Matter, GEMS Project

Beals, K. & Willard, C. (2007). Matter: Solids, Liquids, & Gases GEMS Teacher’s Guide for Grades 1-3. University of California at Berkeley, p. 45-57.

TEKS ADDRESSED:

§112.4. Science, Grade 2

2.2 (D) gather information using simple equipment and tools to extend the senses.

2.2 (E) construct reasonable explanations and draw conclusions using information and prior knowledge.

2.5 (A) classify and sequence organisms, objects, and events based on properties and patterns.

2.7 (A) observe, measure, record, analyze, predict, and illustrate changes in size, mass, temperature, color, position, quantity, sound, and movement.

CONCEPT STATEMENT:

Solids and liquids have very distinct properties. Sometimes a material can be questionable. These materials can be classified as colloids. They share the same properties as a solid, and a liquid. But, there are materials that can look like a liquid, and remain a solid-not a colloid. The same can be true about a liquid looking like a solid.
It is important to understand where certain substances are classified, so that real life experiences can be scientifically based on sound reasoning.

PERFORMANCE OBJECTIVES:

Students will be able to. . .

Define and apply the properties of solids and liquids.
Discuss why questionable materials such as sand and shaving cream are categorized where they are.
Explain why they reached any/all conclusions
Collect and measure substances
Work well in a group, and follow all directions.

RESOURCES:

Per Class

Solids and Liquids display from previous sessions
Rock and a few other solid and liquid items from previous sessions
A small amount of baking soda
1 clear plastic cup

Per Student

Journal from previous sessions
One copy of the Solid or Liquid? student sheet (page 54)
For pre-writers: sticky notes instead of a student sheet
Pencils

For the toothpaste, shaving cream, and sand stations

4 cafeteria trays
4 trash containers
about a cup of shaving cream
about ½ tube toothpaste
toothpicks
about a cup of sand
6 wide-mouth plastic cups
8 hand magnifying lenses OR handhels microscopes
4 dishtubs for washing hands
paper towels
water
2 dustpans and brooms for cleaning up
(optional) dissecting microscopes

For two Glook Stations

A 1-teaspoon measuring spoon
A 1-tablespoon measuring spoon
2 sealable plastic bags or other airtight containers
8 tablespoons of white glue
8 tablespoons of water
2 cups
1 stirrer
4 teaspoons of Borax powder (Sodium Tetreborate, used in laundering and as a household cleaner)
1 cup of warm water

SAFETY CONSIDERATIONS:

The students will be working with a variety of materials, most of which will be questionable (such as shaving cream and Oobleck). These materials aren’t harmful externally, but they are hazardous when ingested. The students will be instructed not to eat any of the materials, as well as not to put the material anywhere near their faces. They will be instructed to wash their hands as soon as the experiment is completed.

SUPPLEMENTARY MATERIALS, HANDOUTS:

Solid or Liquid? – 1 handout for each student (p. 54)
Journals from previous sessions

Specific Considerations for each of the 5Es:

Engagement		Time: 10
What the Teacher Will Do	Probing Questions	Student Responses Potential Misconceptions
Introduce hand signs for the words solid and liquid.
Hold up different substances.	Is this a solid or a liquid? Show me.	Solid or liquid sign.
Hold up a liquid substance in its container.	Is everything in my hand a solid or a liquid? Show me.	Solid sign, liquid sign or both. If both are shown, ask students why both are possible.
Allow students to justify all answers.
Bring attention to solid and liquid display.
Briefly discuss the substances up on the board.
Review substances using hand signs.	Can you show me what each of these materials is using your hand signs?	Solid or liquid sign.

Exploration		Time: 20
What the Teacher Will Do	Probing Questions	Student Responses Potential Misconceptions
Explain to the students that they will be working with “questionable” materials.
Pair the children up, and allow them to freely explore the four different materials at the different centers.	What do you think these different materials are? Why?	Solid or liquid. They could be both.
Make sure the children understand that they are not collecting samples of any of the materials.	Why don’t we brainstorm about these materials?
Pass out the Solids or Liquids? journal page.
Demonstrate the exploration of each material at each station.
Have the children re-evaluate the materials at each station, then circle Solid, Liquid or Not Sure on the Solids or Liquids? Journal sheet. Then have them explain why.	Why do you think that substance is a solid/liquid? What about it makes you not sure?	Takes up space. Holds shape of container. Color.
Have the children explore each material, then sit down at their desks.

Explanation		Time: 10
What the Teacher Will Do	Probing Questions	Student Responses Potential Misconceptions
After the students have gathered at their desks, bring one of the questionable substances to the front of class.	Is this a solid or a liquid? Why do you think it is solid? Why do you think it is liquid?	Solid or liquid are both acceptable answers. It holds its shape, it looks solid you can put your hand through it.
Have the students take a vote on the questionable material.	Who thinks this is a solid? Who thinks this is a liquid?	Accept any answer
Explain to the students that Glook, toothpaste and shaving cream are all solids and liquids. They are classified as colloids.
Bring up the material of sand.	Is sand a solid? Is sand a liquid? Can you explain why?	Accept all answers.
	What did sand look like in the magnifying class?	Rocky. Like broken up shells.
	What is the sand made of?	Rocks and broken shells.
Ask the children to recall what was decided about the chalk.	Was the chalk a solid or a liquid?	Yes/No
	Even after we broke it up into smaller pieces?	Yes/No
Remind children that a solid can be any size, as long as it holds its shape.

Elaboration		Time: 10
What the Teacher Will Do	Probing Questions	Student Responses Potential Misconceptions
Show the children an even smaller solid, such as baking soda or powder.
Have the children problem solve through the smaller powders, to arrive at the conclusion of solid.	I think this is a liquid. Can you tell me why this might be correct?	Holds shape of its container. Can be poured. You can stick your finger through it.
Help children understand what a solid’s properties are, even if they’re questionable solids.	Can you tell me why this might be wrong?	Just like sand, but smaller. Each tiny piece is holding its shape.

Evaluation		Time: 5
What the Teacher Will Do	Probing Questions	Student Responses Potential Misconceptions
Have students record their findings in their journal.
Walk through the classroom offering suggestions, and help if needed.
Continue to reinforce hand signs, and properties.
Hold up different materials worked with in the experiment.	Can you show me if this is a solid or a liquid?	Solid or liquid.
Continue to help the children draw the correct conclusion while completing their worksheets.