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Learning Experience/Unit

Matter, Matter, Everywhere! by St. Lawrence-Lewis BOCES

Subject

Science (NYS P-12)

Grade Levels

5th Grade

Assessment

Rubrics listed below.

Learning Context/ Introduction

Matter exists everywhere! This is a basic introduction to the states of matter. Solids, liquids, and gases will be explored using technology.

Duration

These lessons and review sessions will be completed in a 5-day cycle. Each lesson is approximately 30 minutes in length.

Essential Question

Can matter change?

Procedure

Session 1

What are some properties of matter? Use a box of assorted objects. Have the students work with a partner to sort the objects according to color. Ask the student to then sort the objects by another property. Discuss the properties that the students sorted the objects into. Students will be given two objects, a crayon and a pencil. Students will list the ways the objects are alike and the ways they are different.
Introduce the term matter and relate it to objects in the classroom. Present the term of mass as the measure of how much matter there is in an object. Compare the mass of several different objects in the classroom. Introduce the balance as a tool to measure mass. Demonstrate how to use the balance correctly. Have the students use a t-chart to document the mass of several objects. (pencil sharpener, small rock, eraser, paper clip, etc.)

Session 2

Blow up a balloon in front of the class. Ask the students if the balloon has mass. Brainstorm other objects that have matter. Discuss how the objects are alike and different. Introduce the three states of matter as solid, liquid, and gas. Discuss the properties of each state of matter.
Using Kidspiration, have the students make a graphic organizer to show the three states of matter using pictures. This will be graded using the States of Matter Rubric.

Session 3

Spray air freshener in the classroom. Ask the students to raise their hands when they smell the air freshener. The students closest to the spray should smell it first. Those farther away will smell it later. Explain that some kinds of matter move in a certain way.
Introduce the term atoms as the name of the smallest particles in matter. Explain that atoms are so small that they cannot be seen. Groups of atoms join together to form larger particles in matter.
Draw a solid, liquid, and gas on the Interwrite. Draw the particles on each state of matter, as they would be seen. Call on a student to describe how the spaces between particles differ in each state of matter.
Tell the students about the motion of particles in matter. Draw arrows on the drawings to show the motion of the particles. (Solid- back and forth, liquid- sliding, gas- bumping) Have the students stand and form groups of four. Give the students 2 minutes to practice moving as a solid, liquid, gas. After two minutes have each group demonstrate the movement of a solid, liquid, or gas.
Discuss how the motion of particles affects the properties of the matter. Solids do not change shape, liquids have no shape of their own, and a gas spreads out to fill its container.
Have the students complete a 3-T chart to show the three states of matter and how the particles move in the matter. This will be graded using the 3-T Chart rubric.

Session 4

Give the students some clay. Tell them to shape the clay into an unusual form. Then ask them to trade the clay with another student. Ask the student to then change the clay in some way. Have them trade again and repeat. Explain that no matter how many times the forms are changed, the clay will always be the same material. Tell the students that this is a physical change. Changes in size, shape, and a change in the state of matter is a physical change. Discuss how the drawing from Session 3 demonstrates a physical change in matter.
Mix some yellow food coloring into a jar of water. Then add some green food coloring to the same water. Discuss the new color that was formed. Explain that the new color is different from the two colors that were mixed. Tell the students that this is a chemical change. When matter changes to become a different matter it is a chemical change. Brainstorm other chemical changes (dough to bread, burning wood to ashes)
Homework assignment- Have the students make a list of how kinds of food are changed before they are eaten. Students should make a list of the foods they eat for dinner and how they are changed before they are eaten. Next to each change, the student should write P if it describes a physical change or C if it describes a chemical change.

Session 5

Review using the PowerPoint of Matter, Matter, Everywhere! with discussion. Play matter Jeopardy .

Reflections and Feedback

After completing these lessons the students showed a better understanding of Matter than students did that I have taught this unit to in the past. The use of technology helped the students to master the concept of matter and its ability to change.

Student Work

Samples of Student Work
Kidspiration Sample 1
Kidspiration Sample 2
Kidspiration Sample 3
Matter 3-T Chart Sample 1
Matter 3-T Chart Sample 2
Matter 3-T Chart Sample 3