away from one another as they get closer to one
another. Those groups with difficulty on this question would require planning a
time to meet with all students who need clarification during independent work
time.
Learner Background
Students have previous experience sorting materials and testing whether these materials
or sink through simple tests performed in earlier grade levels. Students have sorted materials
into groups based on the physical properties they possess, while recognizing similarities and
differences amongst materials. Through these tests, students have had some experience
classifying and observing the properties that may cause an object to float or to sink. Students
have practiced using their five senses to observe, classify and sort materials, as well as made
Therefore, this lesson has been planned so that students will be able to apply their
general understanding of this content to aid their understanding of what types of matter sink
and what types of mattes float, while observing their properties. All of the students’ past
experiences of observing and classifying matter by its physical properties will help provide
them with the essential skills needed to perform the lesson. These skills will also provide the
students with a proper understanding and ability to answer the focus question.
Performance Objective
The third grade students will be able to observe, classify and analyze the physical
Lesson Objectives
B1. [Students will be able to] sort and classify materials based on properties such as
Essential Question
How does the structure of matter affect the properties and uses of materials?
Focus Questions
¿Por qué algunos objetos flotan, mientras que otros objetos hunden?
Concept(s)
The density, or the mass of unit volume, of a substance determines whether an object
Content
float, sink
flotar, hundir
2 apples paper
Process Skills
B INQ.1 Make observations and ask questions about objects, organisms and the
environment.
Properties of Matter 167
B INQ.4 Employ simple equipment and measuring tools to gather data and extend
the senses.
B INQ.6 Analyze, critique and communicate investigations using words, graphs, and
Instructional Sequence
Initiation
Write today’s focus question on the board before beginning the lesson: Why do
some objects float, while other objects sink? and ¿Por qué algunos objetos flotan,
Read the students the book The Magic School Bus Ups and Downs: A Book about
Teacher (T): Super scientists, today we will be experimenting with many different
objects and testing to see whether they float or sink! We will use our five senses to
help us predict whether or not we think that different objects will float, or whether
we think that they will sink. What does it mean if something floats?
S: It doesn’t float! It falls to the bottom… It doesn’t sit on top of the water, it goes
T: Great, I can see we already know a lot about floating and sinking!
Properties of Matter 168
practice safe experimenting today! The rules that we must follow during our lesson
o Students will:
On the board, make a quick sketch that look like the columns provided on the
T: Here, I have a clear container with water in it. I am going to take two items: a
colored pencil and a nail. (Hold the colored pencil and the nail in the air for
everyone to see.) Now I am going to write down what two objects I am about to test
on my chart. I am going to predict what I think will happen when I put each of these
objects into the container of water. Who knows what the word “predict” means?
T: Very good! I am going to look the colored pencil and the nail and observe their
physical properties, just like we observed the white mystery powders in a previous
lesson. I am going to look really closely at the colored pencil and the nail so that I
Properties of Matter 169
can make a good prediction. I think that the colored pencil will float and that the nail
will sink, so I am going to fill these predictions in on my chart! It looks like the
pencil is made of wood and I know I’ve seen a log float on a river before. The nail
seems a little heavy when I hold it, so I’m going to guess that is why it will sink.
T: Now I’m going to test the colored pencil to see if my prediction was right. (Put
colored pencil gently into water container and watch it.) It looks like my prediction
was right! I’m going to now fill in my chart and record that on my first try the pencil
floated!
Make sure that the students have a clear view that the pencil was able to float.
T: Now I’m going to test my nail to see if my prediction was right. (Put nail gently
into water container and watch it.) It looks like my prediction for the nail was also
right! I’m going to now fill in my chart and record that on my first try the nail sank!
Make sure that the students have a clear view that the nail sank to the bottom.
T: I’m going to test the colored pencil and the nail once more to see if they act the
same way the second time because that will validate my results and prove they are
true! (Gently put colored pencil in water.) Wow, it’s floating again! Now, I will
record that into the 2nd Try column on my chart and I will test the nail a second
time. (Gently put nail in water) Look at how fast that sinks, wow! I’m going to
record that the nail sank again in the 2nd Try column on my chart!
T: I am going to hand each of you a Let’s Predict! Worksheet and you will fill in the
chart just as I did on the board, raise your hands if you have any questions
throughout the experiment and I will come around and help. (Teacher passes out
Let’s Predict! Worksheets (Appendices FF & GG) to students and provides Alex
Group the students into groups of three or four and send them to their designated
work areas in the classroom to perform the experiment. Alex’s Para will sit with his
group to provide support and translation when necessary. Lisa, a wheelchair bound
student, will have a group seated at a low table so that all of the materials will be
easily accessible to her. John, who needs to leave the room for medical reasons, will
be in Sam’s group near the classroom door so that if he needs to leave the room at
any time Sam can fill him in on what he has missed upon return.
T: Don’t forget to bring a pencil! Could each group choose one volunteer to come
up and get a paper bag and a clear container? (Point to the paper bags and clear
containers.)
The paper bags will each have nine different objects in them and some groups will
have some of the same items as other groups. Make sure to have the bags already
T: Once everyone has returned to their groups and I see each group seated quietly I
will come around and put water into each of your plastic containers so that you and
Students will begin exploration and filling out their Let’s Predict! Worksheets
T: Spectacular scientists, please remember to work with just one object at a time and
remember to take turns experimenting! Raise your hands if you have any questions
and I will come around to assist you. You will have twenty minutes to explore the
The teacher will walk around to observe the students with the Student Participation
Observation Rubric (Appendix D) and answer any questions that the students may
T: Once your group has finished exploring all of your items and filling out your
worksheets, I will come around and pass out a Float or Sink Worksheet (Appendices
HH & II) for each of you to fill out. Follow the directions on the worksheet and use
your Let’s Predict! Worksheet to fill in the blanks! (Alex will receive a Spanish
T: Boys and girls please bring your two worksheets and join me at the carpet. Let’s
find out all of the objects each group had and which ones sank and which ones
floated! Take a look at your Float or Sink Worksheet and one group at a time will
share the items you had and whether they sank or floated! I’d like each group
member to tell us one or two of the items and what that item did. I will fill in a class
chart!
