Students explore the properties of solids, liquids, and gases as they develop an understanding of the properties of three of the states of matter. Three take home mini-books provide additional reinforcement.
Lesson 1: Properties of Solids
Lesson 1 - Properties of Solids
OBJECTIVE
Students will identify properties of solids.
AAAS BENCHMARKS COVERED*
Water can be a liquid or a solid and can go back and forth from one form to the other. If water is turned into ice and then the ice is allowed to melt, the amount of water is the same as it was before freezing. Objects can be described in terms of the materials they are made of (clay, cloth, paper, etc.) and their physical properties (color, size, shape, weight, texture, flexibility, etc.). People use their senses to find out about their surroundings and themselves. Different senses give different information. Sometimes a person can get different information about the same thing by moving closer to itor further away from it.
NGSS STANDARDS COVERED: 2-PS1-1
COMMON CORE ELA STANDARDS COVERED:
“States of Matter” text and questions (Before students read the text and answer the questions introduce the unit and go over the “Some Facts you Should Know About Matter” review sheet in your Teacher’s Addendum and in the Student Workbook) – 1.RI.1:Ask and answer questions about key details in a text; 1.RI.3:Describe the connection between two individuals, events, ideas, or pieces of information in a text; 1.RI.4: Ask and answer questions to help determine or clarify the meaning of words and phrases in a text; 1.RI.10: With prompting and support, read informational texts appropriately complex for grade 1; 1.L.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content,choosing flexibly from an array of strategies; 1.L.4a: Use sentence-level context as a clue to the meaning of a word or phrase; .L.4c: Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g.,looks, looked, looking).
“Sandpaper Squares” (Present the “Solids” poster and hand out the sandpaper squares (3 each) th the students. Discuss how the squares are different (texture) and how they are the same. Tell the students to put the squares in order, any order is acceptable as long as they can explain their reasoning. Write down a property ofthe square and post it on the Solids Poster. Then write that information in their students booklet in the “Solids” box.) – 1.SL.1: Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups; 1.SL.1a: Follow agreed-upon rules for discussions (e.g.,listening to others with care, speaking one at a time about the topics and texts under discussion); 1.SL.1b: Build on others’ talk in conversations by responding to the comments of others through multiple exchanges;1.SL.1c: Ask questions to clear up any confusion about the topics and texts under discussion;1.SL.2: Ask and answer questions about key details in a text read aloud or information presented orally or through other media; 1.SL.4: Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly; 1.SL.5: Add drawings or other visual displays to descriptions when appropriate to clarify ideas,thoughts, and feelings.
Joseph and the Solid Snack mini-book – 1.SL.1, 1.SL.5: (see above).
“A Ball for my Dog” story and questions (Story involves a dog who finds many balls of all different colors,the ball is a solid and doesn’t change but color is a property and can change often.) – 1.RL.1: Ask and answer questions about key details in a text; 1.RL.7: Use illustrations and details in a story to describe its characters, setting, or events; 1.RF.4: Read with sufficient accuracy and fluency to support comprehension; 1.RF.4a:Read on-level text with purpose and understanding; 1.W.2: Write informative/explanatory texts in which theyname a topic, supply some facts about the topic, and provide some sense of closure.
Solids Worksheets 1, 2, 3, 4 (Students are asked to discuss their findings, record them in their student book-lets and explain why they put vertain items in a definitive order)— 1.SL.1, 1.SL.1a, 1.SL.1b, 1.SL.1c, 1.SL.2,1.SL.4, 1.SL.5: (see above).Vocabulary – 1.L.4: (see above).
COMMON CORE MATH STANDARDS COVERED:
Solids Worksheets 1, 2, 3, 4 – Mathematical Practices: 1 thru 8 (see above).
Castle Addition Math Art Worksheet(determining the correct answer and coloring as instructed students will discover a very solid castle!)— 1.OA.5: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2); 1.OA.8: Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = – 3, 6 + 6 = .
