Professional Documents
Culture Documents
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