Students will contribute responses about their findings. For example, some group
members would tell the teacher that the pennies sank, plastic eggs floated, apples
T: We are going to do one last quick experiment. Here I have one can of orange
soda and one can of diet Coke. I am going to pour both cans of soda into this big
clear container of water. Do you predict that the sodas will sink or float? Let’s make
predictions. Raise your hand if you predict that the sodas will sink.
Some students will raise their hand and the teacher should create a tally on the board
or have the students come up to mark their tallies to practice that mathematics skill.
Pour both cans of soda slowly into the water. Allow time for them to separate and
Ask the students for predictions and hypotheses as to why they think this separation
may have happened with the orange soda sinking to the bottom and the diet Coke
T: The orange soda sank to the bottom because it has a lot of sugar in it and sugars
are heavy. The diet coke floated because it has artificial sweeteners, which are much
lighter than the sugar in the orange soda! Now, using the knowledge you have
gained from today’s experiments, please place your worksheets in a pile here (Point
to the table) and return to your seats to take out your science journals.
Properties of Matter 173
Allow them to return to their seats and get out their science journals.
T: In your journals, write two to three sentences to answer today’s focus question:
Why do some objects float, while other objects sink? or ¿Por qué algunos objetos
flotan, mientras que otros objetos hunden? You will have eight minutes to record
Allow the students some time to consider and complete their responses.
T: Boys and girls, when you have finished recording in your journals, please close
them and take out your silent reading book until everyone is ready to move on to our
next lesson!
T: (Once everyone has completed their journal entries) I noticed that everyone
worked extremely well and cooperatively today in our small groups. We learned a
great deal about floating and sinking. Can I have a volunteer to remind me what it
means to float?
S: They are lighter than water! They have wood on them…They have air inside of
them!
S: To fall underneath the water… To get really wet! To sit on the bottom or to drop
T: Alright, so you’re saying objects go underneath the water when they sink, right?
S: Yes!
S: They are too heavy for the water…They are metal. They don’t have air in them!
T: Those are great considerations. I can see we learned all about floating and sinking
Have the students complete the Float or Sink Self-Evaluation in order for them to
evaluate their progress, understanding, and participation during the lesson. Collect
Evaluation
Formative Assessment(s)
This assessment task will be answered by the students at the end of the lesson so
that they can self-evaluate their class work throughout the lesson, as well as their
which groups of students had difficulties by what the students report, as well as
compare the students’ views of their participation to that observed by the teacher.
including working with the materials, completing the two worksheets, recording
and describing data in their journals, practicing important safety rules, discussing
ideas and results with the class, working well with classmates, using time well,
Content Standards
National
1996, p. 123)
weight, shape, color, temperature, and the ability to react with other
o Objects are made of one or more materials, such as paper, wood, and
from which they are made, and these properties can be used to separate
o Magnets attract and repel each other and certain kinds of metals.
Content: 3.1 Materials have properties that can be identified and described
magnets.
Performance Objective
The third grade students will be able to observe, classify and analyze the physical
Essential Question
How does the structure of matter affect the properties and uses of materials?
Materials
Paper
Post-it notes
Markers
Crayons
1 glass beaker
Measuring cups
Water
Refrigerator
Paper plates
Magnets
Rulers
Pens/pencils
Properties of Matter 178
Process Skills
B INQ.1 Make observations and ask questions about objects, organisms and the
environment.
B INQ.4 Employ simple equipment and measuring tools to gather data and extend
the senses.
B INQ.6 Analyze, critique and communicate investigations using words, graphs, and
drawings.
B INQ.9 Use measurement tools and standard units (e.g., centimeters, meters, grams,
Instructional Sequence
This lesson must occur in parts throughout the school day. It should be introduced
near the beginning of the school day and revisited to finish the assessment several
hours later after the gelatin exploration has set up in the refrigerator.
Initiation
Hang up the Science Safety Rules (Appendices B & C). Write the day’s essential
question on the board before beginning the lesson: How does the structure of matter
affect the properties and uses of materials? and ¿Cómo funciona la estructura de la
Preparation: Around the room, there will be sheets of paper taped to bulletin boards
that have a lot of open area around them so our wheelchair bound student, Lisa, can
them. Students will be divided up into groups and will perform a carousel activity
where they will write as many things that they know related to the topics on the
papers as they can. The groups will rotate between all of the topics while adding
Teacher (T): Today, we are going to be wrapping up our unit on the “Properties of
with its states, and designing experiments to uncover its physical properties. Right
now, we’re going to do an activity to review what we have been learning the past
two weeks. I’m going to separate you all into groups and you will go around the
room with a pad of Post-it notes and you will write down any words or phrases that
you remember about the topic. Our topics are “Matter/Materia”, “Solid/Sólido”,
You can post the note on the wall. When I let you know, you will move around to
your left to the next topic. Once every group has visited them, we will go over your
responses as a class.
Group the students into groups of three or four and send them to their designated
work areas in the classroom to perform the experiment. Alex, an ELL student, will
have his Para work with his group to provide support, explanations, and translation
when he wants to communicate with his group mates. Lisa, a wheelchair bound
Properties of Matter 180
student, will have be provided with easy access to all designated areas. John, who
needs to leave the room for medical reasons, will be in Sam’s group so that if he
needs to leave the room at any time Sam can fill him in on what he has missed upon
return.
Allow the students to have time to go off into their sections around the room and
begin to brainstorm ideas about each topic. Walk around and observe the students
with the Student Participation Observation Rubric (Appendix D) for cooperation and
collaboration of ideas. After 3-5 minutes at each station, allow the students to rotate
to the next topic. This continues until students have visited every topic.
