Heidi Foster
Kathleen Peterson
Amanda Bradford
11-19-2004
Properties of Matter Unit for 2nd Graders
I. Subject/Topic:
a. Properties of Matter. The unit contains 6 lessons that help students understand the properties of matter: The properties of matter, the forms of matter, solids, liquids, gases and a conclusion. Students will gain knowledge through explanation and exploration through activities. The unit is aimed towards second and third grade students and will take approximately a week and half.
II. Rationale/Purpose:
a. Students will identify the properties of matter. Students will also be able to identify the different types of matter in their environment. This is important to students to incorporate scientific terms and knowledge into their daily independent explorations. Students will also be able to understand that everything in their environment is a type of matter and possess specific properties. Students will be able to build on this basic knowledge to gain more understanding in science as they continue to learn.
III. Identification of Goals/Objectives
a. Students will have basic knowledge of the properties of matter and the three forms of matter. Students will be able to identify the differences of the three forms of matter. Students will be able to identify properties of matter.
Standards:
Science/Strand IV:Content Standard 1:
All students will measure and describe the things around us; explain what the world around us is made of; identify and describe forms of energy; and explain how electricity and magnetism interact with matter (Matter and Energy)
Science/Strand IV/Content Standard 1/Elementary: Benchmark 2
Identify properties of materials that make them useful.
Science/Strand IV/Content Standard 2/Elementary:Benchmark 1
Describe common physical changes in matter: size, shape, melting, freezing (K-2); dissolving, evaporating (3-5).
OBJECTIVES:
ü Students will know that matter is anything that has mass and takes up space
ü Students will show understanding that matter is anything you can touch.
ü Students will be able to describe objects without seeing them.
ü Students will use problem solving to decide what objects are.
ü Students will have an understanding that mass is anything that has mass and takes up space.
ü Students will know that mass is the weight of an object.
ü Students will be able to use predicting skills to decide what object is heavier.
ü Students will be able to use a simple scale to measure the mass of different objects
ü Students will be able to describe, in detail the characteristics of different kinds of matter
ü Students will be able to identify and classify solids and liquids by making observations.
ü Students will be able to identify what a gas is.
ü Students will observe that gas takes up space.
ü Students will be able to identify properties of solids.
ü Students will be able to identify properties of liquids.
ü Students will be able to identify properties of gases.
ü Students will be able to create artwork using the three types of matter.
ü Students will be able to differentiate between the three types of matter.
IV. Unit Map/Plan
a. Day 1: Introduction to Matter – What are the properties of matter?
i. Activity – students will identify characteristics of matter on a worksheet by touching the matter without seeing it, then checking the appropriate boxes on the worksheet and making an educated guess about what the matter was.
b. Day 2: Matter has Mass
i. Activity– students will weigh different types of matter and understand that different types of matter have different types of masses.
c. Day 3: Physical Properties of Matter
i. Activity: students will go to stations and, using one of their senses, identify types of matter based on their properties.
d. Day 4: Solids & Liquids
i. Activity: students will observe solids and liquids in their environment and will write down their findings.
e. Day 5: Review of Solids and Liquids – Introduction to Gases:
i. Activity: Students will watch the demonstration by the teacher using two balloons, one with air and one with helium. Students will then participate in stations that help them to understand that gas takes up space and therefore is matter.
f. Day 6: Conclusion
i. Students will review the properties of matter and the three forms of matter. Students will make paintings using the three types of matter. Students will identify properties and forms of matter by looking at pictures.
V. Instructional strategies and materials
DAY 1:
Objectives:
ü Students will know that matter is anything that has mass and takes up space
ü Students will show understanding that matter is anything you can touch.
ü Students will be able to describe objects without seeing them.
ü Students will use problem solving to decide what objects are.
Materials:
Brown paper bags
play doh,
balloon,
wood,
rock,
stuffed bunny
cotton balls
Engage:
o Students will come into the classroom and sit down
o What is matter?
o Matter is anything that has mass and takes up space
o Give examples of matter
o Today we are going to talk about one way we can observe matter.
o We observe matter with our senses. Today we are going to use touch.
o Describe object in the bag.
o Soft
o Furry
o Legs and arms
o Short tail
o Long ears
Explore
o We have 5 stations. We are going to split into 5 groups. (Hand out sheets)
o Each group has 3 minutes at each station
o Reach inside the bag, but DO NOT LOOK inside of it.
o Once you have felt the object inside the bag describe it on your handout.
o If your group is done before the 3 minutes is up, wait to go on to the next station
Explain
o After everyone has had a chance at all 5 stations, students will go back to their seats
o Take each bag to the front of the room
o Start with bag #1. Ask the students to tell you what they marked on their sheet
o Ask different students to answer
o Have a student guess what the object in the bag is.
o When done, ask students if they remember what matter is and describe how we observed matter in class today.
DAY 2:
Objectives:
ü Students will have an understanding that mass is anything that has mass and takes up space.
ü Students will know that mass is the weight of an object.
ü Students will be able to use predicting skills to decide what object is heavier.
ü Students will be able to use a simple scale to measure the mass of different objects
Engage:
o Students will come into the classroom and take their seats
o Have a scale at the front of the classroom.
o Have object that can be weighed and that their weight can be compared to each other.
o Review: What is matter?
o Matter has mass.
o Today we are going to measure the mass of matter.
o Give examples of matter that are heavy. Small.
