Lesson

2
PS1.A: Structure and Properties of Matter
Different kinds of matter exist and many of them can be either solid or liquid,
depending on temperature. Matter can be described and classified by its observable
properties.

Materials:
Whole class
2 1-pound bags of split peas
Per Group (e.g., groups of 4, groups of 2)
Various objects in different states of matter (e.g., eraser, balloon filled with
air, block, water with food coloring, juice)
Glass
Water
Ice
Individual
States of Matter Placemat
Glue
Science notebook




















Procedure:
Engage/Hook
On a poster or whiteboard write down solid, liquid, gas. List off different states of
matter (eraser, balloon filled with air, block, water with food coloring, juice) and as
a class write them under the correct category.
Questions:
Which category do these objects go under?
Why did you choose these specific objects to go under that category?
Could some go under more than one category? Why or Why not?
How does this relate to what we did last week? (Look at what you wrote in
your notebooks)
NOS: Why do scientists organize?
Explore/Experiment
Direct the students to observe your actions noticing how the items pour into the
new cup
Pour water into a new clear cup
Pour marbles into a new cup
ASK: How are these two similar?
The marbles are just a magnified example of the water particles
The water is so tiny you didnt see the individual particles pouring
How is the way that they pour similar?
Display glass of water with ice in it
Have students draw in their notebooks what the particles look like in the
water and in the ice cubes.
What did you guys put?
Why?
What do you think of _____s idea?
If that is true how does that change our thinking?
We are going to come back to this
Section off a part of the room and tell the students you are going to put a specific
amount of them inside and when I say go they should move around using up the
space.
Start off by having the students model a gas by having very few students in the
space.
These students can move freely and quickly.
ASK:
Why do you think you have a lot of room to move around quickly and
freely?
How do you think this relates to how a gas particle moves?
Next, model a liquid by adding more students and have them move around
 Now more slowly but still fluidly
ASK:
Why are you starting to move slower?
Which state of matter does this relate too?
Finally, model a solid by sending in many more students, resulting in a very
impacted space
Doesnt allow movement
ASK:
Why do solids particles move slower?
How is this different than the first model we did as a class (gas)?
Have students sit down at their seats and ask them:
Which movements mimicked which state of matter?
Why do you think this?
Looking at what you drew for the ice, what would you change now? What
made you change your thinking?
Hand out the States of Matter Placemat (Worksheet)
Fill out the worksheet by writing the definition; an example, and gluing the
split peas in the arrangement the particles would be in.
Work on this by yourself but if you need help ask a partner sitting next to
you.
Once students have been shown the space between particles, ask students why the
state of matter will affect its movement and characteristics.
How easy is it to move when you are in a crowded space compared to an
open space?
What other characteristics could this affect. (Think about what we looked at
yesterday)
NOS Questions:
In what ways is science limited?
Why is science always uncertain?
Evaluate
How are solids, liquids, and gases different from each other?
Expected student response: Solids keep their shape, liquids take the shape of their
container, and gases expand to fill the container. The spacing and movement of
particles defines whether a substance is a solid, liquid, or gas