T: Now that you all have each had a chance to visit all of the topics. I would like one
volunteer from each area to read me what all of us have written on the wall for that
S: Matter… is all around us… has mass… comes in different states… can be solid,
liquid, or gas… can sink… can’t be created or destroyed… has different properties…
can be invisible… can be magnetic… can float… can be observed with our senses…
T: Those responses provide a great summary of what matter is. Can I have a
S: Solids… are hard… don’t change shape… can float… sometimes stick to
magnets… can sink… can be heavy or light… can be all different shapes… can
move to different containers, but look the same… can melt into liquids
T: A member from the “Liquids” group can now share those Post-its…
Properties of Matter 181
S: Liquids… are squishy… move around a lot in their container… get hard when
they are frozen… can drip… feel wet… don’t hold a shape… turn into gas when
they are hot… are things like water or juice… can have gas bubbles inside like soda
T: I love how some of the responses mentioned the ways that liquids can change
their state of matter depending on whether they are heated or cooled. “Gas” can now
S: Gases… are usually invisible… fill up every space… are everywhere… can be
felt moving when there’s wind… don’t have a shape… spread out really wide… can
T: Lastly, our “Properties of Matter group can share the responses for that topic.
S: Properties of matter… can be observed… can be how strong something is… are
found using our five senses… can mean something is magnetic or not… can be how
heavy stuff is… sometimes need to be tested… let us know whether something floats
or sinks… can be the temperature… can be what we see… can be what size it is…
Have the students collect the Post-it notes and the paper topics off the wall and
T: You all did a wonderful job participating in that review. Today to finish our unit,
question: How does the structure of matter affect the properties and uses of
usos de los materiales? You all will be in groups to test and observe, but you will
have worksheets that you will be working on individually as you complete the
assignment. You must follow my directions very carefully today as we are testing
Properties of Matter 182
because we are going to need to be safe, since we are working with a hot plate, and
parent helper in the room to help all of the groups when they are working at the hot
plates. Let’s review our Science Safety Rules (Appendices B & C) before we begin:
o Students will:
Provide each student with their own Properties of Matter Summative Assessment
the worksheet for him to use and understand more easily (Appendix MM). Have
them fill out their name and the date at the top of the paper. Reiterate that they
T: I will be separating you each into a group. If you are in Group One, you will join
me on this half of the room. If you are in Group Two, you are going to join the
parent volunteer on the other side of the room. We are going to be helping you all
use the hot plate so that you can all observe what is happening and record your
Properties of Matter 183
answers on the worksheets. (Note: The gelatin for parent volunteers group will be
Divide the students in the class in half and send them to their designated work areas
in the classroom to perform the experiment. Alex’s Para will work with his group,
which will be with the teacher, to provide support, explanations, and translations.
support his understanding of the task. Lisa, a wheelchair bound student, will have
be provided with open access to the teacher’s group, so that she can be given
enough space to view the experiment. When she is working, she will be provided
with lower adjustable tables to work at. John, who needs to leave the room for
medical reasons, will be provided with an individual experiment with the teacher
during another time if he has to leave the room at the point that the initial
demonstration occurs.
One student from each group will have a volunteer measure 1 ¼ cup of water and
T: I would like each of you to observe the liquid that was just measured and poured
into the glass. Can you all answer Question #1 on your worksheets individually:
Student answers for Question #1 should recognize that the water is in a liquid state.
The measured water is placed onto a hot plate by the teacher. As the water boils,
T: I would like you all to identify whether the steam is a solid, liquid, or gas for
Question #2. Please remember to think about the answers silently in your head and
Properties of Matter 184
mark it on the sheet on your own. Once you have selected the state of matter, I
would like you to write down your explanation for the reason that the substance
Student answers for Question #2 should recognize that the steam is a gas from the
evaporated water. For Question #3, students’ answers should be accepted if they
touch upon the fact that heating caused the change from a liquid into a gas.
Each group has one 8–serving size packages of gelatin. Allow one of the students to
T: I would like to give you all some time to observe the properties of the powder
and the pan using some of our science tools: magnifying glasses, rulers, and
magnets. You can come up individually to make observations and mark notes on
Students may like to note that the powder seems to be a solid and is dust like. They
may notice a scent or faint color in the gelatin. They can use the magnets to see that
it is not magnetic, but the pan they are using is. They may also take notes on the
size, shape, and color of the pan. They can also make similar observations of the
After, the teacher/parent volunteer will carefully pour the boiling water into the
gelatin in the pan. This will be stirred for three minutes to ensure it is completely
T: Now that we have mixed these two substances together, I would like you all to
mark on your worksheets for Question #4 which state of matter the mixture is inside
Properties of Matter 185
of the pan. I will be collecting your worksheets as we complete this initial portion
of the exploration. When the mixture is ready in the refrigerator, we will continue
Student answers for Question #4 should recognize that the mixture is now a liquid.
Once the students are finished answering that portion of their worksheet, collect the
worksheets for the time being while waiting for the finished gelatin jiggles. The
Refrigerate them for at least 3 hours or until firm. (They should not stick to your
finger when touched). When firmed, dip bottom of pan in warm water about 15
seconds. Cut into decorative shapes with cookie cutters all the way through gelatin
or cut into 1-inch squares and triangles. Lift jiggles from the pan. Once the time
comes to re-start the lesson, students will each receive a small selection of jiggles
(various colors/sizes/shapes) on their own individual plates. (Note: There may not
be enough jiggles for all of the students. The teacher can choose to have more
gelatin pre-made before the lesson. in order to have enough for all students come the
T: I’m going to pass out the worksheets that you all were working on earlier back to
you. I would like you to review your previous answers as I am now passing out a
plate, magnet, and ruler to each of you. I would like you to observe the materials
now on your plates. Remember that we are following the same safety rules that we
discussed at the start of the lesson: Students will wear safety goggles, aprons, and
gloves at all times; wait for the teacher to give directions before handling materials;
Properties of Matter 186
keep the work area clean; will keep materials away from their faces and mouths;
Provide the students their materials and walk around to observe the students
working individually. Remind the students that they are to text the materials with
the science tools provided and must keep their answers to themselves.