Lesson Outline
Introduce unit.
Discuss Solid Poster.
Have students observe the sandpaper squares. Every student should have their own set of 3 to observe.
Discuss how the squares are the same and how they are different. For each property mentioned, write the property on one of the self-stick notes and put it on the "Solid" poster. Have students write the word in the Solid box on the inside cover of their Student Booklet.
Compare texture of the sandpaper to the texture of other objects.
Have students order their squares from roughest to smoothest. Have students compare their ordering with their partner's.
Play the matching game. One student of the pair secretly chooses one of their sandpaper squares. Their partner has to match the square without looking.
Hand out 3 plastic pieces to each pair of students. Instruct them to put the objects in order and write or draw how they did it on Student Booklet page 1. Students are allowed to put them in order any way they wish as long as they can explain why in words or drawings.
Discuss the ways students organized the plastic pieces, put each property on the Solids poster, and have students write the property in the Solid box on the inside front cover of their Student Booklet.
Repeat with washers and pipe cleaners.Have students identify the solids on the bottom of Student Booklet page 2 and circle those which they could move. Discuss other properties of the solids pictured.
Distribute Joseph and the Solid Snack mini-book. Put together the book, read it, and allow students to color the drawings.Instruct students to draw their favorite solid on Student Booklet page 3.
Whenever possible, play "I Spy Properties." Secretly choose something in the room. List its observable properties and allow children to guess what you have chosen. Always be sure to begin with its state of matter.
Lesson 2: Properties of Liquids
Lesson 2 - Properties of Liquids
OBJECTIVE
Students will identify properties of liquids.
AAAS BENCHMARKS COVERED*
People can often learn about things around them by just observing those things carefully, but sometimes they can learn more by doing something to the things and noting what happens. Describing things as accurately as possible is important in science because it enables people to compare their observations with those of others. Water can be a liquid or a solid and can go back and forth from one form to the other. If water is turned into ice and then the ice is allowed to melt, the amount of water is the same as it was before freezing. One way to describe something is to say how it is like something else. Describe and compare things in terms of number, shape, texture, size, weight, color, and motion.
NGSS STANDARDS COVERED: 2-PS1-4
COMMON CORE ELA STANDARDS COVERED:
“I Spy Properties” game & review (Students begin lesson reviewing properties of solids; a wooden block is passed around and students are asked to describe its properties; block of wood is placed in plastic bag—does that change its properties?Students are shown liquid in plastic cups, then poured into plastic bags—does that change its properties?)— 1.SL.1, 1.SL.1a, 1.SL.1b, 1.SL.1c, 1.SL.2, 1.SL.4: (see above).
Properties of Liquids 1, 2, & 3 worksheets (After some discussion of liquids and their properties, bags of liquids are passed around; observations are noted and recorded on sticky post-its and put on the “Liquids” poster and then are written in their student workbooks in the “Liquid” box.)— 1.SL.1, 1.SL.1a, 1.SL.1b, 1.SL.1c,1.SL.2, 1.SL.4, 1.SL.5, 1.SL.6, 1.W.7: (see above).
“Hippo and Frog” story, questions and vocabulary (Read about a Hippo who needs all kinds of dierentliquids to live, eat and play)— 1.RL.1, 1.RL.4, 1.RL.7, 1.L.4a: (see above).
COMMON CORE MATH STANDARDS COVERED:
Properties of Liquids worksheets 1, 2, 3, 4 – Mathematical Practices: 1 thru 8 (see above).
Sailboat Subtraction Math Art(Students solve the subtraction problems correctly and they will have colored a beautiful sailboat sailing in liquid of some sort (pond, lake, ocean, bay) — 1.OA.5: (see above); 1.OA.6: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10.Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13– 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 =12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
Lesson Outline
Begin the lesson with a round or two of "I Spy Properties."Explain that in Activity 1, everything they observed was a solid.
Pass around the wood block. Ask students to describe its properties (shape, color, size, etc.).
