Nicole Denny SCI319 9/7/2017

Modeling Matter
Grade Level: Fifth Grade
Standard: 5-PS1-1 Matter and Its Interactions -Develop a model to describe that matter is made
of particles too small to be seen.
Objectives:
1. Use a demonstration to describe how particles move in states of matter.
2. Create a representation of the small particles that make up matter in a solid, liquid and
gas state.
3. Explain how a model is showing the small particles that make up matter.
4. Describe what a model is and its purpose.
Table of Activities and Objectives 1 2 3 4
Engagement Moving Matter X
Exploration States of Matter Model X
Explanation Molecule Identification X X
Elaboration Matter Blow Up X
Evaluation Experiment Write up X X X X
Resources:
Engage
All materials are not necessary to complete this portion, only suggestions.
o Bike tire and pump
o Air cannon (can be made)or Airzooka
Instructions for creating a paper cup air cannon can be found at:
http://www.instructables.com/id/Paper-Cup-Air-Cannon/
o Balloons
o Access to a computer and projector
Explore
o Containers; can be paper plates, plastic cups, Tupperware, empty water bottles, etc.
(Three for each pair of students)
o Items to model particles, there should be a variety for children to choose from; candy,
marbles, ping pong balls, cotton balls, etc. (Enough for about fifteen items per pair of
students)
o Markers
Elaborate
o Lemon juice or vinegar (Two 32 FL Oz bottles)
o Baking soda (One 16Oz box)
o Balloons (One per pair of students)
o Empty water bottles (One per pair of students)
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o Measuring cup/scoop (Two-ten for classroom use)

o Funnel (Two- ten for classroom use)
*This experiment would run more smoothly if a parent volunteer or classroom aid can help
distribute materials
Safety:
All materials are household products so no googles or gloves required. Check student records for
latex allergies for dealing with balloons. Use non-latex balloons if necessary. Clean up and
disposal of balloons and water bottles should be taken into consideration before starting
experiments.

Requisite Knowledge:
This lesson will take place at the beginning of the unit as an example of models that they will
later create. Students will already have learned about states of matter and what matter is, but will
review all that they know during this lesson.
Matter- Anything that has mass and takes up space
States of matter: All matter is made of microscopic particles too small to be seen, but these
particles behave differently in the different states of matter.
Solid Properties
 The molecules/particles in solids are very tightly packed
 Solids have a definite shape and volume
 Particles in solids have a regular pattern
 Particles in solids vibrate but do not move past each other
Liquid Properties
 The molecules/particles in liquids are close together
 Liquids take the shape of the container they are in
 Particles in liquids have no regularity of shape
 Particles in liquids vibrate, move around and slide past each other
Gas Properties
 The molecules/particles in gases are separated
 Gases take the shape of the container they are in
 Particles in gases have no regularity of shape
 Particles in gases vibrate moving quickly and freely
Figure 1. Example of particles in the states of matter
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Model- a human construct to help us better understand real world phenomenon’s/ systems
Models can be broken down into four types, but often parts of each type are used to create a well
working real world model. Although the types of models are not identified in this lesson plan, it
will be helpful to be thinking about these models for future lessons when students will create
their own models.
1. Conceptual Model- Qualitative mind models that highlight important information about
real world systems and help one make sense of it. (Usually the first step in creating a
physical model)
2. Interactive Demonstration- Physical models that can be easily observed and changed that
have characteristics similar to real world phenomenon’s. (This model type helps students
go from understanding just a conceptual model to a more complex physical model)
3. Mathematical and Statistical Model- Mathematical models often involve using
characteristics such as mean, mode and variance to characterize a system. Statistical
models are helpful when trying to identify underlying patterns in data.
4. Visuals- Anything that helps students visualize how a real world system works. This
model is a good way to relate statistical data and an image.
All models have their strengths and weaknesses that should be addressed when using models
with children. For example the picture in this section of solid liquid and gas particles is a visual
model to help students see the tiny particles that are otherwise invisible to them. This model does
a good job of showing the spacing between the molecules in different states of matter. However
the solid box is shown only half way filled. If the model is demonstrating the same volume for
each state the solid box should be completely uniformly filled. The number of particles should
also be addressed in this model. The reason why there is so few gas molecules is because gas
molecules can expand to fit a very large space (depending on the pressure). In this example the
pressure must be very low because the molecules are far apart. If the volume were to decrease,
the pressure would increase and the molecules would appear closer together.
What Makes a Good Model?
 It is based on reliable observations
 Observations that are used to create is can be explained
 The real world system can be explained using the model
 It simplifies a real world concept, theory or object
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Engage: Moving Matter

