Matter: Why Is It Important?

Understanding the Properties and Differences Between Solids, Liquids, and

Gases

TITLE: Understanding the Properties and SUBJECT: Science Differences Between Solids Liquids and Gases TOPIC: Matter: Why Is It Important? GRADE: 1 REQUIRED TIME: 10 days DESIGNER: Kate Lahner DATE: March 8, 2009

Overview

The following matter unit strives to educate students on the three major states of matter, solids, liquids and gases. Within the unit, students will participate in an inquiry based science lesson to uncover the properties of solids and liquids as well as how they differ from one another. Students will then learn about melting and freezing through the ice melting and freezing lessons in which students will observe what happens to ice in Ziploc bags at room temperature and when held in their hands. After the ice has melted within the bags, the teacher will place them in the freezer so that students can observe what happens when the water reaches its freezing point. The students will then participate in a lesson about gases in which they will trap gas in Ziploc bags to determine the properties of materials in the gaseous state of matter. Throughout the lessons on solids, liquids, and gases the students will learn about the molecules within the substances and how their movement affects the state of matter it is in. The students will then explore a non-Newtonian fluid made of cornstarch and water to determine the properties it possesses and hypothesize what state of matter it is in. Through discussion, the students will then discover that non-Newtonian fluids possess properties of both solids and liquids depending on the force exerted on it. Finally, the unit will be summarized by having the students write an instruction manual for identifying what state of matter a substance is in using their newly acquired knowledge in a new and different context.

Background Information Summary Matter is made up of particles called atoms and molecules and consists of “all the different kinds of substances that make up the material things of the universe” (Snyder 4). Atoms are often considered “among the fundamental particles of the science of chemistry” and molecules are “groups of two or more atoms [are] held together by the forces of chemical bonds” (Snyder, 2003, 4). Matter can be found all over the universe in five different states, solids, liquids, gases, plasmas, and Bose-Einstein condensates (http://www.chem4kids.com/files/matter_intro.html). The three most commonly found states of matter are solids, liquids, and gases which will remain the focus of the unit. Within the solid state of matter, objects “have distinct, fixed volumes and well defined shapes” occupying “a specific amount of space and holding its own shape” such as a piece of ice (Snyder, 2003, 282). Solids are able to retain their shapes “because the… energies of their particles are especially small, too small to tear them out of a rigid order fixed by the cohesive forces” (Snyder, 2003, 284). The cohesive forces found within solids are “forces of attraction” which cause particles to remain close to one another and retain a solid shape (Snyder, 2003, 284). Solids can move into other states of matter through heating. By heating a solid, “it absorbs energy” and when a solid is heated to a temperature that is high enough “the movements of its particles becomes sufficiently vigorous to tear them away from their neighbors and out of their [fixed] positions” (Snyder, 2003, 283). As the molecules begin to move about the substance freely, melting can be observed (Snyder, 2003, 283). Most solids are changed to liquids when their temperature reaches its melting point, though some solids move directly to a gaseous state though sublimation and each type of solid has a different melting and boiling point (http://www.infoplease.com/ce6/sci/A0845852.html). Solids whose particles “move directly from the solid state to the gaseous state without passing through the liquid state” are said to sublime. Some characteristics of a solid are that they “retain a fixed volume and shape,” are “not easily compressible,” and do “not flow easily” (http://www.chem.purdue.edu/gchelp/atoms/states.html). Similarly to solids, liquids “occupy fixed volumes, but [they] have no shapes of their own” and instead take the shape of their container (Snyder, 2003, 283). This is because in the liquid state of matter “the average translational energy of the chemical particles is still relatively small” meaning that while “the particles are now moving about freely… the remaining cohesive forces are still strong enough to keep them trapped…in the form of a liquid (Snyder, 2003, 285). Liquids, just as solids, change states of matter when energy is added in the form of heat. Each liquid has a temperature at which it is “transformed into a gas, or a gas into a liquid, [which is] the material’s boiling point (Snyder, 2003, 285). When a liquid is heated and “the temperature of the

entire liquid reaches the boiling point, all the chemical species have translational energies high enough to escape the pull of their neighbors, so… the particles escape into the [gaseous] phase” (Snyder, 2003, 285). When this happens in a liquid, “we see it boil” (Snyder, 2003, 285). Boiling points are “usually reported as temperatures at normal atmospheric pressure” as they are “particularly sensitive to changes in the external pressure” (Snyder, 2003, 285). Some common characteristics of liquids are that they “assume the same of the part of the container” they occupy, they are “not easily compressible, and they “flow easily” (http://www.chem.purdue.edu/gchelp/atoms/states.html). The final most common state of matter is the gaseous state. Most gases are invisible, though some are odorous and can be smelt (http://www.infoplease.com/dk/science/encyclopedia/gases.html). In contrast to solids and liquids, gases “always acquire both the shape and volume of their container” (Snyder, 2003, 283). In the gaseous state, particles “have translational energies far higher than the forces that would bind them together to their neighbors so they move about freely, virtually independent of each other” (Snyder, 2003, 285). In fact, molecules in an ideal gas “behave like completely resilient, elastic spheres that have no diameters, circumferences, or volumes, and that move about continuously, bouncing…off each other and off the walls of their containers, losing no energy in the process” (Snyder, 2003, 288). The pressure caused by a gas “in an enclosed container [then] results from [the] repeated collisions of the particles of the gas with the walls of the container” (Snyder, 2003, 288). Some common characteristics of gases are that they “assume the shape and volume of its container,” are “compressible,” and “flow easily” (http://www.chem.purdue.edu/gchelp/atoms/states.html). Some states of matter contain properties of both solids and liquids, these are called non-Newtonian fluids. Within a non-Newtonian fluid, the “viscosity is variable based on applied stress” (http://www.wisegeek.com/what-is-a-non-newtonian-fluid.htm). When a non-Newtonain fluid is impacted with a high amount of force, “the atoms in the fluid…rearrange such that it behaves like a solid” and retains its shape (http://www.wisegeek.com/what-is-a-non-newtonian-fluid.htm). In contrast, if an object is introduced into the non-Newtonian fluid using little stress, it will successfuly “penetrate” the liquid as the material will retain the properties of a liquid (http://www.wisegeek.com/what-is-a-non-newtonian-fluid.htm). One of the most common non-Newtonian fluids is a mixture of cornstarch and water but many other materials such as ketchup, blood, and mud are non-Newtonian fluids as well (Senese, http://antoine.frostburg.edu/chem/senese/101/liquids/faq/non-newtonian.shtml).