T: I know that we usually work in groups and discuss everything that we are
observing when we explore, but today is our opportunity to show our personal
observation and experimentation skills. I would like you all to identify the state of
matter of this new substance for Question #5. For Question #6, I would like you to
record your reasons as to why the mixture changed to this new state of matter on the
provided lines.
Student answers for Question #5 should recognize that the mixture is now a solid.
For Question #6, students’ answers should be accepted if they touch upon the fact
that cooling caused the change from a liquid into a solid, which was provided by
refrigeration. They may also mention that the shapes were formed by a physical
change because the teacher punched out shapes with the cookie cutters.
T: I would like you all now to turn to the second page of the worksheets. For
Question #7, you will use your powers of observation that you have acquired as
spectacular scientists this semester to group the individual pieces of jiggles by their
physical properties. You can draw the pictures in the boxes provided using crayons.
groups (red and green, or squares and triangles) or could have 4 groups (red squares,
Properties of Matter 187
red triangles, green squares, and green triangles). With the use of a variety of cookie
cutters, the number of groups will be more numerous and varied between students.
Acceptable drawings will have all of the objects sorted and classified into groups by
a specific property.
T: On the following page, I would like you to write what you believe the jiggles are
made out of from what you have found during your observations with the science
tools. You can write your answers on the lines under Question #8.
know that students recognize they are made up of smaller parts put together (the
T: For Question #9, you all should be able to describe on the lines why we can’t see
all the things that are in the shapes. Please take the time to answer that question now
Students’ answers for this question should touch upon the fact that objects are made
up of small parts that are too small to be seen without magnification. Any
T: Now for Question #10, you will need to think back to our lesson on floating and
sinking. I would like you all to think about the properties you saw during this time
and use it to predict whether you think that the jiggles would float or sink if they
were placed in water and why. You can write your answers on the lines.
Provide students with time to consider this lesson. Acceptable answers would
observable properties. (i.e. The jiggles would float because of its small size and
T: For the final question about today’s exploration, I would like you all to write on
the lines about which items used during this lesson were magnetic and how did you
Acceptable student answers would include the metal pan used to pour hold the hot
gelatin mixture during refrigeration, the cookie cutters used, any spoons that may
have been metallic used throughout, and even the metal portions of their pencil
erasers. Students would have to justify this answer with the fact that these objects
are made of metal due to observed properties and/or that they tested them with the
T: I’d like you all to answer the three following multiple choice questions about
matter. We need to think back to the beginning of the unit to remember what you
learned about its structure. You will mark whether the statement is true or false.
Student answers for Question #12 should know that matter is anything that has mass
and mark it true; for Question #13, they should recognize that mass cannot be
created nor destroyed and mark false; and for Question #14, students should state
question for today and the essential question of the unit on the lines: How does the
consider everything that we have reviewed throughout today’s lesson and your
Students’ answers should reflect that the various states of matter (i.e. its structure)
have unique properties (i.e. liquids take the shape of their containers, have fluidity,
Collect the worksheets when the students are finished completing them, which will
be evaluated after the end of the lesson according to the Completed Properties of
Closure
T: Now that we have finished our worksheets, I would to review some of the things
that we have observed in our exploration of the jiggles today. When we first
measured out the water, what state of matter were we witnessing and how do we
know?
S: It was a liquid because it was drippy and wet and took the shape of the containers
T: When the water was turning to steam, what state of matter was now being shown
S: The steam was the water, but now it was a gas! It changed state because it was
T: What state of matter was created when we poured the hot water over the powder
S: It looked like a liquid! The water was really hot and it made the powder melt to
T: Did any of you observe special properties in the materials we were using today?
S: The powder was really tiny and like dust... It smelled like grape soda to me!
The magnet stuck to the pan, but it wouldn’t pick up any of the powder or liquid. I
guess that means the powder wasn’t magnetic. The powder seemed a little purple in
color... The jiggles were firm, but they were squishy too…. I could move and bend
them a little before they broke. They held their shape though until I did that so I
T: So, you say it became a solid. Do any of you have explanations as to how the
liquid we put in the refrigerator became the solid that you saw as jiggles?
S: I remember that when liquids are cooled down they can get solid and hard… This
is what happened when we put it in the fridge that’s pretty cold inside of it.
T: Can anyone tell me some of the ways you sorted your jiggles when you drew
your pictures?
S: I remember that I had some purple and some red ones so I put them in two groups
by their color… I had some squares and circles, so I did it by shapes too!
T: Does anyone know what the jiggles were made out of?
S: I think they were Jell-o like my mom makes at home. The powder and the water
T: Can I have a show of hands who thought the jiggles would sink in water? Who
Count the students who raised their hands and make a tally on the board.
T: Can I have some volunteers explain why you thought it would sink or float?
Properties of Matter 191
S: I thought it would float because it was really light. My pieces were small and
didn’t seem like they would be too heavy for water. I thought it would shape
because of its shape. It was a big block and it reminded me of some of the things
T: Did anyone find any materials today that thought were magnetic?
S: I know the pan was magnetic because it stuck to the magnet I had as a tool. That
must mean that it’s made out of metal. It felt like cold metal when I touched it too.
T: Since we reviewed this at the start of the lesson, I hope that you all remembered
the answers to the questions about matter! Matter IS anything that has mass. It is
one of our definitions. The other part of the definition is answered in the next
S: I remember when we poured the marbles from one container to another and
weighed them. Even though they moved from place to place, the weight of the cups
showed us that it didn’t change at all so that means it we didn’t lose or create any.
T: And lastly, who would like to participate and share their thoughts on today’s
focus question: How does the structure of matter affect the properties of materials?
materials?