Demonstrate that matter, specifically gases, are made of small particles by using models, have
students help with the demonstrations. Examples include but are not limited to blowing up a bike
tire with a pump, using an air cannon to blow particles across the room, blowing up a balloon.
All gases (that are not poisonous) are invisible, that is why it is the hardest for students to
visualize that gas is matter and in turn that gas is made up of small particles. These
demonstrations are meant to grab student’s attention and get them involved in proving that gas is
matter and particulate.
If these materials are inaccessible, show students videos demonstrating the small particles in
matter. Make sure to watch the videos and decide where to start them so too many things are not
given away to the students yet.
https://www.youtube.com/watch?v=OVnnz7RB6bk (suggested start: 31 seconds)
https://www.youtube.com/watch?v=AVvXPNa3kaI : Shows example of air cannon
demonstration
Once demonstrations are done make a chart on the board separating each demonstration into a
column. Ask students these questions about each demonstration and record their answers on the
board or have students write them on the board.
Questions: What are all of these demonstrations modeling? How do you know? What is a model?
How do these demonstrations model that matter is made up of particles too small to be seen?
Dig deeper: If students talk about movement of air, challenge students to talk about what air is
made up of. Is it matter? What is matter made up of?

Explore: States of Matter Model

In our initial demonstrations we observed the movement of matter. What else do we know about
matter?
Matter comes in three forms: solid, liquid, and gas
In our initial demonstrations we looked at how gases move, did the gases we observe take the
shape of the container presented? (ex: bike tire, balloon, etc) In this next activity you will be
given a container and some small objects to represent what you think the gas particles look like
in a container.
Students will work with a partner to create a model of what particles look like in solid liquid and
gas state. Each pair of students will receive three containers (containers can be plates, clear cups,
clear Tupperware, anything that is readily available to the instructor) and will label one solid,
one liquid, and one gas. Each group of students will get to choose from a variety of material to
decide what the particles of their matter will look like. Once students have chosen beads, ping
pong balls, marbles, candy etc. to represent the particles of their matter they can begin
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constructing a model of what each state of matter would look like if the particles were not too
small to be seen.
Students will begin by creating their model of a gas first based on what they observed in the
demonstrations earlier. Have a few students present their ideas of what the gas particles would
look like in a container. Ask students questions about their models as they present them. Make
sure to ask multiple students their answers and see if other students in the class were thinking the
same thing or had other ideas.
Questions: Why did you choose the number of objects you did to represent a gas? Using what
you have learned in other lessons about the states of matter, do you think those gas particles
would be sitting still? What would they look like if they were moving? Fast or slow?
Now have students use their previous knowledge about liquids and solids to create similar
models at the particulate level. Again have students present their ideas and ask questions.
Questions: Why did you choose the number of objects you did? What are those objects
representing? Would the particles in this state of matter be moving or staying still? Fast or slow?
How close together are the particles? How do you know?
A few examples are shown below:

Explain: Molecule Identification

Have students discuss their models of the states of matter and have them take notes in a journal
or scrap paper during discussion. Ask students why they chose the materials they did. Did they
chose the same material for each state of matter? Why/why not? Are there more particles in a
solid than in a liquid or a gas? Are particles smaller in a gas than in a liquid or solid?
Inform students that solids liquids and gases can have the same size particles that make them up.
Solids just have more particles packed into the same amount of space.
Ask students if they thought they created a good model. What makes a good model? What is the
purpose of a model?
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Model- A representation of something usually on a different scale. A model is not a real world
representation, but is used to help us better understand real world systems.
Why do we have to model particles of matter? Did we make small scale models of the particles
of matter or a large scale model?
What makes a good model?
 It is based on good observations
 Observations that are used to create it can be explained
 The real world system can be explained using the model
 It simplifies a real world concept, theory or object
Reemphasize and explain terms that have already been used in discussions. Have students
explain these terms in their own words before providing these definitions.
What is matter? Matter- anything that has mass and takes up space
What is matter made up of? All matter is made of microscopic particles too small to be seen, but
these particles behave differently in the different states of matter.
States of matter- Solid, liquid, gas
How do the particles behave in a solid? Solid- Particles are very tightly packed. The particles
vibrate but do not move.
How do the particles behave in a liquid? Liquid- Particles are close to each other. The particles
vibrate, move around and slide past each other.
How do the particles behave in a gas? Gas- Particles are very spread out. The particles vibrate,
moving quickly and freely.
What are these microscopic particles called that make up matter? Molecules!
To help students remember how these particles can move and how close they are together you
can have the do a matter walk. Have them walk around the classroom and when you call out a
substance have them act like they are moving through it. Ask them questions along the way such
as how easy is it to move through this substance? What state of matter is the substance you’re
moving in? Ex: move like you are stuck in cement, swimming in water, walking around in the
air.
Once students have revisited the ideas of states of matter have students reevaluate their models
they created. Have them list good and bad things about their models. Student’s evaluations will
vary depending on how well they created their model to begin with. Explain to students that
some models are good at showing one thing, in compromise of leaving something else out. When
dealing with models these are called model limitations.
*Make sure students use the new vocabulary they learned in this evaluation
Ex:
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Good Aspects: How close together molecules are can be shown

Model Limitations: The movement of molecules was not shown

Elaborate: Matter Blow Up

It’s time for students to conduct an experiment. Put students in groups of two and give each pair
an empty water bottle and an empty balloon. Instruct students to write observation paying close
attention to what the molecules would be looking like in the different states of matter before,
during and after the experiment. Set up for this experiment works best if there is a table at the
front of the room with baking soda and lemon juice and students form a line to get both
ingredients. This way materials do not get all over the classroom and students get materials faster
than the instructor running from table to table. If this assembly process works only two
measuring cups and two funnels are needed.
Have one student hold the water bottle while their partner holds the balloon. Use the measuring
cup to measure ¼ cup of lemon juice and use the funnel to pour the lemon juice into the bottle.
Have the other student hold the uninflated balloon and put the funnel inside the mouth of the
balloon. Measure two teaspoons of baking soda and funnel it into the balloon (using a separate
funnel then the one used for the lemon juice). Have the students return to their seats and while
materials are passed to the rest of the class have student record initial observations and
predictions.
Once all students have their materials, discuss their initial observations and predictions of what
might happen. Have students draw a picture of what the baking soda molecules look like and
what the lemon juice molecules look like. Ask students opinions on the materials states of matter
and discuss that the baking soda is a solid and that the lemon juice is a liquid. Demonstrate
putting a balloon on an empty water bottle and explain that students will wait for a command to
flip the baking soda into the lemon juice. Once all balloons are secured onto the bottles. Give a
signal for all of the students to flip the baking soda from the balloon into the lemon juice.
Instruct the students to hold the balloon on the neck of the bottle so the balloon does not come
off.
The two materials will mix and the balloon will blow up. Have students record their
observations, again thinking of things at a particulate level. Ask the students what they are
observing and what is being formed? The students should record that the solid and liquid are
mixing inside the bottle and a gas is forming. As the gas is forming the balloon expands to hold
the gas. Have students draw what the molecules look like inside the balloon. Then have students
help with clean up procedures appropriate for the classroom.
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Evaluate: Experiment Write Up

Students will do a write up of what they observed in the balloon experiment. Students will
include the procedure of the experiment, as well as their predictions and the outcome. A
definition of what matter is and what it is made up of should be included. Attached to the write
up students must include the phases of matter that were involved and what the each phase looked
like at a particulate level. Students must discuss in the write up if the model they created of the
experiment was a good model of invisible molecules during the experiment.
Give student one lined piece of paper and one blank sheet of paper. Instruct students that they
will be using the lined piece of paper to write about the experiment they just preformed and will
also be using some of the ideas that had been talked about earlier in class. Tell students that they
will be using the blank paper to show what happened in the experiment at a particulate level.
Allow students to use markers crayons, colored pencils to make their drawings. Instruct them
that they must show a solid, liquid and a gas from the experiment and what the molecules looked
like of each substance. Show them an example that would earn full credit. Let them know that
while they create their model they should be thinking about strengths of their model and
limitations of their model because they will include that in their experiment write up. Given
students a list of things that must be included in their write up or the rubric that follows.

