Engagement

Time: 10

What the Teacher Will Do

Probing Questions

Student Responses

Potential Misconceptions

As students are seated at desks, say: Some things in the universe belong to a group called matter (Show the sign the matter sign.)

For something to be matter it has to take up space. Place “take up space” sign under Matter sign.

I have here a pencil.

Who thinks it takes up space?

Accept all answers.

Show your fingers closed and then place pencil between fingers and close fingers as far as you can.

So the finger takes up space. We can use the finger test to see if other objects are matter.

To be matter, something has to have mass.

Mass means it is made up of stuff. Place “have mass” under Matter sign.

1. What is mass?

2. How can we tell if this pencil has mass?

1. Weight (for the purpose of 2^nd grade this term can be used interchangeably – it can get confusing).

2. Weigh it.

Gravity is the pull between the earth and the pencil. If the pencil has mass the gravity will pull it to the ground.

Will gravity pull it to the ground?

Accept all answers.

So the pencil does have mass.

What would happen if it didn’t have gravity?

It would fall to ground.

No it wouldn’t fall to the ground, and it wouldn’t feel heavy.

Let’s test for mass using the scale. If it weighs something, that is evidence that it has mass.

I will now demonstrate how to use a scale so that you all can test different objects for mass.

Hold up spring scale.

1. What will happen if I put the pencil in the bag?

2. What makes the bag drop?

3. What about the pencil makes it drop?

1. The bag will drop.

2. The pencil.

3. It’s mass.

It’s mass makes it move. The more mass, the more the scale moves. Test a heavier object.

What will happen?

Accept all guesses.

Exploration

Time: 20

What the Teacher Will Do

Probing Questions

Student Responses

Potential Misconceptions

Pass out What’s the Matter? Handout and Place one on the overhead. In one of the blank spaces demonstrate how to fill out the worksheet using the pencil example.

There are different items at the two matter stations in the back of the room. You and your partner should test them for properties of matter. Please be careful and gentle with materials.

1. How will you test them?

1. weigh with scale

1. finger test

There are additional items on at the stations that are not on the list. Please write those in. You can also find different items around the room to test.

Assign partners and send them to a station. Stations will be rotated.

Students will begin weighing and finger testing items on the list and other items found in the classroom. I will be walking around asking students questions.

1. How do you know the ____ is matter?

2. What does that mean?

1. It weighed something and it takes up space.

2. It has mass.

Explanation

Time: 10

What the Teacher Will Do

Probing Questions

Student Responses

Potential Misconceptions

Ask students to return to their seats.

Begin asking questions about their findings.

1. What answers surprised you?

2. What is one thing that you found was matter?

3. Did you find any solids that were not matter?

4. Did you find any liquids that were not matter?

1. Accept all answers.

2. Accept all answers

3. No.

4. No. (Students should realize that everything was matter).

If students identified something as not matter ask them to justify their answer.

1. Did anyone else find that _______ was not matter?

2. Can you explain why you think it is not matter?

3. Can someone explain why they think it is non matter?

1. No. (Some may say yes).

2. It doesn’t take up space or it doesn’t have mass.

3. It had mass and it takes up space.

If need be, allow student to retrieve object and re-weigh or attempt the finger test for the class.

We tested both liquids and solids today, and you said they were all matter.

1. Should I change my board? Where should I put matter?

2. Above the solids and liquids display.

Elaboration

Time: 10

What the Teacher Will Do

Probing Questions

Student Responses

Potential Misconceptions

What is air? Is it matter? Put a thumb up or a thumb down.

Let’s find out. Let’s measure his empty balloon. Record weight on board.

Here I have a balloon with CO2 in it. Let’s compare the weight of this balloon with the empty balloon?

Will there be a difference in weights?

Accept all answers.

Weigh balloon.

So, does the balloon with air have more mass that the empty balloon? Why?

Yes. It weighs more (has more mass).

Let’s try the finger test to see if the balloon takes up space.

Does it take up space?

Yes.

Is air matter?

Yes. It takes up space and has mass.

Not all things are matter. Like dreams. Dreams do not take up space and do not have mass.

What are some other things are not matter?

Accept answers, giving props as necessary and questioning when necessary.

I need a volunteer to come up here.

Are people matter?

Accept answers.

Let’s see if people take up space. Put your hands on either side of the students head to show he/she takes up space.

1. Do people take up space?

2. Why?

1. Yes.

2. You can’t poke through a person.

Do people have mass? Let’s see. Pretend to pick up student, but you can’t because he or she is too heavy.

So do people have mass?

Yes.

1. So are people matter?

2. Why?

1. Yes.

2. Take up space and have mass.

Evaluation

Time: 5

What the Teacher Will Do

Probing Questions

Student Responses

Potential Misconceptions

Today we learned about matter.

What are the properties of matter again?

It has mass and it takes up space. (Some may say liquid or gas – but these are forms).

Yes, it takes up space and has mass.

What is mass?

Mass is weight (stuff things are made of)

Yes, mass is the stuff things are made of. We also learned 2 different forms that matter takes.

What are the 2 forms that matter takes?

Liquid and gas.

We also learned that air and people are matter.

Turn in your journal entries, and keep in mind what we talked about today. We will continue our exploration of matter tomorrow.