Matter Lesson Plan
Matter Lesson Plan
Introduction
•Investigating the Structure and States of Matter
•45 minutes
•VA Standards of Learning 5.4a The student will investigate and understand that matter is anything that has mass, takes up space,and occurs as a solid, liquid or gas.
a). atoms elements, molecules and compounds
Cognitive Objectives
The student will:
• explain that matter is anything that has mass, takes up space and occurs as a liquid, solid, or gas
• represent the relative motion and spacing of molecules at each state- solid, liquid or gas.
Materials/Technology and Advanced Preparation
• Overhead projector or Smart board (Internet video sharing capability)
• Overhead transparency or computer image diagram that represents the three states of matter
• Masking tape
• Computer program, such as AppleWorks, Imageblender, or Kids Pix, that allows students to insert pictures and draw
• Teacher-generated “molecule sheet,” photocopy machine, scissors, glue (optional)
Teaching and Learning Sequence
• Introduction–
• Ask students to name the three states of matter. Tell them that what makes these states different are the different ways the molecules in them are arranged and move. Discuss the following facts
• Molecules in a solid are very close together and only vibrate in place because they are so close to each other.
• Molecules in a liquid are farther apart and move freely around each other, which allows the liquid to “flow” and be poured.
• Molecules in a gas are very far apart and move very fast, bouncing off one another, which allows the gas to expand to fill all the available space.
• Play video: http://teacher.scholastic.com/activities/studyjams/matter_states/
• Show students the overhead drawing/smart board diagram to help them visualize this concept. Ask students to identify which drawing is the solid, which is the liquid, which is the gas.
• Tell students that they are now going to “become” the molecules in one of these states of matter.
• Lesson Development –
• Tape out a small square (about 4 x 4 feet) on the classroom floor or playground. Place as many students (molecules) into the square as will fit comfortably. It should be quite crowded but still have enough room for the molecules to move back and forth in place slightly and bump each other. Ask students what state of matter this represents. (solid)
• Take a few students out of the space, and have the remainder move around. Ask the students how the molecules are moving differently now, and have them predict whether this represents a solid, liquid, or gas. (liquid) Take out even more students, and have the few who remain move around faster, bumping into each other but still not leaving the marked-off space. Students should observe that because the molecules have more room to move around, they can move faster, bump off each other more frequently, and spread out more to continue to occupy all the available space. (gas)
• Put students into groups, and secretly assign each group a state of matter to enact. As each group acts out its state of matter, have the other students identify which one it is.
• Closure –
• Have students make a drawing of each state of matter. They can use a computer program to insert a picture of a solid, liquid, or gas into their document and draw a representation of multiple molecules in that state through a “magnified view” showing how the multiple molecules are arranged and moving. Alternatively, they can cut out and paste duplicated molecule drawings to depict each state on paper.
• Through class discussion, encourage the students to observe that the number of molecules in a specified area (concentration) and the degree of motion differ with each state of matter. They should conclude that the states of matter can be identified through diagrams or models that represent the concentration and movement of molecules.
Homework
Finish drawings or computer generated representations as creatively as desired for homework.
Assessment
• Formative – Evaluate and coach students during their physical portrayal of solid, liquid and gas molecules.
• Summative – Collect and evaluate each student’s drawing/computer generated representation of the states of matter. Check to see that for a sold they showed tightly packed, still molecules, for gas widely dispersed, rapidly moving molecules, and for liquid moderately spaced and moderately moving molecules.
References
Virginia Department of Education, (2006). Science standards of learning enhanced scope and sequence: molecule motion in the three states of matter Richmond,Va: Retrieved from http://www.doe.virginia.gov/testing/sol/scope_sequence/science_scope_sequence/scopeseq_science5.pdf
Study jams lesson: more about matter: solids, liquids, & gases. (n.d.). Retrieved from http://www2.scholastic.com/browse/lessonplan.jsp?id=1084