South Carolina ETV

South Carolina ETV
1101 George Rogers Boulevard
Columbia, SC 29201-4761
Phone: 803-737-3545

What Does It Matter? (Grades 5-8)

Master Teacher

Betty Ann Martin

Overview

This lesson is designed to introduce students to the study of matter. Students will match definitions with vocabulary words and learn basic facts about matter. Then, they will learn how to determine the physical characteristics of matter.

At the conclusion of the lesson, students will be able to determine the mass, volume, and density of objects using appropriate tools and technology. They will also be able to apply their knowledge of matter to design a floating clay boat that will hold the maximum grams.

In addition, they will fill out Thinking Skills Maps to show various concepts covered in the unit and write a patterned poem to show results of their investigation.

SC Math/ Science/ Reading/ English/ Language Arts Standards Met

Science Achievement Standards:

Inquiry Skills:

Area: A—Strands: 1c,d,e,2d,f, 3a, 8a,b
Area: C—Strands: 4a,b, 5
Area: D—Strands: 3a

Physical Science Achievement Standards:
Area: A—Strands: 1a,b

Math Achievement Standards:
Number and Numeration Systems

Area: A—Rounding
Measurement: Area—A, B ,C, D

Reading/English/Language Arts Achievement Standards:

Writing: Area: A—Strand: G

Learning Objectives

Students will be able to:

define matter, the chemical properties of matter, and the physical properties of matter
name physical and chemical properties of matter (by classifying using a Tree Map)
compare and contrast mass and weight (by using a Double-Bubble Thinking Map)
determine the mass, volume, and density of objects
write the sequence showing how to determine the density of objects (by using a Flow Map)
fill in analogies using Bridge Maps

Materials

Per student:

matching skills sheet with vocabulary and definitions
Thinking Skills Maps
practice worksheets
patterned poem
calculators
rulers
clay

Per group:

solid objects (regular and irregular shapes)
Teddy Grams
dish pan
balance scales and gram weights
50 ml. gradulated cylinders

Web Application (s) Used

Publication
Investigation
Communication
Collaboration
Simulation/Demonstration

ITV Series

Physical Science (new series, #541.3), Lesson 1, "Properties of Matter"

Vocabulary

matter
property
chemical properties
reactivity
physical properties
mass
weight
volume
displacement
density

Previewing Activity

Introduce the video and tell students that they will be learning about what matter is and the properties of matter. They will be responsible for matching definitions with vocabulary words and recording facts about matter on the skills sheet labeled Activity Sheet 1. They will also be expected to apply the learned skills in an investigation afterwards.

Focus for Viewing

To give students a specific responsibility while viewing, distribute Activity Sheet 1. Tell them to raise their hands when they see or hear something that will help them complete the sheet so you can pause the video and give them time to write in the answers. At the end of the lesson, this skills sheet should be completed, indicating the students are ready for the hands-on portion of the lesson.

Viewing Activities

Start the tape at the beginning. Remind students to listen for the information on Activity Sheet 1 and to raise their hands when they see or hear the information that they need.

Pause the tape when the screen shows the words, "What Is Matter?" Ask students to give you the answer to the question, and then have them fill in the answer on the activity sheet.

Restart the video and stop when the screen shows the definition of property. Have students match property with the correct definition on their Activity Sheets.

Resume the video and stop when the screen shows the definition of chemical property. Have students match the definition with the vocabulary word.

Restart the video and stop when the screen shows the definition for reactivity, and allow students time to mark their answers.

Restart the video and stop when the screen shows the definition for physical property, and allow students time to mark their answers.

On the back of their papers, have students fill in the Tree Map (Activity Sheet 2), classifying the two different properties of matter and the categories under "Chemical Properties" that were already covered.

Resume playing the video and pause at the screen that says, "Mass and Weight." Let students give you the six examples of the physical properties of matter. Have them fill in the examples under the proper section of the Tree Map.

Tell students to look at their pencils. Ask, "Is your pencil matter?" Ask them to describe a property of this piece of matter called a pencil. Tell them to listen when the video continues for two more characteristics of physical properties of matter.

Restart the video and stop after the narrator asks, "Which weighs more? A kilogram of feathers or a kilogram of rock?" Ask students to vote by raising their hands. How many think the feathers weigh more? How many think the rock weighs more? How many think they weigh the same? Tell them to listen to see who is right.

Resume playing the video and stop at the screen that shows the definition of mass, and allow students time to record their answers.

Restart the video and stop at the screen that shows the definition of weight, and allow students time to record their answers.

Now give students a chance to compare and contrast the physical properties of mass and weight by filling in Activity Sheet 3: "Double-Bubble Thinking Map." Use blue for the center bubble on the right and the three bubbles that show how it is different. Use green for the center bubble on the left and the three bubbles that show how it is different. Use red on the three bubbles that show how the physical properties are alike.

Resume playing the video and stop at the screen that shows the definition of volume, and allow students time to mark their answers.

Restart the video and stop on the screen that shows the formula for figuring out the volume for solids with a regular shape. Allow students time to mark answers.

their answers. Have them go back to the Tree Map and fill in the last few physical properties that they had not listed.

Restart the video to show the quiz questions. At the end of each question, pause and ask students to raise their hands if they know the answer. Go over the answers orally to ensure each child understands the correct answer.

Post-Viewing Activities

1. Have children fill in the Bridge Maps found on Activity Sheet 4 and also write a sentence to explain each of their answers to the analogies. Allow volunteers time to share their answers with the class.

2. Have students fill in Activity Sheet 5: "Flow Map" to sequence the steps for finding the density of an object. Go over this together, and have volunteers come up to help demonstrate the steps using the scales, graduated cylinders, water, object, calculator, and worksheet. Answer any questions.

3. Divide the class into groups and have the group leader come get the supplies and task sheet for their group. Students will take turns doing the different tasks necessary to find the density of four objects. Tell them to refer to the Flow Map if they get confused.

4. Now the student groups are ready to do Activity 6: "The Clay Boat." Students will be given a chunk of clay. They will be asked to use a chunk of clay that has a mass of 10 grams. They are to shape it in such a way that it will float in a dishpan of water. Once they have accomplished that, they should draw the shape of their boat and record their prediction of how many grams they think the boat will hold before they test their prediction. They need to record the amount the boat held before sinking. They may change the shape of the boat if they feel they can make it better. After doing this, they should again draw the shape, record their prediction of how many grams it will hold before sinking, and the number it actually held.

Action Plan

1. Ask a representative from Consumer Affairs to talk about his or her job of checking mass and volume of scales and pumps. The goal is to show students that what they are learning in the classroom has a real-world component.

Extensions

1. Language Arts: Students will write a patterned poem to show the results of their experiment.