Matter:  Solids, Liquids & Gases

GEMS Teacher’s Guide for Grades 1-3

Project Description

 

Matter:  Solids, Liquids, and Gases is a unit in which students will explore matter by observing, discussing, and classifying many different items.  Students will learn important science skills and concepts.  They will discover how matter is in everything around us and even is us.  Students will learn that it is the stuff we can touch, smell, taste, feel, weigh and see.  They are able to explore the properties of the three basic states of matter- solid, liquid and gas, and apply their knowledge to common objects in the real world as well as to some “challenging substances”.  They will discuss what is matter and what is not. 

 

There are several foundations in this unit for the success of students.  For example, understanding matter is key to the study of sciences and is essential on benchmarks and standardized tests.  Another is a foundation of inquisitiveness.  Students are encouraged to think, wonder, ask and attempt to answer their own questions.  This unit uses the inquiry based, guided discovery approach which allows a deep experience that causes students to recognize that their ideas are valued and develop a positive attitude toward science and their abilities to do science.

 

Matter uses the Learning Station format in almost every main activity where students are able to work in pairs at hands-on learning stations.  There are five main activities:

 

1) Solids and Liquids:  students explore, identify and sort common materials into groups

2) Collecting Solids and Liquids:  students go to various stations around the room collecting and sorting objects as Solids or Liquids; powders and granular substances are included

3) Challenging Substances:  students explore substances such as shaving cream, toothpaste, sand and Glook

4) What’s the Matter:  students are introduced to the term matter and discover that all solids and liquids are matter and are challenged to think of things that are not matter

5) Gases:  students are challenged to find evidence that gases exist and are matter; students go ‘gas stations’  that each involve a different way of exploring gases

 

Parent volunteers or team teaching will help greatly with this unit.  There is a large list of necessary materials but most are inexpensive and accessible.  It is a good idea to ask parents and volunteers for donations. 

 

Activity 1:  Solids and Liquids

 

The first activity introduces students to the scientific processes they will use to investigate matter throughout the unit.  Students begin by working in small groups exploring a variety of materials and observing and sorting them into groups of their own choosing. 

 

The teacher then gathers the class and begins a Secret Sort separating the objects into two categories not telling the students what the categories are.  (Secret Sort is by solids and liquids.)  Students silently guess the sorting rule then share and discuss their ideas.  Each idea is tested to see if it is supported by the evidence.

 

Through class discussion, students are guided toward the definitions for solids and liquids.  The definitions are put up on display. Students will add “true statements about solids and liquids as they develop. 

 

Groups of students apply the definitions as they re-sort their objects into groups of solids and liquids.  They draw and label pictures on student sheets and these sheets are the opening pages of the journals used throughout the unit.

 

 

Learning Objectives:

• Students will compare and sort objects according to their observable properties
• Students will learn the definitions of solids and liquids
• Students will use properties of solids and liquids to classify objects
• Students will base their explanations on evidence
• Students will follow directions, work cooperatively in large groups, discuss and record data

 

 

 

Activity 5:  Gases

Session 1:  How do we know gases exist?

 

The first session of Activity 5 begins by students sharing new ideas of suggestions of things that are “not matter”.  Things confirmed by class discussion are added to display.

 

Students are challenged to come up with evidence that air (gases) exist.  Through discussion, gas is established as a third kind of matter and posted on the display.  Using peppermint extract, the teacher gives a brief demonstration that even though gases are often invisible they can spread around in the air and can sometimes be detected by smell.

 

This activity is short and gives the students a moment to reflect on the challenging subject of whether gases are matter and prepares them for session 2.

 

Learning Objectives

• Students will learn that gases are observable
• Students will learn that smells are evidence that gases spread in the air
• Students will support arguments with evidence

 

Activity 5:  Gases

Session 2:  Investigating Gases

 

Student pairs circulate to a variety of “gas stations”.  Each station explores gases in various ways such as smelling gases, “pushing gases” with a fan, making gas by using vinegar and baking soda, comparing light and heavy gases in balloons, and moving gases around using big bags.

 

After the learning station activities, the class discusses the evidence gathered that gases exist.  They also review why gas is matter.  They are then challenged to classify a variety of objects such as solids, liquids, gases, or a combination.  At the end, students add drawings representing various gases to their journals.

 

 

Learning Objectives

• Students will learn that gases are matter because they take up space and have mass
• Students will gather evidence about the properties of gases through a variety of tests
• Students will learn that all solids, liquids, and gases are matter
• Students will know that an object can be made of a combination of solids, liquids, and gases
• Students will support arguments with evidence
• Students will follow directions, word cooperatively in groups, and record data