Subject/Lesson: Science/Physical Properties of Matter
SOL/POS: 3.3 Students study and understand that all things are made of materials, which can be represented using their physical properties. Students demonstrate abilities to reason scientifically by planning and conducting investigations through observation.
Objective: Students should be able to identify and define the physical properties of matter at the end of the lesson.
Link
At the beginning of the lesson, ask students: what is matters?
Write the four phases of matter on the board. Objects exist as solids, liquids, and gases.
Inform students that the lesson will be about the physical properties of matter.
Engage and Educate
- Let the students know that everything in the world is made of matter. Ask students to look around the class and point out solids, liquids, and gases they can see or feel.
- Display a rock to the students and ask them if it takes space. Ask students if the rock keeps its shape and how it smells. Explain the definition of a solid. Students should record the information in the chart under solids.
- Ask students to inspect a baggie with water. Ask students if they can see the water and if the water has mass and keeps its shape. Pick one student at random and ask him/her to pour the water into a different clear plastic container. Ask the students about the current shape of the water. Clarify that liquids assume the shape of the container. Instruct students to write down information about liquids in the chart.
- Blow air into the baggie and ask students if they can see anything in the baggie. Ask students if gases have matter and demonstrate that indeed it has mass by zipping the baggie and placing it on one side of a pan balance. On the other side of the pan balance, place another empty baggie of the same size and let them observe how the two baggies behave. Ask students whether gases keep their shape or not.
Assessment
- Ask students to think about solids, liquids, and gases, and name their physical properties.
- Ask students to fill charts and randomly inspect their answers for each part
- Pick a student randomly and ask if they can explain why gas has mass based on the experiment using a pan balance.
Active Learning
- Provide each student with small clay. Let students describe the clay using properties of matter such as shape, colour, size, and smell. Ask them to divide the clay into two and observe the size. Tell them to turn the clay into a different shape. Strike a discussion on how the matter was changed. Explain that changing shape and size does not change the material of the clay.
- Organize students into groups of four and avail two different-shaped containers with water. Ask students to pour water into the first container and later pour it into the next container and observe the shape the water takes at each instance. Point out to students that although liquids take the shape of the container, the content and volume remain the same.
Differentiation
- To help students understand the phases of matter, ask students to act out a solid by standing together in a close manner. They will act as a liquid by touching each other but moving in a sliding manner past each other. They will act as gas by moving around the class without touching each other.
Differentiation
- Ask students to determine whether pudding, gelatin, and a mixture of cornstarch and water are solid or liquid. Allow each student to defend their answer.
Differentiation
Instruct students to act out the motion of matter using their bodies. Ask them to demonstrate solids movement by vibrating, liquid movement by moving quickly, gas movement by moving their bodies very quickly. Show students drawings that describe particle motion for gas, liquid, and solid.
Assessment
Using a sheet of paper, students should answer the following questions:
- Does the contents of an object change when the size is changed?
- Does the material of an object change when the shape is changed?
- Name at least two physical properties of solids, liquids, and gases
Ggive students homework that will be submitted at the beginning of the next lesson:
- Students should think about their bodies and write a short answer explaining whether they would be a different person if they were smaller or bigger. Support your answer. How does your answer apply to matter?
Reflect
Ask students how they can differentiate different gases. Show them two balloons marked “air” and “Helium”. Although they are both gases, they are different. They smell differently.
Now & Then
After learning about the physical properties of matter, students will now be ready to explore the chemical properties of matter in the next level.
Materials
- Whiteboard
- Baggies containing a rock, water, and air
- Notebook
- A chart
- Clay
Reflection
Two things that went well: Acting out the movement of solid, liquid, and gas-particle movement was excellent
Implications for teaching:
- What did you adjust?
- What will you have to adjust based on student performance?
Chart
Solid
Liquid
Gas
Does it have mass?
Does it take up space?
Can you see it?
Does it keep its shape?
Example