S: I wrote that different materials come in different states. Each state of matter has
different properties to it. Solids are hard and don’t change shape, while liquids
move around a lot and gases do even more and are usually invisible! The properties
T: Super scientists, you have all done a fantastic job using your skills of observation
throughout this unit to look and determine at the physical properties of matter. You
have been able to keep data on your findings and analyze your results, while
providing great explanations to questions about it. All of the skills you have
Evaluation
Summative Assessment
Performance Task
o The performance task for this lesson asks students to observe the properties
of matter (i.e. water, gelatin powder, etc.). Students will witness water
exploration, they will observe properties to recognize the state of matter the
Students will sort the materials according to physical properties seen. They
will also use their knowledge of other physical properties (i.e. ability to float
students will answer questions as they complete the performance task with
the teacher. The Performance Objective for this lessons states that the third
Properties of Matter 193
grade students will be able to observe, classify and analyze the physical
properties and states of matter for given materials. During the performance
different states of matter. After each of these changes, the students must
the physical properties seen and must provide an explanation to support their
they sort and classify them according to physical properties that they have
the ability to choose. Students will also state other physical properties (i.e.
ability to float and sink, magnetism, etc.) seen within the materials and
provide explanations and analysis for their stated findings on the worksheet.
o The scoring tool used to evaluate the Performance Task is the Corrected
provides the correct potential questions for the teacher to use as a reference
to evaluate the students’ answers. They will receive a score out of 30 points.
Students will receive 1 point for the multiple choice questions about
point for each correct classification illustration, 2 points for multiple choice
Our Picnic, The Study of Matter. (2003). Retrieved Aug 10, 2010, from Beacon Learning Center:
http://www.beaconlearningcenter.com/Documents/2954_3554.pdf
Cobb, V., Darling, K. (1980). Bet you can’t: Science impossibilities to fool you. New York, NY:
Avon Books.
Cole, J. C., Mason, J.B., Degan, B. (1997). The magic school bus ups and downs: A book about
Conservation of mass. (2010). In Encyclopædia Britannica. Retrieved July 31, 2010, from
http://www.britannica.com/EBchecked/topic/368167/conservation-of-mass
Development Series. Retrieved Aug 8, 2010, from the Thirteen Ed Online - Educational
Broadcasting Corporation:
http://www.thirteen.org/edonline/concept2class/coopcollab/index.html
Council of State Science Supervisors. (1999a). Science and safety: It’s elementary! Retrieved
Council of State Science Supervisors. (1999b). Science and safety: Making the connection.
Craven, J. A. III, Hogan, T. (2001). Assessing student participation in the classroom. Science
Eisenkraft, A. (2003). Expanding the 5E model. The Science Teacher, 70(6), 57-59. National
Exploring States of Matter. (2010) Retrieved Aug 8, 2010, from HotChalk, Inc. Online:
http://www.lessonplanspage.com/ScienceExploringStatesOfMatter23.htm
Gases, liquids, and solids. (2010). Retrieved Aug 5, 2010, from Purdue University Department of
Heiligman, D. (1996). From caterpillar to butterfly. New York, NY: HarperCollins Publishers.
Huitt, W. (2009). Bloom et al.'s taxonomy of the cognitive domain. Educational Psychology
Interactive. Valdosta, GA: Valdosta State University. Retrieved Aug 8, 2010, from
http://www.edpsycinteractive.org/topics/cogsys
Johnson, L. (2007). Sink or float? Retrieved Aug 2, 2010, from USDA-NRCS South Missouri
Water Quality Project Earth Team Early Childhood Education Program Online:
http://www.mo.nrcs.usda.gov/out/Lesson%20Plans/SinkorFloat.pdf
National Academy of Sciences. (1996). Resources for teaching elementary school science.
National Research Council. (1996). National science education standards. Washington, DC:
Mager, R. F. (1997). Preparing instructional objectives (3rd ed.). Atlanta, GA: CEP Press.
Magnetism. (2010). In Encyclopædia Britannica. Retrieved July 31, 2010, from Encyclopædia
Magnetic Poles Activity. (2010). In Harcourt School Publishing Science-Up Close science
activities. Retrieved Aug 9, 2010, from Houghton Mifflin Harcourt Publishing Online:
http://www.harcourtschool.com/activity/science_up_close/316/deploy/interface.html
Martin, R., Sexton, C., Franklin, T. (2009). Teaching science for all children: An inquiry
Mason, A. (2005). Touch it!: Materials, matter, and you. Toronto, ON: Kids Can Press, Ltd.
Mass Activity. (2010). In Harcourt School Publishing Science-Up Close science activities.
http://www.harcourtschool.com/activity/science_up_close/301/deploy/interface.html
Melting and Freezing. (2001). Retrieved Aug 9, 2010, from Science NetLinks Online:
http://www.sciencenetlinks.com/lessons.php?DocID=161
Pawela, B. (2010). States of Matter. Retrieved Aug 6, 2010, from Illinois Institute of
Ross, M. E. (2007). What’s the matter in Mr. Whiskers’ room? Somerville, MA: Candlewick
Press.
http://www.harcourtschool.com/activity/states_of_matter/molecules.swf
Thomas, R. (2005). Twisters: A book about tornadoes. Minneapolis, MN: Picture Window
Books.
Watkins, B, Pafford, V. (2010). Exploring the “Goo-ey” Properties of Matter. Retrieved July
id=72
Appendix A
Properties of Matter – How does the structure of matter affect the properties and uses of
materials?
o 3.1 – Materials have properties that can be identified and described through the
o B1. Sort and classify materials based on properties such as dissolving in water,
o B2. Describe the effect of heating on the melting, evaporation, condensation, and
Literature
Ross, M. E. (2007). What’s the matter in Mr. Whiskers’ room? Somerville, MA:
Candlewick Press.
In Mr. Whisker’s classroom, he believes that children should learn about science
learning stations within his room and outside, he allows the children to explore matter—
from discovering that water takes up space to finding that a strange slimy green substance
wants to change from hard to soft and back. Throughout their discoveries, students
discover the phases of matter during their experimentation. The book demonstrates the
students thought processes and interaction with one another. It also provides notes to set
up the learning centers, “Big Idea” concepts for students to study, and supply
information. This book is helpful to outline an experimentation unit for student
exploration of the phases of matter. Aimed towards 4-10 year old students.
content standard through the way that it introduces a story about students experimenting
with simple tests to discover the effects on the properties of water and similar substances,
Through the subject focus of this fiction book and the methodology that Mr.