Put the block into a clear plastic bag. Ask students if any of the properties changed (no).Show students the water in the clear plastic cup. Ask students to describe its properties (shape, color, size, etc.).
Pour some of the water into another clear plastic bag. Ask students if any of the properties changed (yes, its shape).
Explain that water is a liquid. Liquids don't have a shape. They become the shape of the container they are In.
Name some liquids.
Pass around the bags of liquids. Discuss their observations. Help students observe whether they can see through each liquid or not (use "transparency" if appropriate) and how thick it is (use "viscosity" if appropriate). Record properties on selfstick notes and place on the Liquid poster.
Use the dropper bottles to allow students to feel each of the liquids. Paper towels are provided to help with clean-up.
Discuss how each of the liquids felt. Record their observations on self-stick notes on the Liquid poster.
Distribute 4 jars of liquids to each group of 4 students (no one opens the jars!). Before they observe the jars, have student predict what will happen when the jars are tilted as shown on Student Booklet pages 4 and 5. Have students check their predictions and record their observations on Student Booklet pages 4 and 5.Have each group put their liquids in order based on a property. Discuss.
Lesson 3: Properties of Gasses
Lesson 3 - Properties of Gases
OBJECTIVE
Students will identify properties of gases.
AAAS BENCHMARKS COVERED*
When people give different descriptions of the same thing, it is usually a good idea to make some fresh observations instead of just arguing about who is right. Everybody can do science and invent things and ideas.In doing science, it is often helpful to work with a team and to share findings with others. All team members should reach their own individual conclusions, however, about what the findings mean.
COMMON CORE ELA STANDARDS COVERED:
Gas (box on worksheet in front of student workbook: Students participate in discussions regarding the following experiments conducted to make students familiar with the properties of gases like air. Paper towel put in bottom of cup; cup submerged in water; paper towel does not get wet —Why? Breathing in a paper bag; being covered by a sheet; blowing up a balloon; properties of air and gases are discussed and noted in their student workbooks.) — 1.SL.1, 1.SL.1a, 1.SL.1b, 1.SL.1c, 1.SL.2, 1.SL.5: (see above).
Properties of Gases worksheets 1 & 2 (Students are given scratch and sni stickers and are asked to put them in their workbooks and describe the “smell”; they are also asked to draw their favorite thing to do in the air.) — 1.SL.4, 1.SL.5, 1.W.7: (see above).
It’s a Gas mini-book (Students make this mini-book and then it’s read together in class.) — 1.L.4, 1.L.4a,1.L.4b: (see above); 1.L.4c: Identify frequently occurring root words (e.g., look) and their inectional forms(e.g., looks, looked, looking).
“Big Mouth Baby” story, questions and vocabulary (Story about a baby that pops balloons among other things.) — 1.RL.1, 1.RL.4, 1.RL.7, 1.RF.4, 1.RF.1a: (see above); 1.RF.4c: Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Balloon Addition Mystery Math Art(Students are asked to solve the addition problems and color appropriately and they discover a beautiful hot air balloon)— 1.OA.5, 1.OA.8: (see above).
Lesson Outline
Ask students what will happen if you put a paper towel under water.
Explain that you know how to do it and keep the paper towel dry.
Crumple up the piece of paper towel and put it in the bottom of the cup. Press it in so it stays (a piece of tape rolled into a loop with the sticky side out can help keep the towel in place). Put the cup, open end down, straight down into the water so that the bottom of the cup is under the water's surface. The air trapped in the cup will keep the towel dry.
Discuss why that happened. (Air was trapped inside the cup and it kept the water out.)
Explain that, even though we can't see air, it is there. Air is an invisible gas.Use a paper bag to show how you breathe air in and out of your lungs.
Have half the class stand around the unfolded sheet. Instruct them to lift up the sheet while the rest of the class sits under it in a tight group. Lift the sheet up and down. Ask the students who are sitting to describe what it feels like while the other half are pushing air around with the sheet Switch groups.