Common Misconceptions Among Children

As discovered by the American Institute of Physics Operation Physics program, children are prone to a great deal of misconceptions in regards to matter. One misconception students typically hold about matter in general are that “expansion of matter is due to expansion of particles rather than to increased particle spacing” (Weiler, http://www.eskimo.com/~billb/miscon/opphys.html). Within the unit, I will attempt to dispel this misconception by having students act like the molecules within a solid, liquid, or gas showing that while they remain the same size, the space they have to move around the room expands and contracts based on the state of matter they are imitating. This activity will also help dispel the misconception that “particles of solids do not have any movement” as the students will discover, with the guidance of their teacher, that the molecules of solids vibrate and sway within their fixed position.

The Operation Physics program also found that there was often an absence of understanding the “conservation of particles during a chemical change” within children’s understanding of matter (Weiler, http://www.eskimo.com/~billb/miscon/opphys.html). I will attempt to overcome this misconception through the ice melting and freezing lessons. Within these lessons the students will observe what happens as ice melts to water within a Ziploc bag and return the next day to see what has happened after placing the melted ice in the freezer overnight. Because the students are aware that nothing has been added or taken away from the

Ziploc bag that initially contained ice, they will be aware that no molecules have been removed or added and the only change has been in the state of matter.

Another general matter misconception identified by the Operation Physics program was that students believe that “materials can only exhibit properties of one state of matter” (Weiler, http://www.eskimo.com/~billb/miscon/opphys.html). Within this unit, students will be able to observe and experiment with a non-Newtonian fluid ultimately creating a list of its properties. Through this exploration and analysis of the list of properties, the students will identify that it possesses properties of both solids and liquids, overcoming this misconception.

The American Institute of Physics also found that students have difficulty fully understanding gases believing that “gases are not matter because most are invisible” (Weiler, http://www.eskimo.com/~billb/miscon/opphys.html). Within the gas lesson, students will be trapping gases within Ziploc bags and determining the properties it possesses through experimentation. The students will then comprise a list of these properties to join the list of solid and liquid properties clearly showing that gases have a place within the states of matter. Further gas misconceptions as identified by Dr. Lori Smolleck, Bucknell University, were that “air only exists when one is blowing it,” that “air is not everywhere,” and that “if a bag is flattened there is no air in it” (2008). Through the gas lesson, students will discover that air exists when no one is blowing it by observing that they can trap gas in their Ziploc bags without anyone blowing. The teacher will also facilitate a discussion as a part of the gas lesson to help students understand that air is all around us filling everything, even the flattened bag. Through this discussion the teacher will help students understand that while a flattened bag contains less air than the puffed up bag, it still contains air in an effort to dispel these gas misconceptions.

References

Chamberlin, S. and Cohen, A. (Fall 2008). How does understanding the properties of solids and

liquids contribute to the overall understanding of matter?. Education 344: Science as inquiry. Bucknell University.

Kindersley, Dorling. Gases. Retrieved January 17, 2009, from

http://www.infoplease.com/dk/science/encyclopedia/gases.html.

Matter is the stuff around you. Retrieved January 17, 2009, from http://www.chem4kids.com/files/matter_intro.html.

Molecular structure of liquids. (2007). In The Columbia Electronic Encyclopedia. Retrieved January 17, 2009, from http://www.infoplease.com/ce6/sci/A0859307.html.

Properties of liquids. (2007). In The Columbia Electronic Encyclopedia. Retrieved January 17, 2009, from http://www.infoplease.com/ce6/sci/A0859306.html.

Senese, F. What is a non-Newtonian fluid?. Retrieved March 8, 2009, from http://antoine.frostburg.edu/chem/senese/101/liquids/faq/non-newtonian.shtml.

Smolleck, L. (Fall 2008). Education 344: Science as inquiry. Bucknell University. Snyder, C. (2003). The extraordinary chemistry of ordinary things. USA: John Wiley & Sons,

Inc.. Solid. (2007). In The Columbia Electronic Encyclopedia. Retrieved January 17, 2009, from

http://www.infoplease.com/ce6/sci/A0845852.html. Weiler, B. (1998). Children’s misconceptions about science. Retrieved March 8, 2009,

from http://www.eskimo.com/~billb/miscon/opphys.html. What is a non-Newtonian fluid?. Retrieved March 8, 2009, from

http://www.wisegeek.com/what-is-a-non-newtonian-fluid.htm.

STAGE 1 – Desired Results

Established Goals (standards): PA Science Standards • 3.1.4. A - Know that natural and human-made objects are made up of parts. • 3.1.4. B – Know models as useful simplifications of objects or processes. • 3.1.4. E - Recognize change in natural and physical systems. • 3.2.4. A - Identify and use the nature of scientific and technological knowledge. • 3.2.4. B - Describe objects in the world using the five senses. • 3.2.4. C - Recognize and use the elements of scientific inquiry to solve problems. • 3.4.4. A - Recognize basic concepts about the structure and properties of matter. • 3.7.4. B - Know basic energy types, sources and conversions. National Science Standards • Content Standard A – Science as inquiry • Content Standard B – Physical Science • Content Standard E – Science and Technology • Content Standard G – History and Nature of Science PA Reading, Writing, Speaking, Listening Standards • 1.4.3. A - Write narrative pieces (e.g., stories, poems, plays). • 1.4.3. B - Write informational pieces (e.g., descriptions, letters, reports, instructions) using

illustrations when relevant. • 1.4.3. C - Write an opinion and support it with facts. • 1.5.3. A - Write with a sharp, distinct focus identifying topic, task and audience. • 1.5.3. B - Write using well-developed content appropriate for the topic. • 1.5.3. C - Write with controlled and/or subtle organization. • 1.5.3. D - Write with an awareness of the stylistic aspects of composition. • 1.5.3. F - Edit writing using the conventions of language. • 1.5.3. G – Present and/or defend written work for publication when appropriate. • 1.6.3. A – Listen to others. • 1.6.3. B – Listen to a selection of literature. • 1.6.3. C – Speak using skills appropriate to formal speech situations. • 1.6.3. D – Contribute to discussions. • 1.6.3. E – Participate in small and large group discussions and presentations. • 1.8.3 C – Organize and present the main ideas from research. Enduring Understandings:

• Students interact with solids, liquids, and gases on a daily basis in their lives. In order to fully understand the world around them, it is important that students know and understand the properties of solids, liquids, and gases and are able to identify them based on their properties and differences from one another.

Essential Questions:• Why is it important for students to understand the

properties of solids, liquids, and gases, and how they differ from one another?

Students will know… • The properties of liquids, solids, and gases

Students will be able to… • Identify gases, liquids, and solids

• The difference between solids, liquids, and gases

• That a solid holds its own shape • That a solid can be soft or hard • That a liquid moves to fill the shape of the

container • That a gas fills the area in is in • That everything is made up of molecules • How we use liquids, solids, and gases • That the molecules in a solid are stuck together

and move minimally • That the molecules in a liquid or gas are free to

move about • That the movement of molecules determines

whether something is a solid, liquid, or gas • How some liquids and solids change when mixed • That ice melts into water at room temperature • That water will become ice when its temperature

is lowered to, or below, its freezing point • Why ice cubes are the shape they are • That oobleck is a non-Newtonian fluid • The importance of knowing about matter • Examples of matter in their daily lives • That non-Newtonian fluids have properties of

both a solid and a liquid • That particles are conserved when a material

changes states of matter • That air is everywhere • Commonly seen sight words • Appropriate punctuations • When to capitalize letters • The importance of beginning and ending

sentences • Proper paragraph structure • How to write legibly • How to correctly write the letters of the alphabet • The proper spacing between words • The importance of writing as communication • The value of sharing thoughts through writing • The importance of details within writing • How to properly structure a sentence • The value of writing • The importance of editing

• Recognize and use the elements of scientific inquiry

• Explain how solids, liquids, and gases differ • Sort items into classified groups • Make and record observations • Discuss observations with the class • Utilize evidence to back up their statements • Overcome misconceptions they have about

solids, liquids, and gases • Connect classroom learning to real life • Form questions • Demonstrate the movement of molecules in a

solid, liquid, and gas • Work in small groups • Follow directions • Brainstorm examples of solids, liquids, and

gases in their own lives • Explain why ice melts at room temperature and

water freezes in the freezer • Explain why ice cubes are the shape they are

and how they could be made in other shapes • Participate in inquiry based science instruction • Comprehend the conservation of particles • Complete a Venn diagram • Apply their knowledge of oobleck to new and

different situations • Explain what a non-Newtonian fluid is • Spell commonly seen sight words • Use appropriate punctuation • Appropriately use capital letters • Write beginning and ending sentences • Incorporate beginning and ending sentences into

their writing • Structure a paragraph correctly, beginning with

an introduction sentence, followed by detail sentences, and ending with an ending sentence.

• Write legibly • Write their letters with correct spacing • Leave proper spaces between words in

sentences • Communicate their thoughts through writing • Use details within their writing • Appropriately structure a sentence • Re-read their work to check for mistakes

STAGE 2 – Assessment Evidence

Pre-Assessment KLEW Chart (Explanation, Interpretation)

Students and teacher will create a KLEW chart on the board, filling out the K (know) column of the chart with what students believe they know about solids, liquids, and gases prior to the start of the unit. The solid and liquid portions of the K column will be filled out prior to learning about solids and liquids and the gas portion of the K column will be completed prior to instruction about gases.

Formative Assessments (not graded – e.g. exit slips, minute papers) Student Conversation (Explanation, Interpretation, Application, Perspective, Empathy, Self-knowledge)

Teacher will circulate the room during small group discussions to determine the students’ understanding of the properties of solids, liquids, and gases as well as the differences between them by listening to student conversations and their answers to questions.

KLEW Chart (Explanation, Interpretation, Perspective, Self-knowledge)

Students and teacher will create a KLEW chart on the board, filling out the L (learned), E

(evidence), and W (want to know) columns of the chart with what students have learned through the unit activities. The KLEW chart will be re-visited after each activity in the even that the students want to add anything to it.

Summary Point Writing (Explanation)

Ice to Water Melting Experiment Students will be asked to write a sentence on what happened to the ice in their zip lock bag as it they held it in their hands and why it happened.

Water to Ice Freezing Experiment Students will be asked to write a sentence on what happened to the water in their zip lock when it was placed in the freezer overnight and why it happened.

Kid Writing Oobleck Activity (Application)

Students will be asked to answer the following prompt “Knowing that oobleck has some properties of a solid and some properties of a liquid, if I landed on a planet full of oobleck and got stuck, I would…” and write how they would handle being stuck in oobleck. This prompt would allow students to demonstrate their understanding of oobleck as containing the properties of both a solid and a liquid and allow students to use their imagination to complete the assigned task.

Formative Assessments (e.g. homework, quizzes, in-class practice tasks) Solids and Liquids Venn Diagram (Explanation, Perspective)

To complete the diagram, students are asked to use words from the characteristics of solids and liquids chart as well as the KLEW chart as well as any others they would like to use to show the similarities and differences between solids and liquids. The Venn diagram demonstrates students’ understanding of what makes an object a solid or liquid as well as how they are similar to each other.

Summative Assessment Solids, Liquids, and Gases Identification Instruction Manual (Explanation, Interpretation, Application, Perspective)

Students are asked to create a manual with directions for identifying whether an object is a solid, liquid or gas. The students are asked to assume that this manual is going to be given to a student who has learned nothing about solids, liquids, or gases but wants to determine what state of matter the objects he has are in. Through the writing of this manual, students will demonstrate their understanding of the properties of solids, liquids, and gases as well as what makes an object one of those states of matter.

Class Discussion (Explanation, Interpretation, Application, Perspective, Emphasize, Self-Knowledge)

The teacher will assess students understanding and knowledge of solids, liquids, and gases through daily discussion to determine to what degree students understand states of matter and are able to apply that knowledge to their daily lives and future learning experiences.

Rubrics

Solids and Liquids Venn Diagram Rubric

2 1 0

Solids and Liquids are adequately compared and contrasted using words from the KLEW

chart, solids and liquids characteristics chart,

and/or vocabulary words they thought of

Students used 6 or more words accurately within

their diagram

Students used 3-5 words

accurately within their diagram

-or- Students used 6 or more

words within their diagram however not all

words were used accurately

Students used fewer than 3 words within their

diagram -or-

Students did not use words accurately within

the diagram

Words used from the

KLEW chart and solids and liquids

characteristics chart are spelled accurately

KLEW chart and solids

and liquids characteristic chart words are spelled

with 90% or greater accuracy

KLEW chart and solids

and liquids characteristic chart words are spelled with 40-89% accuracy

KLEW chart and solids

and liquids characteristic chart words are spelled

with less than 40% accuracy

Venn diagram is used correctly to compare and

contrast

Solids, liquids and the similarities are the appropriate spaces

Some confusion on

where each category should be placed but

solids, liquids, and their similarities are found somewhere within the

diagram

No understanding of the Venn diagram and/or

one or more category is missing

Total / 6

Solids, Liquids, and Gases Identification Instruction Manual

4 2 0

Instruction manual utilizes the properties of

solids, liquids, and gases accurately

Students used 8 or more properties accurately within their manual

Students used 4-7

properties accurately within their diagram

-or- Students used 8 or more

properties within their manual however not all properties were used

accurately

Students used fewer than 4 properties within

their manual -or-

Students did not use properties accurately

within the manual

The manual is an appropriate length

The manual consisted of

5 or more sentences

The manual consisted of

3-4 sentences

The manual consisted of fewer than 3 sentences

Punctuation and capital letters are used in the

appropriate places

Manual contained 2 or

less punctuation or capitalization errors

Manual contained 3-5

punctuation or capitalization errors

Manual contained

greater than 5 punctuation or

capitalization errors

Illustrations within the

manual are correlate to the written material

Illustrations depict all

three states of matter in some way

Illustrations depict one or two states of matter

Illustrations do not depict

any states of matter

Total /16

STAGE 3 – Learning Plan

DAY 1 DAY 2 DAY 3 DAY 4 DAY 5 Solids and Liquids

Engage

Students will create a chart of what they know about solids, liquids, and gases, drawing on prior knowledge to explain their beliefs.

Solids and Liquids Explore/Explain

Students will explore solids and liquids and sort them into two categories: solids and liquids. They will then participate in a discussion and determine what makes an object a solid or a liquid.

Solids and Liquids Elaborate and

Evaluate

Students will learn about molecules and the motion of molecules within a liquid and a solid as well as complete a Venn diagram on the similarities and differences between solids and liquids.

Ice to Water Melting Lesson

Students will explore what happens with

ice as it is left at room temperature to learn about melting points and how matter can

change states

Water to Ice Freezing Lesson

Students will explore what happens when water is placed in the freezer overnight to learn about freezing

points and how matter can change

states.

DAY 6 DAY 7 DAY 8 DAY 9 DAY 10 Properties of Gas

Lesson

Students will explore the air around them in order to build on their learning of the states of matter and gain an understanding of gases.

Oobleck Engage and Explore

Students will listen to Bartholomew and the Oobleck by Dr. Seuss and explore their own oobleck to determine whether it is a solid or a liquid.

Oobleck Explain and Elaborate

Students will learn that oobleck has properties of both solids and liquids and is therefore a non-Newtonian fluid. Students will also work to design a spaceship that could fly to a planet of oobleck and obtain a sample to bring back to earth.

Oobleck Evaluate

Students will complete the kid writing prompt “Knowing that oobleck has some properties of a solid and some properties of a liquid, if I landed on a planet full of oobleck and got stuck, I would…”

Solids, Liquids and Gases Identification

Manual Unit Evaluation

Students will create an instruction manual to teach others how to identify whether an object is a solid, liquid, or gas.

A description of possible modifications to assessments and/or learning activities for children with IEPs and below grade level reading levels (as described in unit guidelines).

1. Students with physical or mental impairments which make exploration challenging will receive the

assistance of an aide or the teacher to complete the exploration. 2. Students with physical or mental impairments which make written assignments will work with either

the teacher or an aide to verbally express their learning in place of the written component. 3. Any student who struggles to grasp an understanding of the properties of solids, liquids, or gases

will receive extra assistance from the teacher. This assistance could be through providing additional examples, creating lists of observations, additional prompts, the use of open-ended questions, more focused questions, or allowing students to talk through their thought process with the teacher.

Procedures

Day 1 Solids/Liquids:

Materials: 1. Large paper 2. Chalkboard 3. Magnets 4. Markers

Procedures: Engage (Questions, Communications)

1. Teacher will ask students if they have ever heard anyone use the words solid and liquid and what they were talking about.

2. Teacher will ask students what they know about solids and record their responses on the board in the K column of the KLEW chart.

o Teacher will ask the students if they can provide any examples of solids. 3. Teacher will then ask the students what they know about liquids and record their responses on the

board in the K column of the KLEW chart. o Teacher will ask the students if they can provide any examples of liquids.

4. The teacher will tell the students that tomorrow they will be looking at examples of liquids and solids to see if what we know so far is true or if there are things about solids and liquids that they don’t know yet.

Day 2 Solids/Liquids:

Materials

1. Various solids (i.e. stuffed animals, paper clips, clothing items, blocks, etc.) 2. Various liquids (i.e. water, juice, milk, bubble solution) 3. Large paper 4. Magnets 5. Chalk board 6. Markers 7. KLEW chart started on day 1 8. T chart sheet for students 9. Pencils

Procedures: Explore/Explain (Questions, Evidence, Explanations, Communication)

1. Teacher explains to the students that they are going to further explore liquids and solids so they can get a better understanding of them. Students are asked to move around the classroom to join their center group and create a group of desks with these groups.

2. Teacher will give students samples of solids and liquids a. These examples may include items such as: stuffed animals, paper clips, clothing items,

blocks, water, juice, milk, bubble solution, etc. b. All samples of small solids and liquids will be given to students in a bowl or cup.

3. Students will be asked not to eat or taste the items 4. Teacher will inform students that every item they have is either a solid or a liquid and ask the

students explore the objects and then sort them into two groups, a solid group and a liquid group. 5. As students are exploring, the teacher will walk around asking students how they decided whether

an object was a solid or a liquid. 6. After students have completed sorting their items, the teacher will create a T chart on the board of

liquids and solids. 7. The teacher will then hold up each object and ask students to identify whether the item was a liquid

or a solid.

a. If there is an item that students are unsure of, the teacher will add a “?” column for that item.

8. The teacher will then ask students to return their focus to their center groups and prompt students to find common patterns among the list of solids as well as the list of liquids within their groups.

9. After allowing for discussion, the teacher will bring the class back together and ask them what they have learned so far, what patterns they noticed within their solid and liquid groups.

10. The teacher will record students’ responses under the L column of the KLEW chart asking students to also provide an explanation of this learning which will be written in the E column of the chart.

a. If necessary, teacher will prompt the students with the following questions about solids: i. What would these objects look like if they were to leave the container? ii. Can these solids change their shape? iii. Are solids soft or hard? iv. Are solids warm or cold? v. Through this, the class will be able to create a list of “solid properties” which

should contain the following: 1. Keeps its size and shape (unless broken) 2. Tightly packed 3. Usually hard 4. Does not flow

b. If necessary, teacher will prompt the students with the following questions about liquids: i. How do these liquids move? ii. What do they look like? iii. What would happen if the object were not in the container? iv. Through this, the class will be able to create a list of “liquid properties” which

should contain the following: 1. Wet 2. Move and flow 3. Fill the shape of the container 4. Can pour

11. If needed, the teacher will return to the “?” column of the T chart and ask students if they now know whether those items are solids or liquids, asking them to explain their responses.

12. The teacher will then ask students if there is anything else they would like to know about solids and liquids and places this in the W column of the KLEW chart.

a. If needed, the teacher will prompt the students to question why a solid does not take the shape of its container while a liquid does.

13. The teacher will ask the students what they learned today. 14. After the students have shared what they learned, the teacher will tell them that tomorrow they will

be learning more about solids and liquids.

Day 3 Solids/Liquids:

Materials 1. T chart from prior day 2. KLEW chart started day 1 3. Markers 4. Magnets 5. Chalkboard 6. Venn diagram sheet 7. Pencils

Procedures: Elaborate (Questions, Evidence, Explanations, Connections, Communication)

1. The teacher will ask the students what they remember from science the day prior. 2. Teacher and students will review the T chart with the students to go over what objects students had

determined were solids and liquids. 3. Teacher will ask students why they thought objects were solids and why they thought objects were

liquids 4. After students explain why objects were solids and liquids, the teacher will ask the students if they

have ever heard of molecules. 5. The teacher will explain that liquid and solid are states of matter and that all matter is made up of

molecules.

6. The teacher will go on to explain that it is the movement of these molecules which determines its state of matter, solid or liquid.

7. The teacher will then explain that within a solid, there are more molecules and does anyone have an idea of what that means for how the molecules in a solid might move.

a. If needed, the teacher will explain that a solid is like having a lot of people packed into a small room and ask “Would those people be able to move around a lot or just a little bit?”

8. Teacher will then ask students to stand up and act like the molecules in a solid (sway in place). 9. The teacher will go on to explain that within a liquid, there are less molecules, and does anyone

have an idea of what that means for how the molecules in a liquid might move. a. If needed, the teacher will explain that a liquid is like having less people in a room and ask

“Would these people be able to move around a lot or just a little bit?” 10. The teacher will then ask students to stand up and act like the molecules in a solid (walk around

the classroom). 11. Teacher will ask the students if learning about how the molecules moved was similar or different to

what they thought it would be. 12. Teacher will then ask students to stand up and ask students to act like the molecules in a box.

a. As students demonstrate this, the teacher will ask a student why he/she is acting in a particular way.

13. Teacher will then ask students to act like the molecules of juice. a. As students demonstrate this, the teacher will ask a student why he/she is acting in a

particular way. 14. After this demonstration, teacher will ask students to take their seats again and ask them if they

learned anything new that could be added to the KLEW chart and records the students’ responses. 15. Teacher will ask students to look over the KLEW chart and see how much they’ve learned and how

what they thought they knew has changed or stayed true. Evaluate (Evidence, Connections, Communication)

1. Teacher will point out the KLEW chart and tell the students that they have learned a lot about solids and liquids and how they are different and similar.

2. The teacher will explain that when two things are similar and different a good tool to compare them is a Venn diagram.

3. The teacher will give each student a Venn diagram labeled solids on one side and liquids on the other.

4. The teacher will explain that under the solid side students should identify characteristics that only solids have and under the liquid side they should identify characteristics that only liquids have. In the center they should put any characteristics that both solids and liquids have.

5. The teacher will then ask the student to identify characteristics of solids and liquids and their similarities using the KLEW chart on the board and their characteristics of solids and liquids chart if necessary.

a. Teacher will also ask students to make sure they spell the words correctly if they are words used on the board.

b. As the students complete their Venn diagrams, the teacher will be circulating the classroom to offer help by drawing students attention to the KLEW chart and the T chart and then asking the student to tell the teacher what they notice that could go on the Venn diagram

6. Teacher will ask the students to look at the Venn diagram and the K column of the KLEW chart. 7. Teacher will then each student to share one thing they learned about solids or liquids with the

class. 8. Following completion, the Venn diagrams will be collected and graded using the following Solids

and Liquids Venn Diagram Rubric.

Day 4 Ice to Water Lesson:

Materials 1. Ziploc bags 2. Ice cubes 3. KLEW chart started day 1 4. Magnets 5. Chalkboard 6. Chalk

Procedures:

1. The teacher will ask students if they can remember the two states of matter they have been learning about.

a. If necessary, the teacher will have students revisit the KLEW chart to establish that they have learned about solids and liquids.

2. The teacher will then revisit the KLEW chart and review how students identified solids and liquids in the days prior.

3. The teacher will then ask the students to raise their hand if they have ever had a drink with ice in it. 4. The teacher will ask the students what happened to the ice when they left it out.

a. As students give answers, the teacher will write them on a large piece of paper. 5. The teacher will then ask students to return to their center groups. 6. The teacher will give each group a sealed Ziploc bag with one or two ice cubes in it. 7. The teacher will ask each group to explore the ice without opening the Ziploc bag and determine

whether the ice is a solid or a liquid and what they think ice is made up of. 8. After a few minutes of exploration, the teacher will bring the students back together and ask

students whether they think ice is a solid or a liquid. a. As students give answers, the teacher will ask the students to explain why they think it is a

solid or a liquid (relating back to the solid and liquid characteristics) 9. The teacher will then ask the students what they think ice is made of.

a. Teacher will make a note of these ideas on the board. 10. After the discussion, the teacher will ask the students to look back at their back of ice and see what

has happened to it (it has begun to melt). a. If the ice has not melted sufficiently for students to notice, the teacher will ask students to

hold the bag of ice in their hands to speed the melting process. 11. If students do not arrive at the vocabulary word melt, the teacher will introduce the word. 12. The teacher will put the world melt on the board. 13. The teacher will ask the students if they have any ideas of what makes ice melt.

a. As the students share their ideas, the teacher will put them on the board below the word melt.

14. The teacher will ask the students what state of matter the ice was originally in (solid) and what it is becoming as it melts (liquid).

15. The teacher will then explain to the students that ice has a melting point and once the temperature is above the melting point, it begins to melt.

16. The teacher will ask the students if they have any idea of what the melting point might be. a. The teacher will prompt the students by suggesting they think of when snow melts and

what the temperature is like outside. 17. The teacher will then explain that when it is above freezing, or 32 degrees Fahrenheit, ice melts so

when it is above 32 degrees outside, ice and snow will begin to melt. 18. The teacher will then ask students to look at the list of why they first thought ice melted and why

they now know it melts and share something that is the same or different about those thoughts. 19. The teacher will have students leave their bags of ice out for the remainder of the day to allow the

ice to fully (or close to fully) melt. 20. At the end of the day, the teacher will hold up the bags that had the ice in them to let students look

at them and see the water in the bag. 21. The teacher will then give the students their Summary Point Writing notebooks and ask them two

write at least two sentences about what happened to the ice cubes in their Ziploc bag and why it happened.

22. The teacher will then collect the Summary Point Writing notebooks and ask the students if they have any idea what would happen if you put those bags in the freezer.

23. The teacher will then explain that she will be putting the bags of water into the freezer and that tomorrow during science, they will have a chance to see what happened.

Day 5 Water to Ice Lesson:

Materials:

1. Ziploc bags with melted ice cubes (from previous day) 2. Freezer 3. Chalkboard 4. Chalk

Procedures:

1. Teacher will ask the students if they can remember what they did with ice the day before and what they learned.

a. If needed the teacher will prompt the students to have them remember that they explored what happened with ice, determined that ice was a solid, and that it melts when it is above its melting point (32 degrees Fahrenheit).

2. The teacher will remind the students that she put the bags of water in the freezer and will ask students to go back to their center groups.

3. The teacher will give each group their Ziploc bags which now have ice in them. 4. The teacher will ask each group to take a look at the bags and see what happened to the water that

was in there yesterday. 5. The teacher will then ask the students to share their observations with the class. 6. If the students do not use the vocabulary word freeze the teacher will introduce this word and put it

on the board. 7. The teacher will explain that when water reaches its freezing point, it becomes a solid. 8. The teacher will ask the students if they have any idea of what the freezing point might be.

a. The teacher will prompt the students by suggesting they think of what the temperature is like outside when there is snow on the ground.

9. The teacher will then explain that when it is below freezing, or 32 degrees Fahrenheit, water freezes so when it is below 32 degrees outside, ice and snow will stay on the ground.

10. The teacher will ask the students how this ice looks different than the ice cubes they had the day before.

11. After the students have offered ways in which the ice in the bag looks different from the ice cubes they got, the teacher will ask the students if they think there is more, less, or the same amount of ice in the bag compared to the bag of ice cubes they had the day before.

12. After the students have responded, the teacher will tell the students that all she did was put the Ziploc bags they had yesterday in the freezer so nothing was added or taken away from the bag and the ice there is the same amount as the ice cubes.

13. The teacher will then ask the students why the ice looks different if it is the same amount. 14. After the students share their ideas, the teacher will explain that the ice looks differently because

the water melted and like liquids took the shape if its container, then when the water was put in the freezer and cooled below its freezing point it became a solid in the shape of its container.

15. The teacher will ask the students how you make ice cubes if water freezes in the shape of its container.

a. The teacher will ask the students how ice cubes could be made in different shapes. 16. The teacher will then ask the students what they have learned about solids and liquids by

experimenting with the ice and water in their Ziploc bags. a. The teacher will add anything new to the KLEW chart if needed.

17. The teacher will then hand out the Summary Point Writing notebooks to each student and ask them to write at least two sentences on what happened to the water in their Ziploc bags when it was placed in the freezer and why that happened.

18. The teacher will then ask each student to share their favorite part of the lesson with the class. 19. The teacher will then explain that while there are a lot more things they could learn about solids

and liquids that the class is going to be learning about another state of matter tomorrow.

Day 6 Properties of Gas Lesson:

Materials: 1. Ziploc bags 2. Chalkboard 3. Chalk 4. KLEW Chart started day 1

Procedures:

1. The teacher will begin by asking students what properties of matter they have learned about so far. 2. After the students respond, the teacher will direct their attention to the KLEW chart and ask the

students what they learned about solids and liquids so far. 3. The teacher will then explain that they will be learning about a new state of matter today, gas. 4. The teacher will ask the students what they think they know about gases and add it to the K column

of the KLEW chart. 5. The teacher will then hand each student a Ziploc bag. 6. The teacher will ask the students to try to trap gas in it and seal the bag. 7. The teacher will ask the students to experiment with their bag and see what they can learn about

gases reminding them to keep track of what they learn so that it can be discussed.

8. After approximately five to ten minutes of experimentation, the teacher will ask the students to return to their seats and focus their attention back on the front of the room.

9. The teacher will then ask the students what they learned about gases and how they learned it writing this in the L and the E column of the KLEW chart.

a. If necessary, teacher will prompt the students with the following questions about gases: i. Can you see how the gases move? ii. What do they look like? iii. What would happen if the gas were not in the bag?

1. If it escapes the bag can we fill the bag with gas again and how? iv. Through this, the class will be able to create a list of “gas properties” which

should contain the following: 1. Invisible 2. Escapes if container is not sealed 3. Fills the container 4. Is everywhere around us

10. The teacher will then ask the students what other examples of gases they can think of. 11. The teacher will ask the students if they think all gases are invisible. 12. The teacher will hold up an unsealed flattened Ziploc bag and ask the students if they thing there is

any gas in there. a. If students say that there is no gas in the bag, the teacher will remind the students that

gas is everywhere. 13. The teacher will then ask the students to remind her of what they learned matter was made up of

(molecules). 14. The teacher will then ask the students to remind her how the molecules of a solid and a liquid

moved. 15. The teacher will then ask the students to stand up and show her how the molecules of a solid

moved and how the molecules of a liquid moved. 16. The teacher will then tell the students that there are even less molecules in a gas than in a liquid or

a solid ask the students to guess how the molecules of a gas move using the knowledge they already have.

a. If needed, the teacher will prompt the students by reminding them that a solid can’t move so the molecules just vibrate back and forth and that in a liquid they can move around in their container.

17. After it is determined that gases move even faster around their container, the teacher will ask the students to demonstrate being the molecules in a gas, emphasizing that they can’t run and they need to be safe while doing the demonstration.

18. The teacher will then ask the students to act like the molecules in the following states of matter: a. Water b. Bricks c. Juice d. Air e. Ice f. Oxygen g. Soda h. Their desks

19. The teacher will then ask the students to take their seats again and direct their attention to the KLEW Chart at the front.

20. The teacher will ask the students if there is anything they learned that they would like to add to the KLEW chart and add that to the L and E columns of the chart.

21. The teacher will then ask the students to look at the whole KLEW chart and see just how much they have already learned about solids, liquids, and gases.

22. The teacher will ask the students if there is anything they would like to know to add to the W column of the KLEW chart and add any suggestions.

23. The teacher will ask the students to review what they have learned by reading over the properties of solids, liquids, and gases.

24. The teacher will then tell the students that since they know so much about solids, liquids, and gases, that tomorrow they will be doing some detective work to determine what state of matter an object is in.

Day 7 Oobleck Engage and Explore:

Materials:

1. Containers of Oobleck (1 per group) 2. Copy of Bartholomew and the Oobleck by Dr. Seuss 3. Paper towels for clean up 4. KLEW chart started day 1 5. Whiteboard easel 6. Whiteboard markers 7. Desk materials such as paper clips, pencils, and erasers for exploration

Procedures: Engage (Questions, Communication)

1. The teacher will ask the students how many of them know what a detective does. 2. The teacher will then remind the students that they will be doing some detective work to determine

what state of matter an object is in but before they do she is going to read them a story that will give them some background information about their object.

3. The teacher will then read the class Bartholomew and the Oobleck by Dr. Seuss Explore (Questions, Communication, Connections)

4. At the end of the story, the teacher will tell the students that she was able to get some Oobleck to bring into the classroom and that they will be experimenting with the sample to determine if it is a solid, liquid, or a gas but before they do that, they are going to review the properties of solids, liquids, and gases.

5. The teacher will then direct the students’ attention to the property charts and ask the students what some of the properties of a solid were.

6. The teacher will then ask what properties they determined a liquid had. 7. The teacher will then ask the students what properties they decided a gas had. 8. After the class has gone over the properties of solids, liquids, and gases, the teacher will ask the

students to return to their center groups and clear of the desks. 9. The teacher will then give each group a bowl of Oobleck and let them experiment with it. 10. At the end of the experimentation (approximately 10 minutes or longer if time allows) the teacher

will collect the Oobleck samples and let the students wash their hands and desks. 11. The teacher will then draw a T chart on the whiteboard easel with three columns, one for solids,

liquids, and gases. 12. The teacher will then ask the students to share the properties they found Oobleck had.

a. After students share a property, the teacher will ask the class if the property is a property of a solid, liquid, or gas and place the property under the appropriate column in the T chart.

13. When the chart is completed, the teacher will ask the students to review the Oobleck properties that were placed on the T chart tell the students that they will pick up the discussion and make a determination about what state of matter the Oobleck is in tomorrow and that they should think about it so they can give their answer to the class then.

Day 8 Oobleck Explain and Elaborate:

Materials:

1. Oobleck properties T Chart 2. Paper 3. Pencils 4. Crayons

Procedures: Explain (Questions, Evidence, Explanations, Connections, Communication)

1. The teacher will begin by asking the students to explain what they did yesterday (explore the Oobleck).

2. The teacher will then direct the students’ attention to the T chart they created and ask the students to review the properties they felt Oobleck had.

3. The teacher will then ask the students to raise their hands if they think Oobleck is a solid. a. The teacher will count the number of hands in the air and write that under the solid column

of the chart. 4. The teacher will then ask the students to raise their hands if they think Oobleck is a liquid.

a. The teacher will count the number of hands in the air and write that under the liquid column of the chart.

5. The teacher will then ask the students to raise their hands if they think Oobleck is a gas. a. The teacher will count the number of hands in the air and write that under the gas column

of the chart. 6. The teacher will then ask the students who think Oobleck is a solid why they think it’s a solid. 7. The teacher will then ask the students who think Oobleck is a liquid why they think it is a liquid. 8. The teacher will then ask the students who think Oobleck is a gas why they think it is a gas. 9. The teacher will then remind the students how many of them thought Oobleck was in each state of

matter. 10. The teacher will then remark on the fact that it doesn’t look like we all agree on the state of matter

Oobleck is in and ask the students what they think that means. 11. The teacher will then explain that Oobleck is actually a special state of matter called a non-

Newtonian fluid and put the vocabulary word on the board. 12. The teacher will then ask the students if anyone has a guess to what a non-Newtonian fluid might

be. 13. After the students guess, the teacher will explain that a non-Newtonian fluid is a state of matter that

has the properties of both a solid and a liquid and that some other examples are ketchup, shampoo, and paint.

14. The teacher will then go on to tell the students that the Oobleck they experimented with is actually corn starch, water, and food coloring.

Elaborate (Questions, Explanations, Connections, Communication)

15. The teacher will then tell the students that now that they have done their detective work and know the properties of Oobleck and that it is a non-Newtonian fluid, they will be taking on the role of a designer.

16. Their job is to design a space ship that can land on planet Oobleck which is covered in Oobleck, collect a sample, and return to Earth without getting stuck.

17. The teacher will then ask the students to get their crayons and join their center groups and give each group a piece of paper.

18. The teacher will then ask that each group work together to draw the space ship and think about why the design will stop them from getting stuck in the Oobleck.

19. The teacher will then give the students time to draw the space ships while circulating around the room to listen to what students are talking about.

a. The teacher will set the timer for approximately eight minutes and give the students a two minute warning so that they can finish their drawing.

20. After the drawings are done, the teacher will hold each one up and have the group explain their space ship’s design and why it won’t get stuck on planet Oobleck.

21. The teacher will then tell the students that they did an excellent job in their detective work and design work they have learned a lot about Oobleck and found ways to collect a sample of Oobleck to bring back.

22. The teacher will ask the students to review by asking them what they learned during today’s lesson. 23. The teacher will explain to the students that tomorrow they will be writing about being on Planet

Oobleck.

Day 9 Oobleck Evaluate:

Materials: 1. Kid-writing paper 2. Pencils 3. Crayons 4. Whiteboard easel 5. Whiteboard markers 6. Computer 7. Internet connection 8. http://www.youtube.com/watch?v=-wiYtoG9kZE

Procedures: Evaluate (Evidence, Connections, Communication)

1. The teacher will ask the students what they remember about the properties of Oobleck.

a. If needed, the teacher will direct the students’ attention to the chart of properties that was made on day eight.

2. The teacher will then tell the students that they are going to be using what they know about oobleck to solve a problem but first she will ask the students to come to the back of the room to watch a short video about Oobleck.

3. The teacher will then play the youtube video found at http://www.youtube.com/watch?v=-wiYtoG9kZE and stop it before Adam gets out of the oobleck bin.

4. At the end of the video, the teacher will ask the students to return to their seats and ask them what the saw in the video.

a. If needed the teacher will prompt the students by asking them what they saw at the very end of the video.

5. The teacher will tell the students to imagine that they have just become astronauts and their first mission was to take their space ships to planet Oobleck.

6. The teacher will go on to explain that while they are on planet Oobleck they had to get out of the space ship and got stuck in the oobleck like Adam in the video.

7. The teacher will then ask the students to use what they know and think about what they would do to get out of the oobleck.

8. The teacher will then tell the students that they are going to be doing a kid-writing on how they would get out of the oobleck they are stuck in.

9. The teacher will then tell the students that before they start writing she would like to review what is necessary for writing and ask the students what aspects of good writing are important to remember.

a. Through discussion the teacher and students should arrive at the following important aspects: neatness, capitalization, punctuation, beginning sentence, detail sentences, ending sentences, and editing.

10. The teacher will tell the students that the class is going to be working together to come up with a beginning sentence, detail words, and an ending sentence about being stuck in oobleck.

11. The teacher will ask the students how they might start writing about what they would do if they got stuck in oobleck.

a. Together the teacher and students will come up with a beginning prompt similar to “If I got stuck in oobleck, I would ___________” and the teacher will place that on the whiteboard easel.

12. The teacher will then ask the students what sort of detail words they may use within the writing and place those words on the large paper.

13. Finally the teacher will ask the students what sort of ending sentence they think they could use for this writing.

a. Together the teacher and students will come up with an ending sentence similar to “That is how I would get out of the oobleck” and the teacher will place this ending sentence on the large paper.

14. The teacher will then hand out the kid writing paper to each student. 15. The teacher will explain that they will have five minutes to draw a picture and tell them that she

would like to see a beginning sentence, at least three detail sentences, and an ending sentence so at least five sentences.

16. The teacher will tell the students that she would like them to look over their writing to look for punctuation, capitalization, and spelling when they believe they are done. After they have looked over their writing, they can bring it to the teacher to have her look over it.

17. Before the students start, the teacher will tell the students that she is setting a timer for five minutes and they have that time to draw their picture.

18. The teacher will tell the students that when the timer beeps they should move on to the writing and that if they have time after finishing their writing and having it checked they are welcome to go back and finish any drawing they were unable to complete.

19. The teacher will then have the students finish drawing their kid writing picture and begin writing. 20. The teacher will then circulate the room as students write. 21. As the students begin getting towards the end of their writing, the teacher will remind them that it is

important to read over it and look for capitalization, spelling, and punctuation errors before bringing the journal up to be read by a teacher.

22. When the students feel their writing is complete and they have proof read it, they will bring the writing to the teacher who will read it with the students and underwrite any spelling, capitalization, or punctuation errors.

23. The teacher will then go over the underwriting with the student and have the student place the finished writing in a pile.

24. When students have completed their kid writing they will be permitted to either take out their activity packet or work on it or read silently at their desks.

25. Once all of the writings have been collected, the teacher will ask the students how they figured out what they would do to get out of the oobleck.

a. The teacher will ask the students what properties of oobleck helped them the most when thinking about their writing.

26. The teacher will then ask the students to review the important ideas to think about when they are writing.

a. Through discussion the teacher and students should arrive at the following important aspects: neatness, capitalization, punctuation, beginning sentence, detail sentences, ending sentences, and editing.

27. The teacher will then tell the students to put everything on their desks away and prepare for the next lesson.

Day 10 Instruction Manual

Materials:

1. Kid-writing paper 2. Pencils 3. Crayons 4. Whiteboard easel 5. Whiteboard markers

Procedures 1. The teacher will begin the lesson by asking students what they have learned about solids, liquids,

and gases. a. If needed the teacher will direct the students’ attention to the KLEW chart they created

throughout the unit. 2. The teacher will then ask the students how they determined the properties of solids, liquids, and

gases to put on the KLEW chart. 3. The teacher will then ask the students if they have ever read an instruction manual for anything.

a. The teacher will ask for examples of instruction manuals. 4. The teacher will then tell the students that they will be writing their own instruction manuals today

based on what they learned about solids, liquids, and gases. 5. The teacher will then tell the students that before they start writing the manual she would like to

review what is necessary for writing and ask the students what aspects of good writing are important to remember.

a. Through discussion the teacher and students should arrive at the following important aspects: neatness, capitalization, punctuation, beginning sentence, detail sentences, ending sentences, and editing.

6. The teacher will tell the students that the class is going to be working together to come up with key sentences that they can use in their instruction manual together as a class.

7. The teacher will ask the students what they would do if she gave them an object and asked them to identify if it was a solid, liquid, or gas.

8. The teacher will then ask the students what they feel would be important to know about solids, liquids, and gases to determine the state of matter an object is in.

9. The teacher will then ask the students if they have any suggestions for beginning sentences for solids, liquids, and gases.

a. The students and teacher will work together to come up with three beginning sentences such as:

i. “You can tell if an object is a solid if __________’ ii. “You can tell if an object is a liquid if ____________” iii. “You can tell if an object is a gas if _____________”

b. The teacher will place these sentences on the whiteboard easel at the front of the room. 10. The teacher will then ask the students what sort of detail words they may use within the writing and

place those words on the large paper. a. The teacher will also point out that the students may want to use words from the KLEW

chart or the lists of solid, liquid, and gas properties. 11. Finally the teacher will ask the students what sort of ending sentences they think they could use for

the solid, liquid, and gas sections of the manual. a. Together the teacher and students will come up with ending sentences similar to “That is

how you know it is a solid” “That is how you know it is a liquid” and “That is how you know it is a gas”. The teacher will then place these ending sentences on the whiteboard.

12. The teacher will then hand out the kid writing paper to each student.

13. The teacher will explain that they she would like to see a beginning sentence, at least two detail sentences, and an ending sentence for each state of matter so at least four sentences talking about each state of matter.

14. The teacher will go on to explain that their manual should be at least 12 sentences in all. 15. The teacher will tell the students that she would like them to look over their writing to look for

punctuation, capitalization, and spelling when they believe they are done. After they have looked over their writing, they can bring it to the teacher to have her look over it.

16. The teacher will then have the students finish drawing their kid writing picture and begin writing. 17. The teacher will tell the students that when they have finished their writing and it has been

underwritten, they will be given a matter manual cover page that they can color until everyone is done with their writing.

18. The teacher will then circulate the room as students write. 19. As the students begin getting towards the end of their writing, the teacher will remind them that it is

important to read over it and look for capitalization, spelling, and punctuation errors before bringing the journal up to be read by a teacher.

20. When the students feel their writing is complete and they have proof read it, they will bring the writing to the teacher who will read it with the students and underwrite any spelling, capitalization, or punctuation errors.

21. The teacher will then go over the underwriting with the student and have the student place the finished writing in a pile.

22. When students have completed their kid writing they will be given the matter manual cover page to color as they would like.

a. If they complete the writing and the cover page and time remains, the students will be permitted to either take out their activity packet or work on it or read silently at their desks.

23. Once all of the writings have been collected, the teacher will ask the students how they think their manuals could help students who have never learned anything about matter determine what state of matter an object is in.

24. The teacher will then ask the students what they learned about solids, liquids, and gases. 25. The teacher will then ask the students how they think they can use what they learned in their daily

lives. 26. The teacher will then tell the students that she is proud of everything they have learned about

solids, liquids, and gases and that she hopes that they can continue to notice solids, liquids, and gases around them in their daily lives.