Whiskers uses to teach his science lessons, this book provides examples for educators and
addresses NSTA’s Content Standard B: As a result of the activities in grades K-4, all
Standard D: As a result of the activities in grades K-4, all students should develop an
guide and facilitate learning; Teaching Standard D: Teachers of science design and
manage learning environments that provide students with the time space, and resources
needed for learning science; and Teaching Standard E: Teachers of science develop
communities of science learners that reflect the intellectual rigor of scientific inquiry and
Cole, J. C., Mason, J.B. & Degan, B. (1997). The magic school bus ups and downs: A
book about floating and sinking. New York, NY: Scholastic, Inc.
When a “monster” is announced on a talk show, Ms. Frizzle chooses to explore Lake
Walkerville with her students. After changing the Magic School Bus into a Magic Bus-
Boat, they sink to the bottom of the lake to solve the mystery. Includes reaction letters
from the readers, which can inspire students to write letters to the author and editor of
this book. Includes an experiment for parents and educators to perform with their
children, which focuses on an objects’ ability to float or sink due to density or shape.
content standard through the way that it focuses on the sinking and floating properties of
Through its discussion of water and the phenomena of sinking and floating, this book
addresses NSTA’s Content Standard B: As a result of the activities in grades K-4, all
Content Standard D: As a result of the activities in grades K-4, all students should
Mason, A. (2005). Touch it!: Materials, matter, and you. Toronto, ON: Kids Can Press,
Ltd.
This book outlines a series of experiments for teachers to use with young students on
the topic of physical properties of matter and sorting by physical properties (ex.
floatation, mass, magnetism, etc.). These hands-on activities include bright illustrations
build upon one another, describe necessary materials, step-by-step instructions, and
content standard through the way that it provides simple tests for students to use to
discover the properties of materials, including sorting and classifying materials by these
physical properties and learning more about an object’s magnetism, floatation, and so
forth.
The book provides experiments for educators that address NSTA’s Content Standard
B: As a result of the activities in grades K-4, all students should develop an understanding
of properties of objects and materials and light, heat, electricity, and magnetism;
Teaching Standard B: Teachers of science guide and facilitate learning; and Teaching
Standard D: Teachers of science design and manage learning environments that provide
students with the time space, and resources needed for learning science.
and sources of information to assist teaching elementary school science from grades K-6.
Provides overviews of all scientific subject areas, including science materials, life
Teachers are given an extensive list of unit plans, lessons, books, materials, pricing, and
http://www.nap.edu/openbook.php?record_id=4966&page=1
content standard through its section on "Physical Science," which includes materials,
books, and grade level focuses on topics such as electricity, heat, energy, magnetism, and
density.
This book covers nearly all of NSTA’s content standards for all scientific areas
objects and materials; Content Standard D: As a result of the activities in grades K-4, all
Standard A: Teachers of science plan an inquiry-based science program for their students;
Standard D: Teachers of science design and manage learning environments that provide
students with the time space, and resources needed for learning science; Teaching
Standard E: Teachers of science develop communities of science learners that reflect the
intellectual rigor of scientific inquiry and the attitudes and social values conducive to
science learning; and Teaching Standard F: Teachers of science actively participate in the
This book is for elementary teachers and it combats the question of how to introduce
students to science. It provides clear and concise explanations of key concepts across
many ranges and types of science. This book is organized around the National Science
sciences, and earth sciences. This book helps to educate teachers on science concepts so
to empower teachers to develop their own stimulating and learning-packed lessons and
activities to teach their students. Teachers now have a tool to help them feel confident to
branch out and teach science topics which they had in the past shied away from!
Cobb, V., & Darling, K. (1980). Bet you can’t: Science impossibilities to fool you. New
This book presents science experiments as fun challenges which helps to start
children out on the right foot when it comes to science since they enjoy the challenges.
The activities in this book can be used in the classroom for independent science centers
and as classroom experiments! Students learn to understand science and what it is/means
in a fun and creative way. All of the activities in the book require materials that are easy
to collect and find while the experiments both educate and entertain all involved.
Publishers.
This book takes place in the classroom setting, which is helpful since students can
easily relate to the classroom environment. Children are able to learn about the magic of
butterflies and how they change form throughout their lives from caterpillars to
butterflies. The tone and flow of the book is so child-friendly and written at an
understandable level to young children that they don’t even realize that they are learning
from it. This book goes along great with the Live Butterfly Pavillion because the
butterflies in the kit go along with the butterflies in the book so the book helps to
reinforce the changes the kit demonstrated. This book is age appropriate for early
This book is filled with colorful photographs taken of our solar system from
introduction to our solar system and is said to be an easy read for eight to ten year olds.
All writing is double spaced so that there is a lot of space around the text helping to not
detour young readers. This book teaches children about the planets and the moon in
relation to the solar system and one another and is highly recommended. Interesting facts
and information are paired with photographs taken from lunar missions, Voyager
Window Books.
This book discusses tornadoes and how they are formed, various effects that they can
have as well as ways to stay safe. Children learn about what the weather is like prior to a
tornado and what to be aware of in this action-packed book about tornadoes. The text is
accompanied with illustrations to help demonstrate exactly what the text is discussing so
that children can follow along with both the text and the illustrations.
Appendix B
and mouths.
Take turns exploring and
experimenting.
Wash hands after exploration of a
substance.
Have fun exploring!
Appendix C
Medidas de Seguridad
la Ciencia
Lleve gafas de seguridad, los delantales,
y los guantes siempre.
Espere a que el maestro para dar
instrucciones antes de manejar
materiales.
Mantenga el área de trabajo limpia.
Mantenga materiales lejos de sus caras
y bocas.
Túrnese explorando y experimentando.
Lávese las manos después de la
exploración.
¡ Diviértase explorando!