Explain that air is all around us and is moving even when we can't see or feel it. Remove the top from the bottle of extract and drop several drops onto a paper towel. Ask students to raise their hand when they can smell it.Blow up a balloon. Discuss what is inside the balloon. Allow students to play with the balloons.
**MAKE THE CONNECTION** If students have used the Physics of Movement kit, discuss howto make the balloon move (use energy) and what is pulling it down to the ground (gravity).
Distribute and read "It's a Gas!"Give students resealable bags and have them capture some air. Explore its properties. Capture air from different places and observe (e.g. can you capture the smell of the cafeteria on pizza day?).
Lesson 4: Properties of Matter
Lesson 4 - Properties of Matter
OBJECTIVE
Students will compare and contrast solids, liquids, and gases.
AAAS BENCHMARKS COVERED*
Change is something that happens to many things.Things can be done to materials to change some of their properties, but not all materials respond the same way to what is done to them.Things change in some ways and stay the same in some ways. People can keep track of some things, seeing where they come from and where they go.Things can change in different ways, such as in size, weight, color, and movement. Some small changes can be detected by taking measurements. Ask“How do you know?” in appropriate situations and attempt reasonable answers when others ask them the same question.
COMMON CORE ELA STANDARDS COVERED:
Group Observation(Students are divided into groups and given a set of three balloons (water, ice, air).Stu-dents identify and discuss the three states of matter in each balloon;; asked to identify and discuss properties that are different and those that are the same; also asked to observe what happens as the ice melts, etc.) —1.SL.1, 1.SL.1a, 1.SL.1b, 1.SL.1c, 1.SL.2: (see above). Properties of Matter worksheets 1 & 2 (Energy can make things change; match the before and after pic-tures; identify correctly the matter in the picture) — 1.SL.5: (see above).
Smell the Crackers(Students are given 2 cups of crackers and their task is to identify the flavor of the solid snack using the smell travelling through the air (which is a gas) to their noses) — 1.SL.1, 1.SL.2, 1.SL.4: (seeabove).
“Colors” poem, questions and vocabulary (All things are matter, sky clouds, owers, smell and they all have different properties - one of those properties is color) — 1.RL.1: (see above), 1.RL.10: With prompting and support, read prose and poetry of appropriate complexity for grade 1; 1.RF.4, 1.RF.4a: (see above); 1.RF.4b: Read on-level text orally with accuracy, appropriate rate, and expression on successive readings; 1.RF.4c,1.W.2: (see above).
COMMON CORE MATH STANDARDS COVERED:
Airplane Mystery Math Addition worksheet (Students answer questions correctly and color appropriately and they will see an airplane; planes are solid, the fuel they use is a liquid; they y in the air which is a gas,etc.) — 1.OA.5, 1.OA.8: (see above).
Lesson Outline
Give each group a set of three balloons (water, ice, and air).
Have students identify which state of matter is in each balloon.
Challenge each group to find the differences among the three balloons.Set the ice filled balloons in different places around the room. Be sure that some are in warm places and others are insulated (e.g. wrapped inside newspaper or a coat or even inside the Teacher's Lounge freezer). Check them regularly to observe which ones are melting the fastest.
If it is warm outside, consider taking the water filled and air filled balloons out on the playground to play.
Assign Student Booklet page. Discuss page.
Assign Student Booklet page.
Explain that as a special treat to celebrate all their good work in science, they are going to have a snack.
Explain that you will be giving each student two cups of crackers. Their task is to identify the flavor of the solid snack using the smell traveling to their noses through the air which is a gas. Have students close their eyes. Distribute two cups of crackers to each student. Have students smell the crackers. Discuss what they think the flavors are.Repeat with the drink.
Check on ice balloons. Discuss what made some balloons melt more quickly than the others (heat energy). Relate to students'experiences with ice cream and Popsicles® on a hot day.
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