Experiment Writeup
Satisfactory (2) Incomplete(1) Unsatsifactory(0)
Matter Definition States full accurate States partial accurate States inaccuarate
definiton of matter. definition of matter. deinition or lacks
definition of matter.
What matter is made States that matter is States that matter is States inaccurate
up of explaination made up of tiny made up of tiny explaination or lacks
particles called particles. explaination.
molecules.
Experimental States all steps of the States half of the States less than half
Procedure experimental steps of the of the steps of the
procedure.
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experimental experimental
prcedure. procedure
Predictions States students Lacks students
predictions of -------------------------- predictions of
experimental experimental
outcome. outcome.
Experiment Outcome States that the solid States the baking States inaccurate
baking soda and soda and lemon juice outcome or lacks
liquid lemon juice combined and blew outcome.
combined to form a up the balloon.
gas blowing up the
balloon.
Description of a good States three States two States one or no
model characteristics of a characteristics of a charcteristics of a
good model. good model. good model.
Evaluation of Model States one reason that States one reason that Lacks evaluation of
their model was good their model was good model.
and one reason why or one reason why
their model was bad. their model was bad.

Matter Definition: ___/2

Satisfactory example: Matter is anything that has mass or takes up space.
What matter is made up of explaination: ___/2
Satisfactory example: Matter is made up of tiny indivisible particles called molecules.
Experimental procedure: ___/2
Satisfactory example: With help from our teacher we used a funel to fill an empty balloon with
baking soda and an empty water bottle with lemon juice. We attatched the balloon to the open
top of the water bottle and when our teach instructed us to we poured the baking soda (a solid)
from the balloon into the water bottle with lemon juice (a liquid). As the two substances mixed it
created a gas.We held the balloon onto the top of the water balloon as it blew up filling with gas.
Predictions: ___/2
Satisfactory example: I predicted that whe the solid baking sold mixed with the liquid lemon
juice the mixed would become thick and foam.
Experiment outcome: ___/2
Satisfactory example: The solid baking soda and liquid lemon juice combined to form a gas
blowing up the balloon.
Description of a good model: ___/2
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Satisfactory example: A good model is based on observations. A good model represents a real
world system. A good model simplifies a real world concept.
Evaluation of model: ___/2
Satisfactory example: My model was good at showing what the states of matter looked like at a
particulate level. My model was limited because it did not show the movement of the molecules.
Total: ___/14

States of Matter Molecule View Checklist

Has all three states of matter shown in experiment: ___/3
One point is given for solid, one for liquid and one for gas
Shows solid molecules as being closely packed together: ___/1
No partial credit given
Shows liquid molecules as being further apart: ___/1
No partial credit given
Shows has particles as being spread far apart: ___/1
No partial credit given
Total: ___/6
Example of sates of matter molecule view:

A fun idea of a way to display children’s experimental write ups is shown below.
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References:
Hatter, M. Paper Cup Air Cannon. (n.d.) Retrieved October 3, 2017, from
http://www.instructables.com/id/Paper-Cup-Air-Cannon/
How to Make a Good Scientific Model. (n.d.). Retrieved October 05, 2017, from
https://www.carolina.com/teacher-resources/Interactive/how-to-make-a-good-scientific-
model/tr39525.tr
Jircitano, A. J. (n.d.). Gas Laws. Retrieved October 05, 2017, from
http://chemistry.bd.psu.edu/jircitano/gases.html
King, H. (April 1). Elementary Shenanigans. Retrieved September 21, 2017, from
http://www.elementaryshenanigans.com/2013/04/as-matter-of-fact-new-unit.html
States of Matter. (n.d.). Retrieved September 21, 2017, from
https://www.chem.purdue.edu/gchelp/atoms/states.html
What is a Model? (2017, September 15). Retrieved September 21, 2017, from
https://serc.carleton.edu/introgeo/models/WhatIsAModel.html
What is matter? (n.d.). Retrieved September 21, 2017, from http://seplessons.ucsf.edu/node/351
5-PS1-1 Matter and Its Interactions. (n.d.). Retrieved September 21, 2017, from
https://www.nextgenscience.org/pe/5-ps1-1-matter-and-its-interactions