Explore:
o Have a scale for each group of 2-3 students.
o Have different things that they can weigh:
o Rocks
o Cotton balls
o Paper Clips
o Blocks
o Pennies, Nickels, dimes, etc.
o Different weighted objects
o Have student come up with a list of the object from heavies to lightest.
o Have students make equivalents problems with their objects.
o Ex: 10 Paper clips = 3 Rocks
Explain:
o After each group has come up with their lists of objects and equivalent problems have them come back together.
o Have students share their results with the class.
o Have students share different equivalents they came up with.
o Review mass and matter
Elaborate:
o Have students find something at home, around town, or in nature that they think will be the heaviest of all the objects.
o Have them bring their lists into class and see who has found the object with the most mass.
DAY 3
Objectives: Describe, in detail the characteristics of different kinds of matter
Materials:
25 clear plastic cups
Rocks
Water (food colored)
Juice (clear juice, if possible)
Smelly lotion
Pretzels
Wax paper
Tissue paper
Bar of soap
Marker on whiteboard
Koosh ball or some equivalent
Play-doh/clay
Blindfolds/bandanas
Set-Up:
Station 1: I see - a koosh ball on one end of the table, and a rock on the other
(no touching allowed at this table!!)
Station 2: I hear – tissue paper being crinkled at one end of the table, and a marker on a white board on the other end of the table.
(Blindfolded! Administrator will be crinkling and writing)
Station 3: I smell – lotion in a small cup on one end of the table, and a bar of soap at the other end.
(Blindfolded!)
Station 4: I taste – pretzels on one end of the table, juice on the other end
(Blindfolded! Food to be administered by adults!)
Station 5: I touch – wax paper on one end of the table, play dough on the other
Blindfolded!)
Example of station set-up:
Engage:
Ask: “What are our five senses?” (see, hear, touch, smell, taste)
“What are some ways that we use touch every day?” (to see if something is hot or cold)
“What are some ways we use see every day?” (to see our way around)
“What are some ways we use hear every day?” (to listen to music)
“What are some ways we use smell every day?” (to smell food)
“What are some ways we use taste every day?” (to eat)
“Who can give me an example of their favorite touch?” “Least favorite touch?”
“What’s someone’s favorite taste?” “Least favorite?”
“What is someone’s favorite smell?”
“What is someone’s least favorite sound?”
Explain:
The three different states of matter are found in every thing on earth. Sometimes describing these states can be difficult because you have to be very specific. For example, if you were blind and wanted to know what kind of artwork was in front of you, you would want your friend to describe everything about it so you could get a good picture of it in your mind. You would want your friend to use their five senses (what are they again?) and describe everything they possibly could about that artwork.
Right now you get to do some describing using all five of your senses.
You will be blindfolded for all of the stations that you will go to except one. For each station, there will be an adult there to perform the experiment with you. At each station, line up on the X on the floor at ONE of the two spots, and wait until you are instructed by your administrator to move to the circle at the end of the table. You will take your worksheet with you and try to describe every detail of the object that is at each station, using only the sense it says you can, at the writing station, after you have explored the object. Remember, be very detailed!!! You will have 3 minutes at every station, 2 minutes to use your sense to explore the object, and 1 minute to write everything down you remember at the writing station… even if you are not finished describing; you have to move on so you can get to all of the stations!
Worksheet on recognizing:
I see (eyes): koosh ball (or some equivalent), rock
I hear (ears): tissue paper, marker on white board,
I smell (nose): smelly lotion, soap
I taste (tongue): pretzel, juice
I touch (skin): wax paper, play-doh/clay
Activity Station Guidelines (For administers)
Students are allowed 2 minutes at each station (only one of the two sub-stations!) and one minute to go to the writing table and write their observations. Please do not probe the students – you are there to administer and observe!
*Note: There will be blindfolds at stations 2-5. The children will be directed to line up at the side of the table, where you will blindfold them and direct them to the end of the table, where the object will be. Please be cautious in not letting the students see the objects!
Here is an example of a station set up:
Station 1
I see - a koosh ball on one end of the table, and a rock on the other
Rules: NO: Touching, Smelling, Tasting
Station 2
I hear – tissue paper being crinkled at one end of the table, and a marker on a white board on the other end of the table.
Rules: NO: LOOKING! (Blindfold the student before they have a chance to see what is there!), touching, smelling, tasting
Station 3
I smell – lotion in a small cup on one end of the table, and a bar of soap at the other end.
Rules: NO: LOOKING! (Blindfold the student before they have a chance to see what is there!), touching, listening, tasting
Station 4
I taste – pretzels on one end of the table, juice on the other end
Rules: NO: LOOKING! (Blindfold the student before they have a chance to see what is there!), touching, listening, smelling
~You will put the pretzel on the students’ tongue and they will eat it.
~You will put the cup in the students’ hand – make sure they don’t try to smell it or touch inside the cup!
Station 5
I touch – wax paper on one end of the table, play dough on the other
Rules: NO: LOOKING! (Blindfold the student before they have a chance to see what is there!),tasting, listening, smelling
DAY 4:
Solids and Liquids
Objectives: SWBAT identify and classify solids and liquids by making observations.
Materials:
Rocks (enough for each student)
A mixing bowl ¾ full of water
Engage/Explore: Pass out a pebble or rock to each student, allowing them touch it, smell it, etc. Have them guess whether it is a solid, liquid or gas. Next allow the students to come to the front of the class and explore a bowl of water. They will be allowed to touch the water, but only with one finger – to avoid a mess. They will now guess whether the water is a solid, liquid or gas.