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NEL40 Nelson Literacy 5 Teacher’s Resource: Properties of Matter

Identifying Solids, Liquids, and Gases

Student Book 5b, pages 113–118Applying Strategies

ExpectationsLANGUAGEO: Oral R: Reading W: Writing ML: Media Literacy

O Demonstrate an understanding of appropriate speaking behaviour in avariety of situations

R Explain how elements of style help communicate meaningW Revise written work to improve content, clarity, and interest using various

strategiesW Use vivid and/or figurative language to add interestW Confirm spellings and word meanings or word choice using appropriate

resources

SCIENCE CONNECTIONMatter and Materials: Demonstrate an understanding of the three states of

matter.

About This SelectionThis informational explanation discusses how to identify, differentiate, anddescribe solids, liquids, and gases based on their properties.

This article, while long, will be accessible tomost students because the topic is familiarand the text is in short chunks that are wellsupported by illustrations.

Instructional FocusCHOOSING SYNONYMS:READING LIKE A WRITEREffective writers strive to selectthe vocabulary that best conveystheir message. Trying severalsynonyms and choosing the onethat best fits the intendedmeaning is integral tocommunicating effectively toreaders.

Instructional ApproachesGUIDED OR INDEPENDENTREADING“Identifying Solids, Liquids, and

Gases” Student Book 5b, p. 113

INDEPENDENT WRITINGp. 46

Selection available on audio CD.Easy Average Challenging

ACCESSIBILITY

ASSESSMENT FOR LEARNING

Differentiated Instruction

If students do not understand,• provide extra support in a guided

reading lesson (see DifferentiatedInstruction: Guided Reading, p. 42)

• use Mind Pictures: Are TheyClear? (see DifferentiatedInstruction: Extra Support, p. 43)

If students find this text difficult toread,• use a shared reading approach,• allow them to listen to the

selection on the audio CD, or• choose an alternative selection

from your school collection

For extra challenge,• use Action Verb Synonym-mania

(see Differentiated Instruction:Extra Challenge, p. 44)

Assessment

Demonstration Task, p. 47

Key Assessment Question• How did choosing the best synonyms make “Identifying

Solids, Liquids, and Gases” a strong article?

Assessment ToolsBLM 2: Oral Language Tracking SheetBLM 3: Small-Group Observation Tracking SheetBLM 4: Self-Assessment Checklist and Personal Goal SettingBLM 10: Strategy Rubric Strip—Choosing SynonymsBLM 12: Demonstration Task—Finding Strong Words

Ongoing Observation

Students who understand will• analyze examples of strong

synonyms used by authors intheir writing

• explain how choosing the bestsynonym makes writing strong

NEL 41Identifying Solids, Liquids, and Gases

BeforeBRAINSTORMING

Ask students to think for a momentabout the terms solid, liquid, and gas.Ask:

• What do you picture when youthink about these words?(solids: hard things like a desk:book; liquids; things that pour,like water, milk; gases; things likeair, helium in a balloon)

• What makes each of thesestates different from the othertwo? (solids are hard; liquids arewet; you can’t see most gases; theysort of float in space)

DuringINTRODUCING THE TEXT

1. Ask students to turn to page 113in their Student Book. Invitethem to skim through the articlefor a few minutes, focusing onvarious text features. Ask:

• What do you notice about howthis article is organized? (thereare lots of headings and pictures;each state has its own section)

2. Read Applying Strategies onpage 113 to students. Explainthat as they read the article,their task is to think like awriter—in this case, focusing onhow the author has chosenwords that create strong picturesand that match the voice of thearticle. Ask:

• What style of voice would youexpect to find in a nonfictionarticle? (probably a formal orserious voice)

READING THE TEXTINDEPENDENTLY

Direct students to read the selectionindependently. Provide them withsticky notes to mark words orphrases that create strong picturesin their minds and that match thevoice of the writing.

Applying StrategiesReading Like a WriterAs you read, notice how the author has chosen words that create strong pictures and that match the voice of the article.

We use molten steel to make a solid steel ship to carry steel containers full of cars or other goods. We count on the solid steel ship to keep its shape throughout its ocean voyage, and it does.

Identifying SolidsNo matter what container you use, solids hold their shape. Think of some common solids: pens, paper, desks, clocks, stones, stoves, cars, ships. These items do not change their shape if you move them from one container to another.A pen stays the same shape in your backpack, in your

desk, or in your pocket. No matter what the container, the pen keeps its shape.

You’ve probably noticed that rock, water, and air are very different from one another. Rock, water, and air are all forms of matter, but they behave in different ways. They have different properties. You can use their properties to sort them into the three states of matter: solid, liquid, and gas. When you’re sorting, one of the most useful properties to consider is how matter behaves when you put it in a container.

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Vocabulary

dense closely packed together; thickmercury a heavy, silver-white, poisonous metal that is liquid at ordinary temperatures, used in thermometers and barometersmolasses a sweet, thick, dark brown syrup that comes from sugar canemolten made liquid by intense heatproperties special characteristicsyield give way to pressure

Strategy Tip: Practise using new wordsWhen defining new vocabulary for students, or when they arelooking up a new word in the dictionary, encourage them to try touse the new word in a sentence, either in writing or orally.Encourage students to practise using their new vocabulary in class,with friends, and at home with family. Challenge them to come upwith as many sentences as they can using their new word indifferent contexts.


OR FOR THOSE STUDENTS WHO

NEED ADDITIONAL SUPPORT

DIFFERENTIATED INSTRUCTION:GUIDED READING

1. Read the first paragraph onStudent Book page 113 aloud.Ask:

• The word “properties” is usedthree times in this paragraph.What does it mean?(characteristics; features; specialqualities)

• What do you think the authormeans by “how matter behaveswhen you put it in acontainer”? (what matter doeswhen you put it in a container)

2. Read aloud the IdentifyingSolids paragraph and thephoto caption. Ask:

• What are some other itemsthat keep their shape, nomatter what container we putthem in? (books; motorcycles;pots; paper clips)

• What would happen if the shipdid not keep its shapethroughout its ocean voyage?(it would probably sink)

• What are three words orphrases from this page thatcreate strong pictures and thatmatch the voice of the article?(useful properties; behaves; moltensteel; container)

3. Let students read the firstparagraph on page 114. Ask:

• Why does the author write,“Below are just a couple ofthose properties”? (wants us toknow that there are other propertiesbesides these)

• How would you describe thevoice of the article so far?Why? (serious but friendly,because the author sounds like heor she is talking directly to thereader; uses words that aren’treally formal, like “just a coupleof” and “so how can you tell”)

Both chalk and cork are solids, but you can clearly observe that they have different properties. What words would you use to describe each of these solids?

Hard or Soft

Some solids are hard, some are soft, some are in-between. The surface of a hard solid won’t yield when you push on it. Steel is hard. You have to push a lot to make a mark on steel. Other metals, such as gold and copper, are softer.

Properties of SolidsMost of the matter around us is solid. So how can you tell one solid from another? Solids have many different properties that you can use to tell one substance from another. Below are just a couple of those properties.

Transparent or Opaque

You can see through a few solids, like clear plastic pop bottles. Solids you can see through are called transparent. Some solids, like wood or steel, you can’t see through. Solids you can’t see through are called opaque.

Gold is a very rare solid that people treasure. It is shiny, softer than other metals, and will last forever.

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Differentiated Instruction: ELL

English language learners may be fluent as they engage in meaningfulconversations, but the complex syntactical structures of written English mayconfuse them. They may understand and write using simple sentencestructures (subject, verb, object), but miss the main message when theyencounter embedded phrases or clauses designed to enhance writing.Consider the sentence, “Hailstones, which hit your head in a hailstorm, aresolid while their temperature is low” (page 112). Students need tounderstand that words such as which refer back to hailstones and cue thereader that the writer is going to supply more information. Students who arenot ready to use these kinds of structures in their own writing would benefitfrom using simple sentences as a starting point, such as “Hailstones hit yourhead.” Students who are attempting to use complex structures wouldbenefit from talking about these types of patterns, finding other examples inpreviously read text, practising them using cloze exercises, and participatingin shared writing activities.


4. Ask students to read theTransparent or Opaque andHard or Soft sections on page114. Remind them to also readthe photo captions for thesesections. Ask:

• What does the word “yield”mean in the sentence “Thesurface of a hard solid won’tyield when you push on it”?(that it won’t push in or changeat all when you push on it)

• What words could you use todescribe cork? (opaque; soft;holey; spongy; irregular patterns;light; beige)

• What words could you use todescribe chalk? (brittle; harderthan cork; opaque; uniformpattern; gritty; colourful)

5. Let students read page 115 andthe Thin or Thick section onpage 116. Ask:

• Why is cleaning up a raw eggso frustrating? (it slips andslides all over the place; it is really hard to pick up)

• What words would you use to describe mercury? (silver;shiny; bubbly or rounded; inglobs)

• What words would you use to describe water? (transparentor clear; flat; spreads out evenlywhen poured on a surface)

• Explain the phrase “as slow as molasses in January.”(January is a cold month, andmolasses flows really slowly whenit is cold, so the phrase means“really slowly.”)

Because liquids flow they can be difficultto clean up! Would you rather clean upa hard-boiled egg or a raw egg?

Colourless or Colourful

This one is easy. You can probably think of dozens of liquids that you identify by their colour. You know the difference between water, milk, and juice by their colour or lack of colour. Just make sure you use other properties (like how they smell) to help you identify liquids! Many liquids you never want to drink, no matter how nice the colour (for example, bright yellow mustard or pink windshield washer fluid).

Both mercury and water are liquids, but you can clearly observe that they have different properties. What words would you use to describe each of these liquids?

Identifying LiquidsSolids hold their shape no matter what the container. Liquids take the shape of their container. Spill milk on the floor and it will flow and spread out; pour milk into a glass, and it will take the shape of that glass.

Properties of LiquidsJust as you can sort different solids by their different properties, you can also sort different liquids by their different properties.

mercury

water

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➜ CONTINUED

Differentiated Instruction: Extra Support

Mind Pictures: Are They Clear?Write this statement on the board: Amy knows Michaela.Ask students to think about what picture this creates in their mind. Explainthat writers change words to help readers make clearer pictures in theirminds. Write the following statements on the board.

Amy hangs out with Michaela.

Amy is a very good friend of Michaela.

Amy admires Michaela.

Amy recently met Michaela.

Amy snowboards with Michaela.

Ask students to discuss how the picture in their mind changes with eachwording change. Each sentence creates a specific picture, because thewriter has used more specific wording than in the original sentence. Nowwrite this sentence on the board: Derek is away.Ask students to come up with some alternatives that provide more clarityand information for the reader.

shouldthisline beblue?


6. Read Through Thick and Thinat the bottom of page 116aloud and then have studentstry the investigation (or do soas a class). Ask:

• What happened when youdropped the marble into eachliquid? (it dropped the fastest inthe water, next in the cooking oil,next in the dish soap, and slowestin the honey)

• What conclusions can youdraw? (the thicker the liquid, thelonger it takes for the marble todrop)

7. Read pages 117 and 118together. Ask:

• What are some examples ofgas being compressed into atank? (oxygen tanks in hospitals;large propane tanks used to heatwater in some homes; scuba tanks)

• How does a hot-air balloonrise? (the air gets heated and itexpands; it becomes less densethan the air around it, so theballoon goes up)

• What is the differencebetween how solids, liquids,and gases fit into a container?(solids won’t change their shapein the container; liquids flow to fitthe shape of the container; gasesexpand to fill up the wholecontainer)

• What are some words orphrases used on page 118 thatcreate strong pictures and thatmatch the voice of the article?(safety; ingredient; dangerous;electrical appliance; explode)

AfterThese questions and activities givestudents the opportunity to shareand consolidate their learning aboutchoosing strong words. You may useBLM 2: Oral Language TrackingSheet and BLM 3: Small-GroupObservation Tracking Sheet to trackstudent progress through the unit.

Thin or Thick

You can also sort liquids by how quickly they flow. Some liquids are thick and some liquids are thin. Some liquids flow slowly and some liquids flow quickly. Think about water and ketchup. Which is thinner? Which is thicker? Which flows faster? Which flows slower?

Whether the liquid is cold or hot can also affect how slowly or quickly it will flow. Think about molasses and how slowly it flows. Well, if molasses is cold, it flows even more slowly. That’s where we get the expression “as slow as molasses in January.”

Liquids flow through pipes slowly or quickly, depending on how thick or thin they are.

Investigate!Through Thick and Thin

Gather the following equipment:

• a stopwatch

• 4 marbles of the same size

• 4 clear glasses of the same size

• 500 mL water

• 500 mL cooking oil

• 500 mL dish soap

• 500 mL honey

Fill one glass with water, one glass with cooking oil, one glass with dish soap, and one glass with honey. Ask a partner to time each marble as you drop it from the same height into each glass. How long does it take for a marble to sink in each liquid? What conclusions can you draw?

water cooking oil dish soap honey


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Differentiated Instruction: Extra Challenge

Action Verb Synonym-maniaAsk pairs of students to list five action verbs. Then ask them to list as manysynonyms for each action verb as they can. Encourage them to use adictionary and thesaurus. After they feel they have exhausted all possibilities,challenge students to “invent” new words that could be synonyms for theiraction verbs (example below). Each pair can plan a presentation of theirfindings to the class. Their presentation should include their original actionverb, their actual synonyms, and their invented synonyms. Give otherstudents the opportunity to describe the pictures they visualize when theythink about the actual and invented synonyms. Display student work in aSynonym-mania Showcase.

Example:Action Verb: eatActual Synonyms: chew, munch, gnaw, nibble, gobble, wolf, devourInvented Synonyms: crunchyourlunch, tootherize, jawbble


REFLECTING ON THE STRATEGY

1. Ask students to read the Writer’sCraft question on page 118. Ask:

• Which words in this articlehelped create a strong picturein your mind? (transparent;opaque; yield; colourless;colourful; thin; thick; flows;expand; compressed; strong odour;horrible; rotten eggs; explode)

• Why do you think the authorchose to use these words? (theyhelp readers to picture what isbeing explained; they sound likethey belong in a science article)

• What voice has the authorused in this article? (a serious,instructive, but friendly voice,with questions the reader mightask)

2. Read the Your Learning sectionon page 118 together, and askstudents to share theirdescriptions with a partner.Next, have each pair team upwith another pair to share theirdescriptions. Finish with a classdiscussion.

ORAL: DISCUSSING THE TEXT

1. What is one of the most usefulproperties to consider whendifferentiating solids, liquids,and gases? (how each one behaveswhen put in a container)

2. Why does natural gas smell likerotten eggs? (the gas companyadds a chemical to make it smell badso you can tell if there is a gas leak)

3. Why do you think the authorincluded a photograph of a girlscuba diving? (to show that air canbe compressed into a tank to let thediver stay underwater longer)

4. Why does a helium-filledballoon rise? (the helium is lighteror less dense than the air outside theballoon)

Identifying GasesLike a liquid, a gas will take the shape of its container. A gas can flow and spread out, just like a liquid. Unlike liquids, gases will expand to fit their containers. A small amount of a gas released into a room will fill that room, and start to escape out doorways or windows. That’s why you can smell bread baking down the street from a bakery; the smell is carried through the air (a gas) by wind currents.

Another way that gases are unlike liquids is that gases can

be compressed (or squeezed) to fill a smaller space. You can take all the gas in a room and compress it into a smaller space. This is a very useful property of gases. The gas in a barbecue tank has been compressed. Where else do you see a gas compressed in a tank? What is that gas used for?

Properties of GasesSmelly or Smell-Free

How can you tell different gases apart when you can’t even see most of them? Some gases have a strong odour. Other gases don’t have any odour at all. One example of a smelly gas is hydrogen sulphide, a type of gas produced when eggs go bad. Hydrogen sulphide smells horrible.

A geyser is a natural spring that sometimes sends up fountains of hot water and steam. The steam is compressed gas bursting out from a small space underground and spreading out into a larger space.

The gas in a hot-air balloon has to be lighter (or less dense) than the air outside the balloon, or the balloon will sink. Heating the air makes it expand, so it becomes less dense.

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Home Connection

Invite students to share their learning about properties of matter with theirfamilies. Here are some suggestions:

• Students could ask a family member to assist in an investigation: theypour a small amount of at least two of the following liquids (or anotherliquid of their choice) from one container into another: dish soap,cooking oil, ketchup, honey, water. Keeping the containers the samedistance apart and ensuring that the liquids are at room temperature ifany of them have been in the fridge, time how long it takes each liquidto flow.

• Students could use the information on page 118 about natural gas tocreate a set of instructions on what to do if the smell of natural gas isfound in a home, or any building that has natural gas.

• Students could teach family members the 20 Questions game (seenext page) and play it with them.


ORAL: PLAY 20 QUESTIONS

Encourage students to play a“scripted” game of 20 Questions. Askone person to choose an example ofa solid, liquid, or gas. Remindstudents who are guessing that allquestions must be answered with“yes” or “no” only. Students shouldfirst find out if the item is a solid,liquid, or gas, and then move on toask about the properties they havelearned about, such as transparent/opaque, hard/soft, colourless/colourful, thin/thick, smelly/smell-free. Then they can continue withother questions. If the example hasnot been determined within 20questions, have the student give theanswer.

WRITING: DESCRIBE ANINVESTIGATION

1. Direct students to combineequal amounts of water, cookingoil, and honey in a clear glass.Let them drop a few small itemsinto the glass (for example, apaper clip, piece of chalk,centicube) and observe whathappens. Ask students to writeabout what happened when theymixed the liquids, and what theyobserved as they dropped theitems into the glass. Remindthem to choose their wordscarefully, to create a mentalpicture and match the voicethey are using.

2. Ask students to read their draftwith a partner, noting words thatwork well and sections wherebetter word choice might help.Remind them to try differentsynonyms and choose the wordthat best matches the picturethey have in their mind.

3. Ask students to share theirrevised copies as a class. Discusswords that worked well. Remindstudents to store their work intheir writing folders.

Reflect onWriter’s Craft: Which words helped you visualize and understand the writer’s ideas?

Your Learning: Challenge yourself to use some of the properties explained in the article to describe some of the solids, liquids, and gases around you.

Identifying Solids, Liquids, and Gases

Solids Liquids GasesWill not change shape when put ina container

Flow to fit the shapeof the container

Expand to fit their container

The natural gas piped into some homes for heating and other uses has no smell normally. For safety reasons, the gas company adds an ingredient to natural gas so that you’ll smell rotten eggs during a gas leak. If you ever smell rotten eggs (when there are no rotten eggs around), then a dangerous gasis in the air! Turn down your furnace and anygas-burning appliances like the stove. Do not touch light switches. Don’t use the phone or any electrical appliance. Get out of the building and phone the gas company from a safe area (an area that doesn’t smell like rotten eggs). The reason you’re not supposed to use any electrical appliances is because an electrical spark could trigger the gas to explode. Another important property of gases is that some gases can burn or explode!

This scuba diver is using a tank of compressed air so that she can stay underwater for a long time. In fact, she has enough air to stay underwater an hour longer than if she just filled her lungs with a deep breath of air.


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Word Study

Suffixes1. Print the word colour on the board. Invite students to read the word and

give examples. (red; orange; yellow; green; blue; purple)

2. Add “ful” to colour. Ask students to read the word and tell what it means.(something that has a lot of colour)

3. Print the word colourless on the board and ask students to read the wordand tell what it means. (something that has no colour)

4. Ask:

• What happened to the word when we added the suffixes “ful” and“less” to the end? (the meaning changed)

• How could recognizing suffixes be helpful when reading unfamiliarwords? (if you know the meaning of the base word then you candetermine the meaning of the new word)

5. Word Study Master 3 may be used for further study of the suffixes “ful”and “less.”


Checking Progress

Demonstration TaskAsk students to complete BLM 12: Demonstration Task—Finding Strong Words. Studentsidentify and analyze five examples of the author’s use of strong words in the article.

Key Assessment QuestionStudents may respond to the Key Assessment Question either in writing or orally in aconference. Ask:• How does choosing the best synonym make writing strong?

Record individual progress on BLM 10: Strategy Rubric Strip—Choosing Synonyms.

Next Steps

Students who understand the writing strategy can reviewtheir writing portfolios and identify pieces that mightbenefit from wording changes that create stronger picturesand that match the voice of the writing.

For students who need extra support understanding thestrategy, conduct shared reading with a text that matchesthe students’ interests. Students can use these readings topractise reading like a writer and identifying words thatcreate strong pictures and that match the voice of thearticle. In addition, provide opportunities for students topractise choosing the best synonym in either shared orguided writing lessons.

ASSESSMENT FOR LEARNING

Criteria Level 1 Level 2 Level 3 Level 4

Strategy Rubric Strip: Choosing SynonymsA full-size version of this rubric, suitable for recording assessments, is provided on BLM 10.

• with limited effectiveness






• with some effectiveness






• with considerableeffectiveness






• with a high degree ofeffectiveness






• tries several synonyms andthinks about each choice

• chooses the word thatmatches the picture in theirmind

• chooses the best word for theidea they want to express

• makes sure the word matchesthe voice of the writing

• analyzes examples of strongsynonyms used by authors

• explains how choosing thebest synonym makes writingstrong

Student Self-AssessmentEncourage students to think back to their learning with “ChoosingSynonyms” and “Identifying Solids, Liquids, and Gases” and reflect on theirability to choose synonyms to match the voice of their writing. Suggest that

they review their written work with a partner. Give students a chance toreflect on their work and then check off the appropriate box on BLM 4:Self-Assessment Checklist and Personal Goal Setting.

• with limited effectiveness • with some effectiveness • with considerableeffectiveness


Cross-Curricular Application• chooses the best synonyms

for their writing in otherareas of the curriculum

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