Lesson 41 covers:

• Elementary Level: Properties of Solids (Observe and describe solids (shape, texture, hardness)
• Mid Level: Properties of Matter (Explore density, mass, and volume)
• High Level: States of Matter (Explore solids, liquids, gases, and changes of state)

Elementary Level (Kinder to Grade 2)

Subject: Properties of Solids

Alignment with Standards:

• Next Generation Science Standards (NGSS):
  • K-2-PS1-1: Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties.
• Common Core State Standards (CCSS) – ELA:
  • CCSS.ELA-LITERACY.SL.1.4: Describe people, places, things, and events with relevant details.
  • CCSS.ELA-LITERACY.W.1.2: Write informative/explanatory texts that name a topic and supply some facts.

Lesson Objectives:

By the end of the lesson, the student will be able to:

1. Observe and describe solids based on shape, texture, and hardness.
2. Sort different solids into categories based on their properties.
3. Draw and label a solid object, noting its key properties.

Materials Needed:

• A variety of solid objects (e.g., rock, wooden block, sponge, metal spoon, rubber ball, plastic toy, cotton ball, paperclip)
• Sorting trays or small containers (for categorizing objects)
• Magnifying glass (optional, for closer observation)
• Worksheet (with space for drawing and labeling)
• Pencils and crayons
• Chart paper or whiteboard for recording observations

Lesson Activities:

1. Introduction (5-10 min)

• Engage: Show the student a few solid objects and ask:
  • “What do you notice about these objects?”
  • “How are they different from liquids or gases?”
• Explain: Define solids as materials that have a fixed shape and do not flow like liquids.
• Demonstrate: Compare a solid (like a rock) with a liquid (like water) to reinforce the concept.

2. Hands-On Exploration (15 min)

• Observation: Have the student examine each solid object and describe:
  • Shape (round, square, flat, etc.)
  • Texture (smooth, rough, bumpy, soft, hard)
  • Hardness (Can you bend or scratch it?)
• Sorting Activity: Ask the student to group objects based on:
  • Hard vs. Soft
  • Smooth vs. Rough
  • Shape Categories

3. Drawing & Labeling (10 min)

• The student will choose one solid object, draw it, and label its properties (e.g., “This rock is hard and rough.”).
• Encourage them to write a simple sentence describing the object.

4. Wrap-Up Discussion (5 min)

• Ask:
  • “Which object was the hardest? Which was the softest?”
  • “Did any objects surprise you?”
• Review key terms: solid, shape, texture, hardness.

Assessment:

• Informal: Observe if the student can accurately describe and sort objects.
• Formal: Check the drawing and labeling worksheet for correct descriptions.

Extension Activity (Optional):

• “Solid Hunt” – Have the student find and describe 3 solids at home.
• Experiment: Test if some solids can change shape (e.g., bending a paperclip vs. a rock).

Mid Level (Grade 3 to 5)

Subject: Properties of Matter

Alignment with Standards:

• Next Generation Science Standards (NGSS):
  • 5-PS1-3: Make observations and measurements to identify materials based on their properties (e.g., density).
• Common Core State Standards (CCSS) – Math & ELA:
  • CCSS.MATH.CONTENT.4.MD.A.1: Measure and estimate liquid volumes and masses.
  • CCSS.ELA-LITERACY.W.4.2: Write informative/explanatory texts to examine a topic.

Lesson Objectives:

By the end of the lesson, the student will be able to:

1. Define mass, volume, and density in simple terms.
2. Predict and test whether objects will sink or float based on their density.
3. Measure and compare the mass and volume of different objects.
4. Explain why some objects float while others sink.

Materials Needed:

• For the Experiment:
  • A large clear container (bucket, bowl, or aquarium) filled with water
  • Various small objects (e.g., coin, cork, plastic toy, rubber ball, metal spoon, wooden block, grape, eraser)
  • Kitchen scale (to measure mass in grams)
  • Graduated cylinder or measuring cup (for volume)
  • Ruler (optional, for measuring dimensions)
• Recording Sheet:
  • Table for predictions and results (Object | Mass | Volume | Sink/Float?)
  • Pencil and science notebook

Lesson Activities:

1. Introduction (10 min)

• Engage: Ask the student:
  • “Why do some things sink in water while others float?”
  • “Does a bigger object always sink? Why or why not?”
• Explain Key Concepts:
  • Mass: How much “stuff” is in an object (measured in grams).
  • Volume: How much space an object takes up (measured in mL or cm³).
  • Density = Mass ÷ Volume (If an object is denser than water, it sinks; if less dense, it floats).
• Demonstrate: Compare a metal spoon (sinks) and a plastic spoon (floats).

2. Hands-On Experiment (25 min)

A. Predict & Test (Sink or Float?)

• Have the student predict whether each object will sink or float and record guesses.
• Test each object one by one and record results.

B. Measure Mass & Volume (Optional Extension for Advanced Learners)

• Mass: Weigh each object on the scale (grams).
• Volume:
  • For regular shapes (cube, sphere), measure dimensions and calculate (L × W × H).
  • For irregular shapes, use water displacement (record water level before/after adding object).

C. Calculate Density (If Applicable)

• Use the formula Density = Mass ÷ Volume to compare objects.

3. Analysis & Discussion (10 min)

• Ask:
  • “Which objects floated? Were they lighter, bigger, or both?”
  • “Did any results surprise you? Why?”
• Key Takeaway:
  • Floating depends on density, not just size or weight.
  • Example: A tiny pebble sinks (high density), while a big wooden block floats (low density).

4. Wrap-Up (5 min)

• Real-World Connection:
  • “How do boats float even though they’re heavy?” (Hollow shape lowers density.)
• Exit Ticket: Have the student write 1-2 sentences explaining why some objects float.

Assessment:

• Informal: Observe accuracy in predictions and explanations during the experiment.
• Formal: Check the completed recording sheet and exit ticket for understanding.

Extension Activities (Optional):

• Layered Liquids: Test density by layering honey, dish soap, water, and oil.
• DIY Boat Challenge: Build a foil boat and see how many pennies it can hold before sinking.

High Level (Grade 6 to 8)

Subject: States of Matter

Alignment with Standards:

• Next Generation Science Standards (NGSS):
  • MS-PS1-4: Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed.
• Common Core State Standards (CCSS) – ELA & Math:
  • CCSS.ELA-LITERACY.RST.6-8.3: Follow precisely a multistep procedure when carrying out experiments.
  • CCSS.MATH.CONTENT.7.RP.A.2: Recognize proportional relationships in real-world contexts (e.g., temperature and phase changes).

Lesson Objectives:

By the end of the lesson, the student will be able to:

1. Describe the particle behavior in solids, liquids, and gases.
2. Explain how thermal energy affects the state of matter.
3. Conduct experiments to observe melting and freezing.
4. Graph and analyze temperature changes during phase transitions.

Materials Needed:

For Experiments:

• Melting Ice Observation:
  • Ice cubes
  • Two small plates (one at room temp, one slightly warmed)
  • Thermometer (digital or analog)
  • Stopwatch/timer
• Freezing Liquids:
  • Water, cooking oil, and honey (to compare freezing rates)
  • Small containers or cups
  • Freezer or ice bath
• Additional Supplies:
  • Graph paper or spreadsheet (for temperature vs. time graphs)
  • Science notebook for recording observations

Lesson Activities:

1. Introduction (15 min)

• Engage: Show an ice cube, water, and steam (from a kettle). Ask:
  • “How are these three things the same? How are they different?”
• Direct Instruction:
  • Review particle models of solids (fixed, vibrating), liquids (flowing, sliding), and gases (spread out, fast-moving).
  • Introduce phase changes (melting, freezing, vaporization, condensation).
  • Discuss thermal energy’s role in breaking/forming molecular bonds.

2. Hands-On Experiments (30 min)

A. Melting Race (Comparing Thermal Energy Transfer)

1. Place one ice cube on a room-temperature plate and another on a slightly warmed plate.
2. Time how long each takes to melt completely.
3. Record observations (e.g., puddles form faster on the warm plate).

B. Freezing Different Liquids

1. Pour equal amounts of water, oil, and honey into separate containers.
2. Place in a freezer or ice bath. Check every 5 minutes to observe which freezes first.
3. Discuss results (water freezes fastest due to molecular structure).

Optional Extension:

• Use a thermometer to track temperature changes during melting/freezing and create a time-temperature graph.

3. Data Analysis & Discussion (15 min)

• Graphing: Plot temperature vs. time for melting ice (flat line at 0°C until fully melted).
• Key Questions:
  • “Why does temperature stay constant during melting/freezing?” (Energy breaks bonds instead of raising temp.)
  • “Why did oil freeze slower than water?” (Different intermolecular forces.)

4. Real-World Connections (10 min)

• Applications:
  • How salt lowers ice’s melting point (road safety in winter).
  • Why sweat cools our bodies (liquid-to-gas energy absorption).
• Exit Ticket:
  • “Explain how a puddle disappears on a sunny day using particle theory.”

Assessment:

• Lab Report: Student records hypotheses, procedures, and explanations.
• Exit Ticket: Short written response on particle behavior during phase changes.

Extensions/Modifications:

• Advanced: Research plasma (4th state of matter) or dry ice sublimation.
• Simplified: Focus only on melting/freezing water with temperature tracking.