Lesson 49: Physical Properties of Matter 2 DaysState Standard2.5 Matter and Energy. The student knows that matter has physical properties and those properties determine how it is described, classified, changed and used. The student is expected to:

(A) classify matter by physical properties including shape, relative mass, relative temperature, texture, flexibility. F

2.4 Scientific Investigation and Reasoning. The student uses age-appropriate tools and models to investigate the natural world. The student is expected to:

(A) collect, record, and compare information using tools including magnets. F = Foundation StandardsStatement of Learning Objective The student will understand that matter can be classified by its physical properties.

Essential Question How can we describe and classify matter?

Vocabulary: larger, smaller, heavier, lighter, shape, color, texture, alike, different, temperature, flexibility, matter, mass, physical properties

MaterialsDay 1Engage: 15 baggies from Solids and Liquids Kit, “Describe These” worksheet, 2 copies of Engage1 or 2 placed in plastic sleeves for each table.Explore: 15 baggies of objects from the Solids and Liquids Kit, balance scales, baggies to place individual items into and word cards to be placed on the interactive word wallExplain: 2 copies of Explain slides 10 -15 placed in plastic sleeves for each station, 15 baggies of objects from the Solids and Liquids Kit, balance scales, “Sort Objects” Day 1 record sheet

Day 2Engage: 15 baggies from Solids and Liquids Kit, “Describe These” worksheetExplore: 15 baggies of objects from the Solids and Liquids Kit, balance scales, baggies to place individual items into and word cards to be placed on the interactive word wallExplain: 2 copies of Explain slides 10 -13 placed in plastic sleeves for each station, 15 baggies of objects from the Solids and Liquids Kit, balance scales, clear plastic tubs filled with water, thermometers, “Sort Objects” Day 2 record sheetElaborate: baggies from Solids and Liquids Kit, “Matter Matters” worksheetEvaluate: optional “Properties of Matter” quiz

Common Learner Misconceptions

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Misconception Correction Statement Once a material’s physical properties are

changed, the change can never be reversed and is a permanent change.

Some material’s physical properties can be temporarily changed, such as water melting and freezing, cleaning/washing, folding/unfolding.

Safety IssuesStudents should be cautioned when bending an object for flexibility that not all objects bend and that flexible objects have limitations on the degree they will bend.Teacher Background This lesson focuses on the physical properties of shape, relative mass, relative temperature, texture, and flexibility. Matter is anything that takes up space and has mass. Mass is the amount of matter in an object. Everything is made of matter, even some things you cannot see are made of matter. The air around you has matter. Different kinds of matter have different properties. A property is something about an object that you can observe with your senses. You can describe matter by telling about its properties. Properties of matter for this lesson include color, size, shape, texture, flexibility, mass and temperature when compared with other objects. Be sure to allow appropriate wait time and use randomness in your questioning opportunities to prompt student thinking and promote participation. Solids and Liquids Kit Supplies in the baggies will be needed for this lesson. There should be 15 zip-lock baggies of student materials with the following :red wood golf tee,blue plastic spoon, large cork, blue rubber ball, blue Unifix Cube, red plastic button,steel nut, acrylic cube, blue wood cube bead, red octagon jewel, ping-pong ball, stainless steel ball, acrylic cylinder, plastic cup lid, white plastic taster spoon, red pipe cleaner, jumbo metal paper clip, steel washer, brass washer, and bobby pin. Interactive Word Wall is a word wall with objects from the above placed in baggies and then attached on a wall or chart with the physical property word that describes the object. In place of anchor charts you could create this interactive word wall using Day 1 Engage 1-2. The examples below contain content not needed for this lesson but give ideas to display the baggies with the words in your classroom.

Science Notebooks provide an excellent method for recording experiences and observations as well as self-reflection on understanding and related questions. Utilize various strategies to incorporate student note-taking and written responses throughout science lessons. Incorporate opportunities for students to practice organizing information using graphic organizers. Consider using a variety of instructional strategies throughout the lesson to maintain student engagement and optimize participation and time management. As with most science lessons, you will be practicing a collaboration skill that you should work on with your students for the next few weeks. Some good ones to use might be participating and working well with

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others. There is more information about these in the introduction section of your grade level science curriculum on iXplore.

Day 1ENGAGE Time: 5 min.

Activities/EventsTeacher Directions Guiding Questions

1. Using Engage 1, a physical property word wall, students will compete with their elbow partner to record physical properties of items from the baggies.2. Give students a bag of objects to describe on

the “Describe These” worksheet. Allow 3 minutes for students to list as many properties as they can. (Another option for a word

wall with pictures is included on Engage 2.)

What words from the word wall describe the objects in the baggies? (color, size, shape, texture, flexibility, relative mass, and relative temperature)

EXPLORE Time: 15 min.Activities/Events

Teacher Directions Guiding Questions

1. Students will share what they recorded and compare with other students in the class. They may find that other students described the same object with different words. For example, the pipe cleaner can

be red, round, and flexible.2. Add to the Engage 1/2 word wall any new

words students used that are not on the wall.3. Using Explore 1/2, students will choose an

item from the baggie or in the room. They will give clues about the item’s properties to a partner. Partners will take turning guessing the items.

What words did your partner use to describe items that you did not? (answers will vary)

What words did you and your partner both use to describe items? (answers will vary)

What word helped you identify the mystery object in the room? (answers will vary)

EXPLAIN Day 1 Time: 35 minActivities/Events

Teacher Directions Guiding Questions

1. Students will use their physical property explore activity to determine that matter is anything that takes up space and has mass. Mass is the amount of matter in an object. Students will define matter and mass using Explain 1.

What do all of these objects have in common? (answers will vary)

How would you describe matter? (Matter is anything that takes up space.)

Think of the objects that you observed from the baggie, how do we know that they are made of matter? (Because they

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Show students this with a balance scale before using the powerpoint picture.

2. Students will use a balance scale to observe what happens when objects are placed on a balance scale to compare their mass. Using Explain 2 and 3, students will observe how the side of the balance that goes down contains the object with more mass and the side with the object with less mass will go up. (Mass will be further explained in Lesson 51 Measuring Solids.)

3. Students will read and discuss how we can describe an object by its properties using Explain 4.

4. Begin an interactive word wall (description for this is in teacher background) or anchor chart for physical properties and add properties throughout the 2 day lesson as they are introduced. Students will copy the word wall in their notebooks.

5. Students will classify objects by their properties which can be seen: shape, color, and size using Explain 5.

6. Have students classify the objects from the bag by their shape. Use Explain 6-7 to clarify and have groups share their sorting schema.

7. Have students describe and reclassify the objects by color. Use Explain 8 to clarify how to describe color as a property.

8. Have students describe and classify the objects by size. Use Explain 9 to help students understand how to describe relative size using superlatives (-er, -est).

9. Using Explain 10-15, students will work through centers sorting objects from the baggies into physical property groups by their color, size, shape, and mass. Using Explain 10, students will sort selected objects by size.

take up space and have mass.) What is mass? (Mass is the amount of

matter in an object.) Can objects have the same mass? (Yes,

because they contain the same amount of matter using a balance scale.)

Can objects have different amounts of matter? (Yes, because they contain different amounts of matter that can be measured using a balance scale.)

What are the properties of matter? (Something about an object that can be observed.)

What properties do the grapes contain? (They are green (color), round (shape), and small (size).)

What are some words that can describe the shape of an object? (flat, sharp, edge, straight, curved, round, square, triangle)

Which letters in the alphabet have straight edges? (A, B, D, E, F, etc.)

Which letters in the alphabet have curved edges? (C, G, J, O, P, etc.)

What are some words that describe color? (red, orange, yellow, green, blue, purple, etc.)

Name some objects in the room and the color of them. (answers will vary)

What are some words that describe the size of an object? (small, tiny, little, large, big, long, short, thin, and thick)

Name objects in the room that are long, short, thin, thick. (answers will vary)

What item in the baggie was the shortest? longest? (answers may vary)

Compare the length of two of your

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They will chose 5 objects from the bag and place the objects from shortest to longest. They will record on the record sheet which object is the shortest and which is the longest.

10.Using Explain 11, students will sort 5 objects that they choose from the bag into color groups. They will count the objects for each color, record their findings, and compare with classmates to find which color group has the most objects.

11.Using Explain 12, students will pick 5 objects from the bag and sort them by their shape. They will record the amount with the shape of a circle, square, triangle, or other and conclude which shape has the most and least objects.

12.Using Explain 13, students will choose 3 objects and group objects by whether their mass is more or less than the other objects. They will sequence and record the objects having the least mass to the most mass.

13.Using Explain 14-15, have students talk with a partner to decide which objects should be grouped together and identify the property they used to group them. They will also name other objects that have the same physical properties. Have groups share their sorting schema.

items? (ex. The pipe cleaner was longer than the button, but about the same length as the unsharpened pencil.)

Which color were most of the objects in the baggies? (answers may vary)

Compare the color of two of your items? (ex. The button and the unsharpened pencil were both yellow.)

Which shape has the most objects? Which shape has the least objects?

Which object has the most mass? Which object has the least mass? Compare the mass of two of your items?

(ex. The pipe cleaner has less mass than the unsharpened pencil.)

How could you group these items? ( by shape)

What other objects could go with the ruler and notebook? (textbook, pencil box, etc)

What other objects could go with the penny and the basketball? (bowl, marble, soccer ball)

Which group would have the most mass? (the brick and the rock)

Why do the brick and rock have more mass? (They have more matter inside them so they are heavier.)

Day 2EXPLORE Day 2 Time: 5 min.

Activities/Events Teacher Directions

Guiding Questions

1. Students will review properties of matter as descriptions using Day 2 Explore 1.

2. Students will pick an object from the picture and use words from the word wall to describe

What physical properties of matter did we work with yesterday? (shape, color, size, amount of mass)

What words describe your selected

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it. object? (answers will vary)EXPLAIN Day 2 Time: 30 min.

Activities/EventsTeacher Directions Guiding Questions

1. Students will be introduced to physical properties that you can feel: texture, temperature, and flexibility, using Day 2 Explain 1. Continue to add properties to the interactive word wall or anchor chart and have students add the information to their science notebooks.

2. Using Day 2 Explain 2, students will define texture of matter as the way an object feels. Objects may feel soft, hard, smooth, rough, bumpy, fuzzy, or scratchy (and many more).

3. Students will observe objects from the baggies and describe their texture.

4. Using Day 2 Explain 3, students will group objects by textures.

5. Students will define temperature of an object as feeling either cool, cold, warm, or hot using Day 2 Explain 4.

6. Using Day 2 Explain 5, students will match temperature to objects.

7. Using Day 2 Explain 6–7, students will define flexibility as being able to bend or move.

8. Students will identify objects from the baggie that are flexible. Compare your findings with your table group.

What are the physical properties that you can feel when describing an object? (texture, temperature, flexibility)

What words describes the texture of a popsicle? (smooth and cold)

What does the texture of an object mean? (The way it feels.)

What are some words that describe the texture of an object? (soft, hard, smooth, rough, bumpy, fuzzy, scratchy)

What is the texture of the item you chose from the baggie? (answers will vary)

Which object has a bumpy texture? (lego table), a smooth texture? (iPad), a fluffy texture? (bread), a rough texture? (shell)

Can an object have different textures? Explain your thinking. (different parts many have different textures)

Name some objects that are cold? (ice, ice pack, snow, etc.) warm? (popcorn, soup, etc.) hot? (fire, water that is boiling, etc.)

What about objects that are cool? (metal computer that is in a cool part of a room)

Can you feel a temperature difference among the objects in the baggies?

What is an object able to do if it is flexible? (It will be able to bend or move.)

What are objects that you know to be flexible? (rubber band, beach noodles, people, slinky, etc.)

What objects from your bag have a soft, hard, and rough texture? (answers will vary)

Which objects were flexible? (answers will vary)

Compare the flexibility of two of your

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9. Students will identify items as having the physical property of being able to sink or float when placed in water, using Day 2 Explain 8. Students will make the connection that if an object is placed in water, the object that is up indicates that it floats and if the object is down in the water, it indicates that the object sinks.

10.Using Day 2 Explain 9, students will identify objects as having the physical property of magnetism or not. Show students a magnet and how the magnet affects other materials (paper clip, chair leg, table, etc.) Make the connection that items moved by the magnet are magnetic and those that do not move are not magnetic.

11.Using Explain 10-13, students will work through centers sorting objects from the baggies into physical property groups by their texture, flexibility, ability to sink or float, and magnetism. Using Day 2 Explain 10, students will pick 5 objects from the bags, sort them into groups by texture. They will record which objects are soft or rough, and what other textures the objects have.

12.Using Explain 11, students will choose 4 objects from the bag and sort them by flexibility. They will test the objects for flexibility by attempting to bend them. Then they will place and record the objects on the chart from most flexible to least flexible.

13.Using Explain 12, students will choose 5 items and compare them by their ability to sink or float. They will place them in water, and record if they sink or float.

14.Using Explain 13, students will choose 5

items. (ex. The pipe cleaner is more flexible than the button.)

If an objects is higher in the water than another object, is the object floating or sinking? (floating)

If an object is lower in the water than another object, is the object floating or sinking? (sinking)

What objects from the baggies sink? float? (answers will vary)

How do we know if an object is magnetic? (If the object is moved by the magnet.)

Which items from the baggie did you find to be magnetic? (answers will vary)

Compare the magnetism of two of your items. (ex. The pipe cleaner is magnetic but the button is not magnetic.)

What do you notice about all the items that are magnetic? (answers will vary)

Which objects had a rough texture? Which objects had a smooth texture? Compare the textures of two of your

items. (ex. The pipe cleaner feels softer than the button.)

Which objects were more flexible? Which objects were not flexible? Which object was the most flexible? Which object was the least flexible? Compare the flexibility of two of your

items. (ex. The pipe cleaner was more flexible than the button.)

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objects and label them as magnetic or not. They will attempt to pull the object with a magnet and then record if the object is pulled or not.

ELABORATE Time: 20 min. Activities/Events

Teacher DirectionsGuiding Questions

1. Students will complete the “Matter Matters” worksheet. They will need to pick one item from their bag of items to describe its physical properties. They will need to pick another item to compare with it to describe the properties of size, mass and temperature. Elaborate 1 shows the worksheet to guide students. Elaborate 2, a completed worksheet, if needed to guide students further or check responses.

2. If time permits, students can go on a scavenger hunt to find objects and then sort them by shape, mass, temperature, texture, and flexibility. Elaborate 3 gives instructions.

How did you decide on that property? How does the _______ compare to the

___________ in size (shape, color, texture, etc)?

EVALUATE Time:

Activities/EventsTeacher Directions

Guiding Questions

1. “Matter Matters” worksheet can be taken for a grade.

2. Optional Evaluation is the “Matter Quiz.”

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