What’s
That
Matter?
What’s that Matter?
Overview
Students will be able to define matter and explore how to classify matter around them. Students will also be able to describe the motion of molecules in the different states of matter and explore how the molecules motion change when matter changes. Music, measurement, inquiry, models, literature strategies, and alternative assessment provide the basis for development of various concepts.
National Science Education Standards:
As a result of activities in grades k-4, all students should develop
Content Standard A: Science as Inquiry
Abilities necessary to do scientific inquiry - asking simple questions about objects, organisms and events in the environment, plan and conduct investigations using simple equipment and tools to collect data and extend senses, use data to give an explanation to observations, and communicate their ideas and results to others.
Content Standard B: Physical Science
Give students a chance to increase their understanding of the characteristics of objects and materials that they encounter daily. Through the observation, manipulation, and classification of common objects children will develop the understanding that Objects have many observable properties, including size, weight, shape, color, temperature, and the ability to react with other substances. Those properties can be measured using tools, such as rulers, balances, and thermometers. They will also gain an understanding that matter can 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.
Louisiana Benchmarks/GLE#
Science Inquiry
1. Ask questions about objects and events in the environment
2. Pose questions that can be answered by using students’ own observations, scientific knowledge, and testable scientific investigations
3. Use observations to design and conduct simple investigations or experiments to answer
testable questions
4. Predict and anticipate possible outcomes
6. Use a variety of methods and materials and multiple trials to investigate ideas (observe,
measure, accurately record data)
7. Use five senses to describe observations
8. Measure and record length, temperature, mass, volume, and area in both metric system
and U.S. system units
9. Select and use developmentally appropriate equipment and tools (e.g., magnifying
lenses, microscopes, graduated cylinders) and units of measurement to observe and
collect data
10. Express data in a variety of ways by constructing illustrations, graphs, charts, tables,
concept maps, and oral and written explanations as appropriate
12. Use a variety of appropriate formats to describe procedures and to express ideas about
demonstrations or experiments (e.g., drawings, journals, reports, presentations,
exhibitions, portfolios)
13. Identify and use appropriate safety procedures and equipment when conducting
investigations (e.g., gloves, goggles, hair ties)
15. Distinguish between what is known and what is unknown in scientific investigations
18. Base explanations and logical inferences on scientific knowledge, observations, and
scientific evidence.
20. Determine whether further investigations are needed to draw valid conclusions
21. Use evidence from previous investigations to ask additional questions and to initiate
further explorations
Physical Science
3rd Grade
18. Compare and classify objects on properties determined through experimentation
19. Select the appropriate metric system and U.S. system tools for measuring length, width,
temperature, volume, and mass
22. Investigate and explain conditions under which matter changes physical states: heating,
freezing, evaporating, condensing, boiling
4th Grade
24. Illustrate how heating/cooling affects the motion of small particles in different phases of
matter
What is Matter?
Probe
Purpose:
The purpose of this assessment probe is to elicit students’ ideas of what matter is. The probe is designed to determine whether students recognize forms of matter and can distinguish between things that are considered to be matter and things that are not. The probe helps reveal what characteristics students use to decide if something is considered to be matter.
Explanation:
Items on the list considered to be matter are rocks, baby powder, milk, air, dust, cells, atoms, smoke, salt, planets, steam, rotten applies, water, bacteria, oxygen, and stars.
Responses to fire may vary depending on how the student thinks of fire. If you considered the gases given off by the fire the gases are matter. But the fire itself is not matter. Fire emits heat and light which are forms of energy.
Items not considered matter are any forms of energy, forces, waves, and emotions.
All matter is made up of particles (atoms and molecules); has weight and mass; takes up space (has volume); and exists in the forms of solid, liquid, gas, or plasma. In order to be considered matter, an object, material, or substance must meet these characteristics.
