Date: March 29, 1999

Grade Level(s): 4, 5

Subject(s):

• Science/Physical Sciences

Duration: one 60-minute session.

Description: The students will be manipulating 3 states of matter to determine that solids maintain shape and volume, liquids maintain volume but not shape, and gases do not maintain their shape or volume. The students will participate in three activities: Funnel Activity, Manipulative Activity, Ziploc/Icecube Activity.

Goals: The goal is to construct student concepts concerning properties of solids, liquids, and volume.

Objectives: Students will be able to understand that all forms of matter take up space. Even if they do not maintain their shape and volume, matter still takes up space.

Materials:

• small funnel
• flask
• stopper with hole big enough for small funnel
• Hawaiian Punch
• can opener
• 3 objects of different shapes and sizes labeld A-C
• 3 plastic containers of different shapes labeled 1-3
• plastic soda bottle filled with water
• small inflated balloon
• ziploc bag
• ice cubes.

A. Scientific Explanation:

There are three different states of matter: Solids which maintain their shape and volume at all times; Liquids which maintain their volume, but not their shape; and Gases which do not maintain their shape or volume.

B. Focus Phase:

Party Scenario: You are at a friend's birthday party. There is cake, ice cream, punch, pop, helium balloons, a swimming pool, and inflatable beach toys. Which of these objects is a solid? … a liquid? … a gas? … How did you decide/determine this?
: Journaling: Draw and give an example of a solid that you see
in the classroom, a liquid, a gas.

C. Challenge Phase:

1. Funnel Activity: pg. 247-248 in science fac pac

• Show students a funnel.
• Ask the students what they think will happen to water if they pour it into the funnel. (It will run through and out the spout.)
• Demonstrate to the students that water does indeed pass through the funnel.
• Place the spout of the funnel into a flask. Seal the neck of the funnel into the mouth of the flask with clay.
• Ask the students what they think will happen to water when you pour it into the funnel. ( Most will say that it will pour into the flask. When you pour water into the funnel, the water stays in the funnel and does not pour into the flask. The water does not flow into the flask because it is already filled with air. Air is matter and takes up space. Since no air can get out, the space in the flask is filled and no water can get in. )
• Show them a real life application with the Hawaiian Punch can.

2. Manipulative Activity:

• Give each desk group solid, liquid, gas manipulatives: solid: coins, dice, blocks/liquid: water with three different sized containers/gas: balloons filled with air
  
• Ask student to list two properties for each state of matter.
  

  1. solid:
  2. liquid:
  3. gas:
  

3. Ziploc/Icecube Activity:

• Give each desk group two bags filled with ice.
• Ask the students what the fastest way for the ice cube to melt is. The ice cube cannot be removed from the bag and the bag cannot be destroyed.
• Ask the students to record their findings in their journal.
  

D. Concept Introduction Phase:

Ask the stduents:

1. Why didn't the liquid enter the jar?
Establishes that all matter takes up space. Since no air can get out of the flask, there is no room for the liquid.

2. What did you notice?
State somewhere properties that classmates found. Shape and Volume of each state of matter should be included in the discussion.)

3. What happened to the ice cube? It changed from a solid to a liquid.
What do you think would happen to the ice cube if given enough time? Would it change into a gas?

E. Concept Application: Ask the students to apply their knowledge on matter to the different stages of an ice cubes life. Predict what will happen to a glass full of water when ice is melted in the water. Will the water level (volume) decrease, increase, or stay the same?

Assessment:

F. Performance-Based Assessment:

Students will: