South Carolina ETV

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

It's a Matter of Change (Grades 2-3)

Master Teacher

William L. Austin, M.Ed, NBCT

Time Allotment

45 Minutes

Overview

In this lesson students will use interactive and hands-on activities to learn about the special properties of solids and liquids and how heating and cooling an object can change its state of matter.

Subject Matter

States of Matter, Solids and Liquids

Learning Objectives

Students will be able to:

Recall the properties of solids and liquids.
Exemplify how matter can change from a solid to a liquid and from a liquid to a solid.
Explain that matter can be changed by heating and cooling.

South Carolina Curriculum Standards

(These Standards are available online at http://www.myscschools.com )

South Carolina Science Standards (2005) 2 nd Grade " Properties and Changes in Matter" Standard 2-4.

• Recall the properties of solids and liquids.

• Exemplify how matter can change from a solid to a liquid and from a liquid to a solid

2-4.3 Explain that matter can be changed by heating and cooling

Media Components

Video

Solids, Liquids, and Gases: A First Look : " Solids" (1:51)," Liquids" (3:06,) and "Melting and Freezing" (1:06).

To access these video clips, log on to your account at ETV's StreamlineSC Web page ( http://etv.streamlinesc.org ). In the search by keyword box, type in Solids, Liquids, and Gases and hit go. Click each video segment you want and download it to your desktop.

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

Web Sites

Change It !

http://www.fossweb.com/modulesK-2/SolidsandLiquids/ An interactive experience where students can place everyday objects in a freezer or oven and predict what will happen.

Solids and Liquids

http://www.bbc.co.uk/schools/scienceclips/ages/8_9/solid_liquids.shtml At this unique English website students can experiment and determine the melting and freezing points of a variety of materials in degrees Celsius.

Materials

Pencils or crayons
Activity Sheets
5 oz. paper or plastic cups, one per student
Ice cubes, one per student
Paper towels as needed

Equipment

Computer
TV
Whiteboard or chart paper or overhead with transparencies

Prep for Teachers

Access and preview the StreamlineSC video "Solids, Liquids, and Gases: "Solids" (1:51)," Liquids" (3:06,) and "Melting and Freezing" (1:06).
Bookmark each interactive site and make sure you have Shockwave Media Player loaded. Shockwave Media Player can be downloaded for free at: http://www.macromedia.com/software/shockwaveplayer/
Note: most computers will auto load this program.
Have access to ice, at least one cube per student.
Pre-position some containers with liquids around the room.
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: Ask your students to look around the room and see if they can identify some things that are solid. Students might respond with items such as the floor, the walls, a pencil, the desk etc.

Step 2: Write a few of the student responses on the board, chart paper, or overhead transparency.

Step 3: Ask your students to look around the room and see if they can identify some things that might be liquids. Students might respond with items such as the water in the aquarium, soda in a bottle, water in the sink, coffee in a cup etc. It might be a good idea to make sure you have some examples of liquids spread around the room.

Step 4: Write a few of the student responses on the board, chart paper, or overhead transparency

Step 5: Ask the students how they determined what was a solid and what was a liquid. Listen to and restate the attributes and characteristics that students think make a solid a solid and a liquid a liquid. Do not confirm or reject their responses.

Step 6: Write a few of their responses on the board, chart paper, or overhead transparency.

Learning Activity

Step 1: Cue up the video segment "Solids" and give the students a Focus for Media Interaction by asking them to look for how many different solids are shown in the clip.

Step 2 : PLAY the segment. This segment runs for one minute, fifty-one seconds opening with a slide "Solids" and three shapes. The segment will automatically pause when complete.

Step 3: Ask the students to look at what they had concluded about solids. Put this on the board, chart paper or overhead transparency.

Step 4: Prompt the students to add any missing attributes. They should have as a minimum: Solids have a fixed shape of their own, solids can't easily change their shape (like the nail in the video segment), solids can be weighed, and solids can be counted.

Step 5: Allow students to look around the room count some solids, tell their shape, and estimate their weight.

Step 6 : Cue up video segment "Liquids." Give them a Focus for Media Interaction by asking them to look for liquids in the clip they might find in their own homes. This segment runs for three minutes six seconds.

Step 7 : PLAY the segment. PAUSE the segment at the "Which has more?" question and allow the students to discuss and make a prediction.

Step 8: RESUME video and allow the segment to finish. The segment will automatically pause when complete.

Step 9 : Ask the students to look at the board, or chart paper, or overhead transparency and see what attributes they had guessed that made a liquid a liquid. ( Note to Teacher: You should have written some student responses on the board during the Introductory Activity 's Steps 5 and 6.)

Step 10 : Prompt the students to add or change any attributes. They should have at a minimum: Liquids take up space, they take the shape of their container and have no shape of their own, and a liquid can be weighed and quantified by its volume.

Step 11: Ask students if liquids and solids always remain liquids and solids or if they can change? If they aren't sure, proceed to Step 12. If they have responses, write them down on the board, chart paper, or overhead transparency.

Step 12 : Give the students a Focus for Media Interaction by asking them to watch for what is responsible for causing the changes in solids and liquids. PLAY the segment "Melting and Freezing". This segment runs for one minute six seconds. The segment will pause automatically at the end of the segment.

Step 13: Ask students how you could change a solid into a liquid. Build on student responses until your students conclude that increasing a solid's temperature can turn it into a liquid and lowering a liquids temperature can turn it into a solid.

Step 14 : Go to http://www.fossweb.com/modulesK-2/SolidsandLiquids/ and left click on Change It! Click on start .

Step 15: Before having them look at the web site, Give the students a Focus for Media Interaction by telling them to look at how different materials react to heating and cooling) In a lab setting allow the students to explore this site, putting various items in the oven and watching the result. If no lab is available show the website through the television and allow the students to choose what they want in the oven. Note: Prediction is an important process skill and you should allow students to make predictions and compare them with the outcomes.

Step 16: Allow the students to experiment with the freezer on the website, making and testing predictions.

Step 17: Give the students a Focus for Media Interaction asking them to note on the upcoming Web Site specific temperatures at which items change from solid to liquid and liquid to solid. Go to http://www.bbc.co.uk/schools/scienceclips/ages/8_9/solid_liquids.shtml . Allow students to drop and drag items to the beaker and add heat or lower the temperature and note any changes.

Culminating Activity

Step 1: Give each student an ice cube and cup.

Step 2 : Ask the students to identify whether the ice cube is solid, or liquid. Have them hold the ice cube tightly in a clenched hand over the cup. Allow a few minutes for giggles, and squirms. Water should soon be dripping from the hand into the cup.

Step 3 : Ask students why that is happening. Some students might understand that their body heat is melting the ice cube. Heat through the body is moving into the ice and causing it to change into a liquid in a process we call melting.

Step 4: After you are happy that everyone understands what is happening and why, pickup the ice and the cups.

Step 5: Instruct students to obtain a pencil or crayons.

Step 6 : Have students complete Activity Sheet 1: It's a Matter of Change, the liquid and solid worksheet.

Cross-Curricular Extensions

Math: Students can practice identifying and manipulating geometric shapes by going to the following website http://nlvm.usu.edu/en/nav/frames_asid_169_g_1_t_3.html?open=activities Give the students a Focus for Media Interaction asking them to identify and build two-dimensional figures using the interactive geometric shapes.

. Community Connections

Visit a solid waste facility and a water treatment plant.
Make Christmas ornaments from recycled solid waste and donate to a local nursing home.

Student Materials

Activity Sheet 1: It's a Matter of Change (PDF)