Appendix D
Derived from: Craven, J. A. III, and Hogan, T. (2001). Assessing student participation in the classroom. Science Scope, 25(1), 36-40.
Appendix E
3 Points
o Development: The writer identifies the criteria outlined when their group determined the
best cookie and describes the properties exhibited by the cookie their group had chosen.
o Organization: The writer presents an organizational plan to their letter that is logical and
consistently maintained and utilizes a letter template.
o Attention to Audience: The writer effectively addresses the cookie company throughout
their letter.
2 Points
o Development: The writer identifies some of the criteria outlined when their group
determined the best cookie and describes some of the properties exhibited by the cookie
their group had chosen.
o Organization: The writer presents an organizational plan that is logical and maintained,
but with minor flaws. There may be minimal portions missing from the letter template.
o Attention to Audience: The writer adequately addresses the cookie company throughout
their letter.
1 Point
o Development: The writer identifies minimal criteria from when their group determined
the best cookie. The writer tries to describe some of the properties exhibited by the
cookie their group had chosen.
o Organization: The writer presents an organizational plan that is only generally
maintained and may be missing a portion of the letter template.
o Attention to Audience: The writer minimally addresses the cookie company throughout
their letter.
0 Points
o Development: The writer identifies ambiguous or no relevant criteria from when their
group determined the best cookie and/or fails to describe the properties exhibited by the
cookie their group had chosen.
o Organization: The writer presents their writing illogically and/or does not use the letter
template to organize their letter.
o Attention to Audience: The writer seldom, if ever, addresses the cookie company
throughout their letter.
Appendix F
What physical properties of the cookie will determine the criteria for the “best cookie”? Why?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Observaciones de Galletas
Galleta #1 Galleta #2 Galleta #3
Observaciones Observaciones Observaciones
¿Qué propiedades físicas de la galleta determinarán los criterios para la "mejor galleta"? ¿Por qué?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
3 Points
o Development: The writer identifies three or more points in their letter to explain how
matter changes from one state to another with support from their past experiences.
o Organization: The writer presents an organizational plan to their letter that is logical and
consistently maintained and utilizes a letter template.
o Attention to Audience: The writer effectively addresses their friend throughout their
letter.
2 Points
o Development: The writer identifies only two points in their letter to explain how matter
changes from one state to another with only some support from their past experiences.
o Organization: The writer presents an organizational plan that is logical and maintained,
but with minor flaws. There may be minimal portions missing from the letter template.
o Attention to Audience: The writer adequately addresses their friend throughout their
letter.
1 Point
o Development: The writer identifies only one point in their letter to explain how matter
changes from one state to another. There may be recognizable difficulty with the concept
or minimal support from past experiences.
o Organization: The writer presents an organizational plan that is only generally
maintained and may be missing a portion of the letter template. The writer only includes
one point in their letter.
o Attention to Audience: The writer minimally addresses their friend throughout their
letter.
0 Points
o Development: The writer identifies ambiguous or no relevant points in their letter to
explain how matter changes from one state to another. There is little to no support from
their past experiences.
o Organization: The writer presents their writing illogically and/or does not use the letter
template to organize their letter.
o Attention to Audience: The writer seldom, if ever, addresses their friend throughout
their letter.
Appendix V
Letter to a Friend
Answer the following: How can matter change from one
state to another?
Be VERY detailed and include AT LEAST 3 examples to
support your points.
Use today’s experiments, previous experiments and any
general knowledge that you have about how matter
changes states to write your letter!
Carta a un amigo
Responda a las siguientes: ¿Cómo se puede cambiar la
materia de un estado a otro?
Ser muy detallados e incluyen POR LO MENOS 3 ejemplos
para apoyar sus puntos.
¡Uso de hoy los experimentos , los experimentos
anteriores y de cualquier conocimiento general que tener
acerca de cómo ésta cambia los estados de escribir su
carta!
Appendix W
Soggy Paper
1. Record your words and drawings in the following table:
Properties Observed Without Properties Observed
PAPER TYPE
Magnifier With Magnifier
Paper towel
Tissue
Napkin
2. Which properties might be related to how well the paper can hold water? This property is
called “absorbency”.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
3. Predict which paper type might hold the most water, and which may hold the least water:
Most: __________________________ Least: ____________________________
Record the number of squares you use for each paper type in a data table:
Amount Number of
Type of
of Water Squares
Paper
Spilled Used
Paper 25 mL
Towel
25 mL
Tissue
25 mL
Napkin
14
12
10
8
6
Type of Paper
4
2
0
Towel Tissue Napkin
Appendix Y (continued)
Design your own paper strength test and explain the steps taken.
Record in a data table:
Amount
Type of Number of
of Water
Paper Marbles
Drops
Paper
Towel
Tissue
Napkin
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Appendix Z
Papel Empapado
1. OBSERVE las propiedades de diferentes papeles con y sin la lupa de mano. Anote sus
palabras y dibujos en la siguiente tabla:
TIPO DE Propiedades Observadas sin Propiedades Observadas con la
PAPEL la Lupa Lupa
Papel Toalla
Pañuelo de
Papel
Servilleta
2. ¿Cuáles propiedades pudieran estar relacionadas con cuan bien el papel pudiera
aguantar el agua? Esta propiedad es llamada “absorbencia”.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
3. Prediga cual tipo de papel pudiera aguantar la mayor cantidad de agua, y cual pudiera
aguantar la menor cantidad de agua.
Mayor: __________________________ Menor: ____________________________
Anote el número de cuadros de papel utilizados para cada tipo de papel, en una tabla de
datos.
Cantidad de Número de
Tipo de
Agua Cuadros
Papel
Derramada Utilizados
Papel
25 mL
Toalla
Pañuelos
25 mL
de Papel
Servilletas 25 mL
14
12
10
8 Tipo de Papel
6
4
2
0
Toalla Pañuelos Servilletas
Appendix Z (continued)
2. ¿Cuál tipo de papel utilizó la menor cantidad de cuadros para absorber toda el agua?
