ALEX Learning Activity

  

What's the Matter? Solid, liquid, or gas?

A Learning Activity is a strategy a teacher chooses to actively engage students in learning a concept or skill using a digital tool/resource.

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  This learning activity provided by:  
Author: Tiffany Sutton
Organization:0
  General Activity Information  
Activity ID: 396
Title:
What's the Matter? Solid, liquid, or gas?
Digital Tool/Resource:
Science kids
Web Address – URL:
Overview:

This digital tool is an interactive way to experiment with solids, liquids, and gases. Students are challenged to find the correct category for other examples such as milk, sand, rain, helium, wood and air. Watch what happens when you heat liquids and cool gases.

  Associated Standards and Objectives  
Content Standard(s):
Science
SC2015 (2015)
Grade: 2
1 ) Conduct an investigation to describe and classify various substances according to physical properties (e.g., milk being a liquid, not clear in color, assuming shape of its container, mixing with water; mineral oil being a liquid, clear in color, taking shape of its container, floating in water; a brick being a solid, not clear in color, rough in texture, not taking the shape of its container, sinking in water).


NAEP Framework
NAEP Statement::
E4.6: Some Earth materials have properties either in their present form or after design and modification that make them useful in solving human problems and enhancing the quality of life, as in the case of materials used for building or fuels used for heating and transportation.

NAEP Statement::
P4.1: Objects and substances have properties. Weight (mass) and volume are properties that can be measured using appropriate tools.*

NAEP Statement::
P4.3: Matter exists in several different states; the most common states are solid, liquid, and gas. Each state of matter has unique properties. For instance, gases are easily compressed while solids and liquids are not. The shape of a solid is independent of its container; liquids and gases take the shape of their containers.


Unpacked Content
Scientific And Engineering Practices:
Planning and Carrying out Investigations
Crosscutting Concepts: Patterns
Disciplinary Core Idea: Matter and Its Interactions
Evidence Of Student Attainment:
Students:
  • Conduct an investigation to produce data that is used as evidence to describe and classify various substances according to physical properties.
Teacher Vocabulary:
  • Solid
  • Liquid
  • Physical Properties
  • Investigate
  • Classify
  • Opaque
  • Transparent
  • Translucent
  • Rough
  • Smooth
  • Float
  • Sink
  • Shape
  • Various
  • Substances
  • Conduct
  • Describe
Knowledge:
Students know:
  • Different kinds of matter exists.
  • Properties of both solids (opaque, transparent, translucent, rough, smooth, float, sink, has its own shape) and liquids (color, assumes shape of container, opaque, transparent, translucent).
  • Many types of matter can be either solid or liquid, depending on temperature.
Skills:
Students are able to:
  • Plan and conduct an investigation to produce data that is used to describe and classify substances according to physical properties.
Understanding:
Students understand that:
  • Observable patterns in the properties of materials provide evidence to classify the different kinds of materials.
AMSTI Resources:
AMSTI Module:
Matter
Solids and Liquids, FOSS

Alabama Alternate Achievement Standards
AAS Standard:
SCI.AAS.2.1- Participate in investigations to describe and sort various substances according to physical properties.


Science
SC2015 (2015)
Grade: 2
4 ) Provide evidence that some changes in matter caused by heating or cooling can be reversed (e.g., heating or freezing of water) and some changes are irreversible (e.g., baking a cake, boiling an egg).


NAEP Framework
NAEP Statement::
P4.6: One way to change matter from one state to another and back again is by heating and cooling.


Unpacked Content
Scientific And Engineering Practices:
Engaging in Argument from Evidence
Crosscutting Concepts: Cause and Effect
Disciplinary Core Idea: Matter and Its Interactions
Evidence Of Student Attainment:
Students:
  • Construct an argument with evidence to support a claim that some changes in matter caused by heating and cooling can be reversed and some cannot.
Teacher Vocabulary:
  • Properties
  • Evidence
  • Change
  • Matter
  • Heating
  • Cooling
  • Reversible
  • Irreversible
Knowledge:
Students know:
  • Characteristics of materials before heating or cooling.
  • Characteristics of materials after heating and cooling.
  • Characteristics of materials when heating or cooling is reversed.
Skills:
Students are able to:
  • Analyze evidence to support a claim that heating and cooling causes change in matter.
Understanding:
Students understand that:
  • Heating or cooling a substance may cause changes that can be observed. Sometimes these changes are reversible and sometimes they are not.
AMSTI Resources:
AMSTI Module:
Matter
Solids and Liquids, FOSS

Alabama Alternate Achievement Standards
AAS Standard:
SCI.AAS.2.4- Predict changes to matter, reversible and irreversible, that may occur when matter is heated or cooled (e.g., heating or freezing water, boiling an egg, baking a cake).


Digital Literacy and Computer Science
DLIT (2018)
Grade: 2
1) Create and sort information into useful order using digital tools.

Examples: Sort data spreadsheets A-Z, simple filters, and tables.

Unpacked Content
Evidence Of Student Attainment:
Students:
  • will collect and enter data into a spreadsheet independently.
  • will use functions of a spreadsheet to sort data.
  • will set up a simple filter to sort data.
Teacher Vocabulary:
  • data
  • filter
  • sort
  • spreadsheet
  • fields
  • column
  • row
Knowledge:
Students know:
  • spreadsheets can used to collect data.
  • data can be sorted into a useful order with a spreadsheet.
Skills:
Students are able to:
  • collect and enter data in a spreadsheet.
  • sort data in a spreadsheet.
  • determine a simple filter to sort data.
Understanding:
Students understand that:
  • a spreadsheet may be used to collect and organize data.
  • a spreadsheet can be used to sort and arrange date in a particular order.
  • filters may be used in a spreadsheet to organize information.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 2
14) Collect, create, and organize data in a digital chart or graph.

Unpacked Content
Evidence Of Student Attainment:
Students:
  • will enter data into a spreedsheat and use that data to construct a chart or graph.
  • will rearragne and change data in a spreedsheet.
  • will design charts and graphs using a spreedsheet.
Teacher Vocabulary:
  • graph
  • chart
  • data
Knowledge:
Students know:
  • spreadsheets can be used to collect data.
  • charts and graphs can be created using a spreadsheet or by hand to represent data.
Skills:
Students are able to:
  • enter data into a spreadsheet to create a chart or graph.
  • manipulate data in a spreadsheet.
  • design charts and graphs using color, labels, titles etc.
Understanding:
Students understand that:
  • charts and graphs may be used to represent data and to determine answers to questions.
  • the design of the chart or graph may be edited according to the user's preferences.
Learning Objectives:

Students will be able to describe the changes solids, liquids, and gases go through.

Students will be able to identify and sort solids, liquids, and gases.

  Strategies, Preparations and Variations  
Phase:
After/Explain/Elaborate
Activity:

The students will describe the changes that takes place when the state of matter changes.

The students will identify and sort solids, liquids, and gases.

Assessment Strategies:

Students can record their descriptions in a Science journal.


Advanced Preparation:

All students need access to the Internet. Make sure the website is working properly. All students need their Science journal with them. 

Variation Tips (optional):
 
Notes or Recommendations (optional):
 
  Keywords and Search Tags  
Keywords and Search Tags: