GEMS Matter Solids Liquids Gasses Unit

TEKS: addressed: 4) A system is a collection of cycles, structures, and processes that interact. Students should understand a whole in terms of its components and how these components relate to each other and to the whole. All systems have basic properties that can be described in terms of space, time, energy, and matter. Change and constancy occur in systems and can be observed and measured as patterns. These patterns help to predict what will happen next and can change over time.

(2) Scientific processes. The student develops abilities necessary to do scientific inquiry in the field and the classroom. The student is expected to:

3) Scientific processes. The student knows that information and critical thinking are used in making decisions. The student is expected to:

5) Science concepts. The student knows that organisms, objects, and events have properties and patterns. The student is expected to:

I. Overview: Students will compare and sorts objects according to their observable properties. Students will define solids and liquids. Use properties of solids and liquids to classify objects. Students will record data and base their explanations on evidence. Record data

III. Resources, materials and supplies needed:

For the class:

1 plastic spoon
Two 3x5 index cards, labeled #1 and #2
1 rock, any kind, big enough for the class to see
1 cotton ball
1 piece of fabric at least a few inches square
1 small transparent container filled with water
2 empty transparent containers of different
1 cafeteria tray or plate
2 vials of thick liquids (You can borrow these from the students bags if needed.)
About 8 sentence strips
The Solids and Liquids signs you made
Copy the two student data sheets, Solids and Liquids (pages 24-25) (8 students)
Students will be in groups of two
About 30-50 pushpins or masking tape
1 wide-tip felt marker
A space about 6 to-9 feet wide on a bulletin board or wall for a display

The display needs to be at a height students can reach and needs to stay up for the whole Matter unit.

Per Student Pair

1 binder, clipboard, or folder to keep journal pages together
1 copy of Solids student data sheet (page 24) (8 students)
1copy of liquids students date sheet (page 25) (8 students)

a. Put four different solids items in a bag for each group

1 small glass bead or marble
1 cotton ball
1 small rock or pebble
Wooden toothpicks
Metal paper clips (or a screw, nut, bolt, washer, or coin)
1 small piece of fabric

b. put four vials of liquid in each bag with the solid items:

1 vial of water with a few drops of red food coloring
1 vial of water with a few drops of blue food coloring
1 vial of a thick, clear liquid like shampoo or dishwashing liquid
1 vial of a thick, opaque liquid like hair conditioner

Five-E Organization

Engage (10 minutes)

Teacher Does

Hope for student responses

Today we are going to be studying the stuff that everything in the Universe is made of?

Can you name some things in the Universe? Take about 5 minutes or less and will share as a class. Give students the opportunity to share with each other for about 5 minutes and have students return to whole lesson

Everything in the whole world and in all of outer space is in the Universe.

Planets, stars….

Homes, chairs, and pens

Explore

20 minutes

Your first job will be to explore a group of things or objects in the Universe and figure out what they are made up of. Hold up a plastic spoon and ask what it is. Hold up a cotton ball and as what it is. Now each group will get a bag of objects. You may take the objects out of their bag and everyone in their group should look carefully at them, touch them, and talk about them, but do not open the vials. Divide class into groups of two. Give each group a bag of objects and let them begin observing and discussing the objects. Sort into groups. Remember class to work and share materials while exploring.

Set a timer to so they are aware of time.

What did you observe?

Which objects are solids? Which are liquids? What is the difference between a solid and a liquid’s shape?

What is a solid? What makes an object solid? A scientist defines solid is something that holds up shape. When the rock is set on a tray, will it turn into a puddle? Place the rock on the tray, and point out that it does not turn into a puddle. It holds its shape.

What is a liquid?

What is play-doe? Is it a solid or liquid?

If you take it out of the container will it automatically change shape? So it’s not a liquid.

A spoon

A cotton ball

This is going to be a cool project

Ok, Mrs. Cabrera

A rock, a piece of cloth, toothpicks, paperclips.

A rock

One stays the same shape and liquids change shape.

No, a rock will not turn into a puddle. Silly Mrs. Cabrera

Yes, it stays the same

A puddle of water!

Play-doe is a solid and and it takes its shape

No!

Explain (15 minutes)

Scientists sometimes try to understand what’s in the Universe by putting types of objects into groups. You are going to be scientists and sort the objects into groups. Remember there is no one right way to sort objects.

What are some examples of ways you could sort the objects?

Remember everything in a group should be alike in some way. You may also make two, three, or more groups of objects. Make sure to let everyone in their group help and participate.

Cool, I want to be a scientist when I grow up

Smooth, rough, noise, others make no noise

Group them by puddles

Students sort objects

Here it’s your turn

Extend/Elaborate: (30 minutes)

Describe how your group sorted the objects. “Why did you sort them the way you did?” Introduce the Secret Sort game.

I’m going to sort some objects into two groups. We are going to learn the Secret Sort game. Don’t tell students what you’re doing because it’s their job to figure out what the secret rule you have in mind is as you sort.

Set out index cards labeled #1 and #2 the floor about a foot away from each other. All objects that are in group #1 will have something that’s the same about them. All objects in Group #2 will also have something that’s the same about them, but they will all be different in some way from the objects in Group #1

Remember class the most challenging part of the game is to be silent.

Play the Secret Sort Game: Hold up the rock. Look at it, poke it with your finger, shake it, set it on your hand, and lightly toss it in your hand. Set it near Card #1.

Now, hold up the container of water. Shake it. Take off the lid and poke your finger into the water. Silently feel the wetness on your finger in an exaggerated manner. Pour a small amount of water on your hand and look at it, then toss it in the air. Set the container near Card #2. Continue taking out another object and silently examine it in a similar manner. Hold the object above Group #1. Students silently raise your hands if you think it belongs in this group according to your secret sort.

All of these objects are rough.

The are all bumpy and are not smooth

The Secret Sort game. That sounds cool.

Be quiet.

No talking

Students are being very observant

Shh! Student raises hand.

Evaluate: 30 mintues

Have students pick one solid from the objects they sorted, draw it on a separate piece of paper, and describe why they classified it as a solid. Have them do the same with a liquid. These pages can be added to their journals.

Students you will be writing in your journal. You will pick a solid from the objects you sorted. You will then draw it on a separate piece of paper, and describe why you classified it as a solid. You may do the same with a liquid.

Wow! I get to write in my new journal.

I want to pick a solid first. Then I will draw and write about a liquid.