__________
¿Cuál tipo de papel utilizó la mayor cantidad de agua para absorber toda el agua? __________
Explique su conclusión:________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
5. ¿Qué propiedades tenía el papel absorbente que no tuvo el papel menos absorbente?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Servilletas
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Appendix AA
Properties of Matter
Summative Assessment
Listen as your teacher reads each question. Then color the ball by the correct answer, or
write your answer in the blank.
2. What state of matter is the steam coming from the boiling water?
O A. solid
O B. liquid
O C. gas
4. What state of matter is in the bowl after water and gelatin are mixed?
O A. solid
O B. liquid
O C. gas
6. What made the mixture change into this new state of matter?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Appendix LL (continued)
7. Show that you can group the Jiggles shapes. Draw the groups in the boxes.
10. Do you believe that the Jiggles shapes would float or sink? Why?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
11. What objects from this lesson were magnetic? How do you know?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
15. How does the structure of matter affect the properties of materials?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Appendix MM
Propiedades de la Materia
Evaluación de Summative
Escuche como su maestro lee cada pregunta. Entonces colore el círculo por la respuesta
correcta, o escriba su respuesta en el blanco.
10. ¿Usted cree que Jiggles formas flotaría o se hundiría? ¿Por qué?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
11. ¿Qué objetos de esta lección eran magnéticos? ¿Cómo usted sabe?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Properties of Matter
Summative Assessment
Listen as your teacher reads each question. Then color the ball by the correct answer, or
write your answer in the blank.
2. What state of matter is the steam coming from the boiling water? (1 pt)
O A. solid
O B. liquid
● C. gas
4. What state of matter is in the bowl after water and gelatin are mixed? (1 pt)
O A. solid
● B. liquid
O C. gas
6. What made the mixture change into this new state of matter? (2 pts)
Students must write something about cooling the gelatin in the refrigerator to make it change
to a solid. The concept of “cooling” is the key._____________________________________
__________________________________________________________________________
Appendix NN (continued)
7. Show that you can group the Jiggles shapes. Draw the groups in the boxes.
Accept any grouping that is logical or that Accept any grouping that is logical or that
the student can explain. Groups should use the student can explain. Groups should use
the physical characteristics, such as shape, the physical characteristics, such as shape,
color, texture, size, or form. Acceptable color, texture, size, or form. Acceptable
drawings will have all of the objects sorted drawings will have all of the objects sorted
and classified into groups by a specific and classified into groups by a specific
property. property.
Accept any grouping that is logical or that Accept any grouping that is logical or that
the student can explain. Groups should use the student can explain. Groups should use
the physical characteristics, such as shape, the physical characteristics, such as shape,
color, texture, size, or form. Acceptable color, texture, size, or form. Acceptable
drawings will have all of the objects sorted drawings will have all of the objects sorted
and classified into groups by a specific and classified into groups by a specific
property. property.
Appendix NN (continued)
9. Why can’t we see all the things in the Jiggles shapes? (2 pts)
Students’ answers for this question should touch upon the fact that objects are made up of
small parts that are too small to be seen without magnification. Any explanation that shows
understanding of this concept should be accepted.__________________________________
10. Do you believe that the Jiggles shapes would float or sink? Why? (2 pts)
Acceptable answers would include students supporting their reasons with reasonable
explanations based on observable properties. (i.e. The jiggles would float because of its
small size and weight. Therefore, it is lighter than the water it would be placed in.)_______
11. What objects from this lesson were magnetic? How do you know? (2 pts)
Acceptable student answers would include the metal pan used to pour hold the hot gelatin
mixture during refrigeration, the cookie cutters used, etc. Students would have to justify this
answer with the fact that these objects are made of metal due to observed properties and/or
that they tested them with the magnets provided earlier in the lesson.___________________
15. How does the structure of matter affect the properties of materials? (4 pts)
Students’ answers should reflect that the various states of matter (i.e. its structure) have
unique properties (i.e. liquids take the shape of their containers, have fluidity, etc.) that
would change what they observe during explorations.____________________________
Appendix OO
This performance task references the questions seen on the Properties of Matter Summative
Assessment Worksheet (Appendices LL & MM).
1. Divide the class into two groups. Each group will be making different flavored/colored gelatin.
2. One student in each group measures 1 1/4 cups water. After observing this measurement, all
students identify whether the measured water is a solid, liquid, or gas for Question #1.
3. The measured water is placed into pots on a hot plate. As the water boils, students identify
whether the steam is a solid, liquid, or gas on Question #2.
4. Students record the reason for the change in state from liquid to gas for Question #3.
5. Pour powdered gelatin into the metal pan evenly.
6. Allow students to observe and analyze the properties of the metal pan, powdered gelatin, and
wooden spoon before the next task.
7. Stir boiling water into the gelatin for at least 3 minutes until completely dissolved.
8. Students identify the state of matter for this new mixture for Question #4.
9. Students place their paper in their work folder or desk while waiting for the finished jiggles.
10. Refrigerate the pans for at least 3 hours or until firm. Dip bottom of pan in warm water about
15 seconds. Cut into decorative shapes with cookie cutters all the way through gelatin or cut
into 1-inch squares and triangles. Lift from pan and place a selection on paper plates.
11. Each student gets one plate with a small selection of jiggles shapes on it.
12. Students identify the state of matter for the gelatin shapes (Question #5) and record an
explanation as to the change in states of matter from before refrigeration (Question #6).
13. Students independently group the individual pieces by their physical characteristics (i.e. same
shapes or colors) and will record their illustrations for Question #7.
14. The teacher will read the remaining questions on the last page of the worksheet packet and
have the students answer all of them completely, especially the focus question (Question #15).
15. The teacher will collect the worksheets and guide a discussion and review of their responses.
16. The teacher will evaluate the students’ responses on the worksheets after the lesson is finished
with the Corrected Properties of Matter Summative Assessment Worksheet (Appendix NN)
and provide the students a score out of a possible 30 points.