Instructional considerations:
By the end of elementary grades, students frequently encounter the word matter in various topes such as states of matter, properties of matter, and changes in matter. This is the time when students develop an understanding that matter exists as a solid, liquid, or gas and has properties that can be observed and measured, even with matter they cannot see, such as gases. Students develop a beginning notion of “stuff” as matter by examining the materials that make up objects. Energy is a more abstract idea at this stage. The probe is useful in determining what elementary student’s initial ideas are about what constitutes matter and what criteria they use. It is especially helpful to determine if they recognize gases as something that fits with their conception of matter. You can also use this probe to help the student revaluate their initial understanding and revise the definition of matter as new concepts are developed.
What Is Matter?
Listed below is a list of things that are considered matter and things that are not considered matter. Put an X next to each of the things that you consider to be matter.
___ rocks
___ baby powder
___ milk
___air
___ light
___dust
___ love
___cells
___ atoms
___ fire
___ smoke
___ salt
___ Mars
___ Jupiter
___ steam
___ rotten apples
___ heat
___ sound waves
___ water
___ bacteria
___ oxygen
___ stars
___ gravity
___ magnetic force
Explain your thinking. Describe the “rule” or reason you used to decide whether something is or is not matter.
What is Matter?
By Pam Dillie
(adapt to the tune of “Three Blind Mice”)
What is matter?
What is matter?
A solid, liquid, or gas.
A solid, liquid, or gas.
It takes up space and it weighs something, too.
It’s everywhere – that includes me and you.
Did you ever think such a thing could be true?
That is matter.
That is matter.
States of Matter
Observations of the properties of the states of matter
Getting Started:
1. Decide what objectives you want to address.
2. Determine which objects you will like for the students to explore (make sure it is different solids, liquids, and gas).
3. Set up different stations or you can demonstrate the different properties of the objects at your desk.
4. Copy student handouts.
Materials:
For Each station you will need a solid, liquid, and a gas.
Station 1: wood block, cooking oil in small cup, balloon( one for each student in
class), balance scale
Station 2: soda, marble, balloon filled with air (just enough air to be able to
squeeze the balloon)
Station 3: 3 syringes: one filled with sand, one filled with air, and one filled with
rubbing alcohol
Station 4: rock, colored water, and picture of smoke particles
Procedure:
1. Assign groups to go to each station. Have the students practice walking through the carousel.
2. Explain the procedure for each station.
3. Start the carousel. Let the students know when to switch to next station.
4. After each student has filled in their chart. Hand out the second sheet to the groups to form definitions for a liquid, solid, and gas.
5. Have each group make a poster of their definitions and present to the class.
6. Discussion of solid, liquid, gases will follow the activity.
** draw pictures, show motion of the molecules, bb model of states
http://www.chem.purdue.edu/gchelp/atoms/states.html
Station 1
Physical Properties
Use your five senses and measuring skills to make observations about the physical properties of the following objects: wood block, cooking oil, and air.
1. What color is the block and cooking oil?
2. Air is all around you, what color is air?
3. How do the objects feel to your touch?
a. Carefully rub your finger across the block.
b. Dip your finger into the oil and rub it on top of your
hand.
c. Wave your hand back and forth.
4. Use the balance scale and determine if the object has a
mass.
5. Does the object take up space (has volume)?
** For air: blow up a balloon. If the balloon gets bigger
then the air takes up space.
Station 2
Does the object’s shape change?
Follow the instructions below to determine if the following objects shape change when placed in different containers.
marble, soda, air
Marble
1. Place the marble into the first container (labeled 1).
2. Now dump the marble into the second container(labeled 2).
3. Dump the marble onto the tray.
Soda
1. Pour the soda into the first container (labeled soda 1).
2. Now pour the soda into the second container (labeled soda 2).
3. Pour the soda back into the beginning cup.
What did you observe about the shape of the object in the beaker compared to the graduated cylinder?
Did the objects expand to fill the containers?
Did the objects flow (pour) easily from container to container?
The balloon is filled with air. Squeeze the balloon and make observations. Try to picture what the air is doing inside of the balloon.
Did the air inside the balloon change shape?
Station 3
Can the object’s particles be pushed closer together (Compressed)?
Follow the instructions below to determine if the objects can be compressed.
1. Observe the Syringes. One is filled with rubbing alcohol, one filled with air, and one filled with sand.
2. Carefully and lightly push the syringe downward (compressing) the object.
Which objects’ particles could be compressed together?
Station 4
Can the object’s Volume change?
Follow the instructions below to determine if the following objects shape change when placed in different containers.
Rock, colored water, picture of smoke
Rock
1. Fill the beaker to the 25 ml mark with the clear water.
2. Carefully place the rock into the beaker.
** take notice to where the level of water is located now. The
change in volume of water is the volume of the rock.
3. Repeat the above steps using the graduated cylinder.
Colored Water
1. Pour water into the beaker. Write the volume.
2. Now pour the water into the graduated cylinder. Write the volume.
3. Pour the water back into the first cup.
Did the objects volume change?
Make observations from the pictures of the different containers filled with smoke particles.
** Each dot represents a smoke particle.
** notice the number of dots- no smoke added or taken away.
Did the smoke change its volume?
Smoke was poured from container 1 to container 2. Notice that the number of particles didn’t change only the size of the container.
States of Matter
(Student Sheet)
Paste this chart into your journal notebook before conducting investigation.
Object / color / Feelslike / Has Mass / Has volume / Changes Shape / Can be Poured
(flows) / Can be compressed / Changes Volume
Wood
Block
Cooking oil
Air / Yes
Marble
Soda
Smoke / Yes
Sand
Rubbing Alcohol
Rock
Water
States of Matter Examples
(Student Sheet)
Assume that all solids have the same properties, all liquids have the same properties, and all gases have the same properties.
Solid Liquid Gas
Wood Cooking oil Air
Clay ball Soda smoke
Sand rubbing alcohol
Rock Water
Discussion
Give a Reason why all of these objects are considered to be examples of matter.
With the data collected, make a chart of your choice discussing the properties of a solid, liquid, and gas.
Oobleck
Overview
This activity allows for the integration of Language Art skills into a science lesson. The investigation of the Oobleck properties can be done as an alternative assessment for states of matter.
Getting Started:
1. Obtain a copy of Bartholomew and the Oobleck.
2. Prepare a Language Arts lesson centered around the book if you choose to
integrate subject Areas ( Partner up with a Language Arts teacher if you only
teach Science and Social Studies)
3. Make copies of the student sheet.
4. If you are using this activity as an alternative assessment; create a rubric
4. Make the Oobleck.
How to Make Oobleck (makes 3 bowls)
1. Put two tablespoons of corn flour into a container.
2. Place green food coloring into one cup of water.
3. Slowly pour the water into a container or bowl, stirring the mixture at
the same time.
4. Add more cornstarch if needed to get the correct consistency
5. Cover the bowl to prevent the Oobleck from drying out.
Procedure:
1. Review the properties of solids and liquids.
2. Read: Bartholomew and the Oobleck by Dr. Seuss and have the students
complete desired comprehension skills.
3. Tell students they will be able to play with their own Oobleck and determine
its state of matter.
Safety Notes:
Monitor the students to prevent Oobleck from being thrown around the classroom. You may also have the students wear aprons to prevent spills on their clothes.
Teacher Notes:
Make sure to cover the students’ desk with plenty of wax paper, Oobleck can be extremely messy. You may consider doing this activity outside.
Oobleck
(Student Sheet)
Use the scientific method and observations to determine Oobleck’s state of matter.
Focus Question (Problem):
What state of matter is OObleck?
Prediction (Hypothesis):
I think Oobleck is a ______.
Procedure:
Perform each of the following tests. Write what you see the Oobleck doing (observation) for each task then determine whether it acted as a solid or a liquid (infer which state of matter properties the Oobleck possess).
1. Pick up the Oobleck with a spoon.
2. Pour some of the Oobleck into another bowl.