States+of+Matter

States of Matter 
 * __Lesson 1 __**
 * Physical Properties of Matter Chart should be explained and then have partners each fill criteria for one of the items. Then as a class fill out a transparency of the chart with each group’s input so each student can fill the complete chart.
 * Understanding of the terms matter, mass, and volume. Key Terms Packets are very helpful.
 * Complete the student page, good activity.
 * Part 2 basically wants the students to figure out how to measure mass and volume of their object. Due to a lack of time and scales I just demonstrate measuring mass with the scales and volume by seeing how much the volume of the water increases with the addition of the object.

__**Lesson 2 **__
 * This is a fun activity to follow along with. Definitely go over the key terms gram and Newton so the students know the difference. Grams are a unit of mass which tells you how much matter an object has in it. Your mass would be the same with or without gravity. Newtons are a unit of weight which tells you the amount of force of gravity upon an object. In space there is no gravity, therefore you are weightless, but you still have the same mass.
 * I would let the students try to construct the balance scale on their own for about 5 min. then show them the instructions from the handout section. If you are concerned about time save time, I would limit each group to 3 objects.
 * All the student pages are good.

Use a Tree Map in lessons 3, 4, and 5 for students to write the properties of solids, liquids, and gases. This way they are taking notes as you write them on the board or where ever you choose. __**Lesson 3 **__
 * Begin with Explore the concept. I would just have the students refer to lesson 1 chart instead of taking the time to create and fill out a new one. The idea of this part is to refresh their minds with the first activity and also bring mass into the picture.
 * Get started with the second paragraph under Explain the concept and define the terms. Follow the rest of this section exactly, it does a great job explaining the properties of a solid. I also think the chart with student ideas is optional, the important information for the students to remember are the properties of a solid.
 * Part 2 introduces volume. Take time to look up graduated cylinder, liter, and milliliter in the Key Terms Packet. Then follow the instructions exactly.
 * <span style="color: #800000; font-family: 'Arial Black',Gadget,sans-serif; font-size: 120%;">The only summary you should do is Review and have the students write the 3 properties of a solid. Display them in the class as a reminder for when you find the properties of a liquid and gas.
 * <span style="color: #800000; font-family: 'Arial Black',Gadget,sans-serif; font-size: 120%;">Only do pages 6 and 7 in the student journal.


 * __<span style="color: #800000; font-family: 'Arial Black',Gadget,sans-serif; font-size: 120%;">Lesson 4 __**


 * <span style="color: #800000; font-family: 'Arial Black',Gadget,sans-serif; font-size: 120%;">Begin with the Engage the Learner. Do a quick review of the properties of a solid, and introduce liquids as a state of matter. Have students give examples of liquids and then propose the question "Are all liquids matter?" The answer is yes because all liquids have mass and take up space.
 * <span style="color: #800000; font-family: 'Arial Black',Gadget,sans-serif; font-size: 120%;">Once again, I don't do the class charts, I only post the properties of each state in the classroom once that lesson has been taught.
 * <span style="color: #800000; font-family: 'Arial Black',Gadget,sans-serif; font-size: 120%;">I don't like the Explore the concept section. I would simply demonstrate colored water being placed in each container and showing how the water takes the shape of its container. This can also be simply explained by holding two student water bottles with different shapes and asking if the water in each would have different shapes. I would, however, ask the questions: How can you measure a liquids mass? (find mass of container first, then measure mass of liquid in container, then subtract container mass) Do all liquids have the same mass? (this is what you will demonstrate in the next section)
 * <span style="color: #800000; font-family: 'Arial Black',Gadget,sans-serif; font-size: 120%;">I would skip the first bullet under Explain the concept but follow the rest closely. This is a great demonstration.
 * <span style="color: #800000; font-family: 'Arial Black',Gadget,sans-serif; font-size: 120%;">Follow Elaborate on the concept exactly. Make sure that you write these properties on something you can keep up in the room.
 * <span style="color: #800000; font-family: 'Arial Black',Gadget,sans-serif; font-size: 120%;">As a summary, I would complete page 10 in their student journals. This is another great compare and contrast opportunity.
 * <span style="color: #800000; font-family: 'Arial Black',Gadget,sans-serif; font-size: 120%;">This lesson can be done in 40-50 minutes

__**<span style="color: #800000; font-family: 'Arial Black',Gadget,sans-serif; font-size: 120%;">Lesson 5 **__


 * <span style="color: #800000; font-family: 'Arial Black',Gadget,sans-serif; font-size: 120%;">Engage the Learner is great. Definitely do the peppermint demonstration and the funnel demo. The peppermint will show how gasses fill their container, the container of the peppermint gas being the classroom. The funnel shows that when the water goes into the container it is because the water is able to push the air out in order to steel its space. When the air has no escape room, the water is unable to push the air out. This shows that even though you can't see it, the air is there and it is definitely taking up space.
 * <span style="color: #800000; font-family: 'Arial Black',Gadget,sans-serif; font-size: 120%;">I wouldn't give the balloons to students for obvious reasons. It would be a very short activity and a student with a balloon is not a focused learner; a student who sees a balloon held by a teacher is a focused, excited to write their ideas learner. Use page 11 in the student journal and simply have the students draw how they would use a balloon to so that air (gas) takes up space. The second question is easy for them to answer if you remind them how you would measure the volume of a solid object.
 * <span style="color: #800000; font-family: 'Arial Black',Gadget,sans-serif; font-size: 120%;">Write on the board, gases have volume (take up space) Make sure to describe how gases, unlike solids and liquids, don't have a definite shape. Remind the students of the peppermint.
 * <span style="color: #800000; font-family: 'Arial Black',Gadget,sans-serif; font-size: 120%;">Ask the question "Does air have mass?" Demonstrate to the students how two deflated balloons, one on either end of the balance scale, have the same mass. Blow up one of the balloons, tie it, and place it back on the balance. This should show the mass of the inflated balloon is greater. Write on the board "Air has mass."
 * <span style="color: #800000; font-family: 'Arial Black',Gadget,sans-serif; font-size: 120%;">Write on the board "Gases can be easily compressed" Explain that compressed means to make smaller and more compact like a car compacter at the junk yard. Use the can of soda demonstration from the teacher guide. (6th bullet under Part 3)
 * <span style="color: #800000; font-family: 'Arial Black',Gadget,sans-serif; font-size: 120%;">Use page 12 from the student journal as an assessment. I found that the Venn Diagram for all three is a lot of work, to have the students then write a paragraph is more time that I had. It would be good writing practice if you have the time.
 * <span style="color: #800000; font-family: 'Arial Black',Gadget,sans-serif; font-size: 120%;">This lesson should take about 45 min to an hour.

__**<span style="color: #800000; font-family: 'Arial Black',Gadget,sans-serif; font-size: 120%;">Lesson 6 **__
 * <span style="color: #800000; font-family: 'Arial Black',Gadget,sans-serif; font-size: 120%;">To start, I would review the properties of a gas.
 * <span style="color: #800000; font-family: 'Arial Black',Gadget,sans-serif; font-size: 120%;">Don't have the students explore, it would be a waste of time. Simply give them their materials and pages 14 and 15 to complete with their group. This is a good and simple activity, only remind students to keep their handouts dry.
 * <span style="color: #800000; font-family: 'Arial Black',Gadget,sans-serif; font-size: 120%;">Compose a class discussion after the activity. "Why did the tissue stay dry?" The class should conclude that the air takes up space, can't defy gravity by going down and out of the cup, and therefore won't allow the water in. Give the students ideas about what happens when the cup is tipped, have them explain why the bubbles come out and the water goes in.
 * <span style="color: #800000; font-family: 'Arial Black',Gadget,sans-serif; font-size: 120%;">They can further explore this by doing the activity on page 16 in their journals. The teachers guide explains this well.
 * <span style="color: #800000; font-family: 'Arial Black',Gadget,sans-serif; font-size: 120%;">Follow Part 2 of this lesson exactly. The demo is really cool and give the kids a different perspective on what air is made up of. The flame goes out because it used up the oxygen, then the water will go up in the jar to replace the space the oxygen originally took up. The water would have filled the jar if oxygen was the only gas in the air. I wouldn't answer the student journal page 17 because this isn't a key point to the unit.
 * <span style="color: #800000; font-family: 'Arial Black',Gadget,sans-serif; font-size: 120%;">This lesson would take about 45-50 minutes for Part 1, about 30 minutes for Part 2.

<span style="color: #008000; font-family: 'Arial Black',Gadget,sans-serif; font-size: 120%;">Lessons 7 – 13 are mostly good, but time is a factor and they just elaborate and get into how to go from one state of matter to the other. If we end up with time I will find the key points to those as well.