South Carolina ETV

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Columbia, SC 29201-4761
Phone: 803-737-3545

Exploring Phases of Matter (Grade 3)

Master Teacher

Lucian Tomus

Time Allotment

Three 45-minute class periods

Overview

Is it a solid, liquid or gas? In the case of water, it can be each of these states! In this lesson, students will participate in a series of experiments and multimedia activities to examine how water can be changed. After discussing different phases of matter, students will be asked to predict how the water will be changed by heating or cooling. Students will view a video clip of a United Streaming video. Students will experiment themselves the changes of matter and measure and record the temperature (Celsius and Fahrenheit) of water as it is heated and cooled. Following the video portion of the lesson, students will check if their initial estimation was right. Students will graph the gathered data.

Subject Matter

Physical Science, Math

Learning Objectives

Students will be able to:

Identify the properties of water in different states;
Describe the difference between solid, liquid or gas;
Create reasonable estimates based on observation and hands-on activities;
Measure, record, and graph the temperature and
Synthesize estimates based on interaction with experimental activities.

South Carolina Curriculum Standards

(From the South Carolina Mathematics and Science Curriculum Standards, grade 3, available online at www.myscscshools.com)

Property of Objects and Materials

Grade 3 Standard Number: IV. Physical Science

1. Some common materials, such as water, can be changed from one state to another by heating or cooling.

a. Recognize and explore how matter can be changed in form (solid, liquid, and gas) through processes such as condensation, evaporation, melting, boiling, freezing, and sublimation (solid to gas, such as dry ice) and apply these processes to real world examples.

b. Measure, record, and graph the temperature (Celsius and Fahrenheit) of matter as it is heated and cooled.

Grade 3 Math, Measurement

Standard Number: II. Apply appropriate techniques, tools, and formulas to determine measurements.

Expectation B. Select and apply appropriate standard units and tools to measure length, area, volume, weight, time, temperature, and the size of angles.

3. Read temperature to the nearest degree from a Celsius thermometer and from a Fahrenheit thermometer.

4. Estimate the conversion of Celsius and Fahrenheit units relative to familiar situations (water freezes at 0 o C and 32 o F, water boils at 100 o C and 212 o F, and normal body temperature is about 37 o C and 98.6 o F).

Grade 3: Math, Data Analysis and Probability

I. Formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them.

Expectation C. Represent data using tables and graphs such as line plots, bar graphs, and line graphs.

* 1. Construct line (dot) plots for data sets.

Media Components

Video

Matter and Its Properties: “Exploring Phases of Matter” from ETV's StreamlineSC video at http://www.streamlinesc.org.

To access this video segment, log on to your account at the StreamlineSC Web page. In the search by keyword box, type Matter and Its Properties. Download the “Exploring Phases of Matter” video clip to your computer desktop and preview it. The segment runs 19 minutes and 58 seconds.

(Note to Teacher: If you don’t have an account with ETV's StreamlineSC, check with your media specialist about signing up for your own account.)

Materials

Per student:

Ice cubes, water, candles and test tubes.

For each group of 4 students:

Markers
Activity Sheet 1
Pencil and paper

For the class:

Freezer

Equipment

For each group of 4 students:

Laptop computer

For the class:

Monitor, desktop computer

Prep for Teachers

Before teaching this lesson, preview and cue the video.
Prepare graphic organizers.
Create and Copy the student activity sheets which will serve as a recording medium for the Culminating Activity data.
When using media, provide students with a Focus for Media Interaction, a specific task to complete and/or information to identify during or after viewing of video segments, Web sites, or other multimedia elements.

Introductory Activity

Step 1: Explain to your students that in this lesson they will learn about how matter changes.

Step 2: Explain to your students that they will be comparing the differences between ice, liquid water and vapors.

Step 3: Divide the students into teams of four. Tell each team they will find the characteristics and descriptions of each state.

Step 4: Ask each team to estimate what will happen when water is heated or cooled. Ask each team to fill in the activity sheet with their estimation.

Learning Activities

Step 1: Introduce the following vocabulary:

Solid

Liquid

Gas

Energy

Heat

Cool

Condensation

Evaporation

Melting

Boiling

Freezing

Sublimation

Step 2: Explain to the students that we will now watch a short video where the water will be shown successively in the three states. Provide a Focus for Media Interaction by telling the students to look and listen for the changes of matter and the cause that produced it.

Step 3: Provide students with a Focus for Media Interaction by asking them to determine what the substance is that is presented in next moments? PLAY the video file from the beginning. PAUSE at 1:13 minutes to get the students’ response. Student expected outcome is “Water.”

Step 4: Provide students with a Focus for Media Interaction by asking them to

Name three phases of water. RESUME the video clip. PAUSE at 1:59 minutes to get the students’ response. Student expected outcome is “Solid, liquid and gas.”

Step 5: Provide students with a Focus for Media Interaction by asking them to predict what will happened with a ice cup left on a table at room temperature. PAUSE at 2:50 minutes to get the students’ response. Student expected outcome is “Ice will melt.”

Step 6: Provide students with a Focus for Media Interaction by asking them how the particles move in a solid? RESUME the video clip. PAUSE at 3:36 minutes to get the students’ response. Student expected outcome is “Solids particles are low in energy.”

Step 7: Provide students with a Focus for Media Interaction by asking them how the particles in a liquid move compared with particles from a solid? the video. How is their energy? RESUME the video clip. PAUSE at 5:10 minutes to get the students’ response. Student expected outcome is “Particles in a liquid move faster then in a solid. Their energy is greater than solid particles energy.”

Step 8: Provide students with a Focus for Media Interaction by asking them how the particles in a gas move compared with particles from a liquid and solid? How is their energy? RESUME the video clip. PAUSE at 5:50 minutes to get the students’ response. Student expected outcome is “Particles in a gas move faster then in liquid or solid. Their energy is greater than liquid or solid particles energy.”

Step 9: What will happen with ice cube if you warm it? RESUME the video clip. PAUSE at 7:00 minutes to get the students’ response. Student expected outcome is “The ice cube will melt.”

Step 10: Provide students with a Focus for Media Interaction by asking them to define melting. RESUME the video clip. PAUSE at 7:27 minutes to get the students’ response. Student expected outcome is “Melting is the change state from solid to liquid phase.”

Step 11: Provide students with a Focus for Media Interaction by asking them what will happen if you heat water on a stove? Student expected outcome is “Melting is the change state from solid to liquid phase.”

Provide students with a Focus for Media Interaction by asking them to define boiling. RESUME the video clip. PAUSE at 7:50 minutes to get the students’ response Student expected outcome is “Boiling is the change state from liquid to gas phase occurring in the whole volume of liquid.”

Step 12: Provide students with a Focus for Media Interaction by asking them where the particles from a liquid go when the liquid is evaporating? RESUME the video clip. PAUSE at 9:18 minutes to get the students’ response. Student expected outcome is “The particles go into the atmosphere.”

Step 13: Provide students with a Focus for Media Interaction by asking them what forms clouds? What happens when the vapors are cooled? RESUME the video clip. PAUSE at 10:27 minutes to get the students’ response. Student expected outcome is “Clouds are made from water vapors. When vapors are cooled water condenses and rain is starting.”

Step 15: Provide students with a Focus for Media Interaction by asking them if you left juice in the freezer for half an hour what will happen? RESUME the video clip. PAUSE at 11:54 minutes to get the students’ response. Student expected outcome is “Will freeze.”

Step 16: PAUSE the video at 13.53. Provide students with a Focus for Media Interaction by asking them to answer verbal after they raise their hand the video quiz questions each time you PAUSE the video. RESUME the video clip. Students’ expected outcomes are:

When you PAUSE at 14:10 minutes: solid

When you PAUSE at 14:24 minutes: melting

When you PAUSE at 14:42 minutes: faster

When you PAUSE at 14:59 minutes: gas

When you PAUSE at 15:19 minutes: thermometer

When you PAUSE at 15:33 minutes: freezing

When you PAUSE at 15:48 minutes: 100 Centigrade

When you PAUSE at 16:03 minutes: evaporation

When you PAUSE at 16:24 minutes: liquid

When you PAUSE at 16:40 minutes: faster

Culminating Activity

Place of activity: In science lab.

Step 1: Each student will observe the water in her solid (ice cube), liquid (glass of water) and gas state (vapor over a boiling bowl of water).

Step 2: Each student will experiment the changes of states - melting an ice cube at room temperature, warming and boiling a test tube with water.

Step 3: Each student will record the temperature data on an activity sheet. Each group of students will create a graph with recorded data.

Step 4: Each group will create a bar graph on the computer with teacher indications and technology coach support following next steps.

Step 5: Open the Word application.

Click START.
Click PROGRAMS.
Click MSWord.

Step 6: Insert the chart

Click INSERT on the Menu bar.
Next click PICTURE.
Next click chart.

Step 7: Type in your headings and your data. Click on the chart and you will have completed your chart.

Step 8: To add titles and format your chart-click on the chart.

Click on the word CHART in the menu bar.
Now click CHART OPTIONS
Type in your title.
Click OK.

Step 9: Use the handles on the corner of your chart to resize your chart

Cross-Curricular Extensions

Language Arts: Examine a classroom dictionary. Ask your students to find and define the vocabulary words listed in Learning Activities, Step 1.

Math: Use numbers in functional skill activities. Represent data in a graph.

Social Studies: Ask students to find a country where the water is more solid than liquid. The students will understand how human actions can change the environment. The students will understand how individuals can work together.

Community Connections

Present snow impact in community. The City Street Manager will come to talk to class about the effect of snow melting on the road.