Matter Matters

Day 1
1. Teacher gives students worksheet that is titled "What I Know About Matter" 
    **Worksheet found in Lesson Resources**

• There are three sections on the worksheet: 1. Solid 2. Liquid 3. Gas
• Ask, "Some of you have learned about Matter before, or at least know something about one of these categories. Work together with your group ti discuss and write down anything you know about solids, liquids, and gases."
• Students fill in everything they think they know about solids, liquids, and gases.
• Give students about 10 minutes to fill in worksheet.

2. Begin PowerPoint "Matter Matters" **Found in Lesson Resources**

• Give students note-taking worksheet to fill in as the powerpoint progresses or have them take notes in a notebook.
• The Powerpoint will include each type of matter, examples of each, what the particles look like, etc. Read the slides to students and elaborate on examples. Use sayings like "These examples are different than liquids because the molecules are spaced out."
• Ask students along the way to give their own examples.
• Students can work together to list examples, or list them independently. Have students share their ideas aloud.
• Powerpoint will take about 20 minutes.

Day 2
1. Begin Powerpoint on how solids can be measured (slides 1-3). Go through each slide and read bullet points to students about how to measure solids, liquids, and gases.
2. Have students break into groups of 4 and pass out different size boxes and shapes.
3. Before passing out rulers, let them discuss with one another how they intend to find the length, width, height, and volume.

• Let them discuss for 2-5 minutes.
• Have groups share aloud.

4. Teacher then reviews with class what they learned from the Powerpoint about measurements (we measure the volumes of 3-D solids with the volume formula)
5. Remind students that when we measure using rulers, we start at 0, not the end of the ruler. Have students begin to measure what they have, writing the measurements on the shapes. They will then take pictures of these items on their ipads or electronic devices.
6. Day 2 should last about 30 minutes. 
 
Day 3
1. Have science lab available and materials needed for water experiment.
2. Begin PowerPoint about how liquid can be measured (1,2,4). Powerpoint should take about 10 minutes.
3. Break students into groups containing no more than 4 students in each group. Remind them that we measure the volume of liquids using beakers, graduated cylinders, or scales.)
4. Give each group a cup of water and graduated cylinder and ask the class as a whole what stage the water is in. (Liquid) Ask them how they know (particles are not close together so the matter fits the form of its container)

• Cups should be labeled with each group number.

5. Have class give suggestions as to how they would start to measure the different properties.
6. Students will then be assigned to pour a certain amount of volume of water by the teacher (Start with 15 mLs, then 30 mLs, and so forth.
6. Students will take pictures of the water with their iPads or other digital device.

• used for project at the end of lesson.

7. After discussing with class as a whole how they measured their liquid, students return to seats.
8. Day 2's lesson duration should be about 30 minutes.

Day 4

1. Have students come in and begin Powerpoint on how gas can be measured (slides 1,2,5).
2. Break students back into their groups of 4 and give them an empty box and ruler.
3. Have students discuss how they plan to find the volume of the gas in the empty box. Remind them that the volume of the gas is the volume of the container.
4. Let students begin measuring the volume of the gas.
5. Tell students remember to take pictures of their work and their boxes on the ipads. 
6. Give students about 15 minutes then ask for materials to be put away.
7. Begin Matter Activity:

• Have students gather in the middle of the classroom or outside.
• Teacher will need to play a song through a speaker.
• When the music begins, the students will start moving around the area at their own leisure.
• Teacher will stop music periodically and say "Solid" or "Liquid" or "Gas"
• If teacher says:

             *"Solid" - Students will stand still, hovering together (like a solid's particles)
             *"Liquid" - Students will gallop in general space - leaving room between eachother (like a liquid)
             *"Gas" - Students will jump up and down in their personal space - far from each other (like a gas)

• As students get the hang of the game, when the matter is called out and they portray the particles, they must yell out an example. For example, if the teacher says, "Liquid," students will gallop in general space but yell out, "Orange juice."
• Game continues for as long as teacher finds necessary, or until students get the concept of what the particles look and act like. 
• Day 3 should take about 30 minutes. 

Have a student email you the pictures they took with their group throughout the week. You will need to print these before they begin their projects on Day 5.

Day 5
1. Begin class by reviewing with the class everything they have learned that week (particle differences between the states of matter, how we measure the different state of matter, etc.).
2. Give students the pictures they took during their activities throughout the week/
3. With their groups, they will create a presentation on a poster board displaying what they learned.
4. Allow them their own discretion when creating their projects. Give them free rein to represent their learned information how they please, as long as they discuss particles, examples, and tools to measure.
 

This lesson may take a little bit longer than 5 days - it is really based on how much background knowledge your students have prior to the lesson, and how in depth you would like them to go with their projects. Additionally, you can have students present their projects to the class.

Students will be assessed on 4 things:
1. "What I Know About Matter" (participation)
2. Participation in group discussions/experiments
3. Information on poster board (particles, measurements, definitions, and examples)
4. Participation in presenting project