Utah State University

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Education and Outreach Getaway Special (GAS)

9-2010

Elementary and Middle School Science Lesson Plan: Solid, Liquid,

Follow this and additional works at: https://digitalcommons.usu.edu/gas_educ

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Recommended Citation
Getaway Special Team 2010. (2010, September). Elementary and Middle School Science Lesson Plan:
Solid, Liquid, Gas, What is it?

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Unit Theme: States of Matter and Phase Changes Subject Area: Science
Lesson Title: Solid, Liquid, Gas, What is it? Number of Learners: Entire class
Grade Level: 3rd-8th Time Needed: 30-45 minutes

Curriculum
5th Grade Science Core Curriculum
Standard I: Students will understand that chemical and physical changes occur in matter.
Objective 2 – Evaluate evidence that indicates a physical change has occurred.
Objective 3 – Investigate evidence for changes in matter that occur during a chemical reaction.

7th Grade Integrated Science Core Curriculum

Materials Needed
Corn starch
Water
Baking soda
Vinegar
Food coloring
Beaker
Legos
Balloons
Speaker
Amplifier
Tone Generator
Container for cornstarch and water
Wooden mixing spoon
Microgravity and Gravity Boiling of 2010 Experiment Videos
o Microgravity Link: http://www.youtube.com/watch?v=h9PnK58m0tE
o Gravity Link: http://www.youtube.com/watch?v=Z-N1j-8tR3s
GAS Team Summer 2010 NASA Experience Video
o Link: http://www.youtube.com/watch?v=7xQp8LWcqoE

Learning Objectives
Students will understand that matter has different phases; solid, liquid, and gas. Students will
understand when a phase change occurs. They will also be able to distinguish the difference
between physical and chemical changes.

Background Knowledge
Teachers understand the difference between a solid, liquid, and gas and understand that solids
have the least amount of energy (slowest moving particles) and gases have the most (fastest

Compiled by the Get Away Special Team at Utah State University September 2010
moving particles). Understand that matter exists in all three states. Physical change is a change
that doesn’t alter the substance’s chemical identity. One example is water changing from ice to
liquid water to steam. Chemical change occurs when chemical bonds are broken and new bonds
are formed between different atoms. You can’t return it back to the original state. One classic
example is fire.

Instructional Procedure
Start the lesson with a mixture of corn starch and water bouncing around on a stereo speaker.
Ask the students what they think is happening and then begin the discussion on properties of
matter. Teach that the corn starch is a solid and water is a liquid and thus they can act like both a
liquid and a solid, known as a non-Newtonian fluid.

Ask students what they know about solids, liquids, and gases. Use various Lego configurations
to show how the molecules in solids, liquids, and gases are organized differently. Start by
building a set that is compact and the same color, like a rectangle, portraying a solid, where the
molecules are close together. Next start pulling Lego pieces off one by one showing that
molecules in a liquid have a little more freedom and energy to move around. To demonstrate gas
molecules, throw the Legos in the air in all directions. Explain to the students that the molecules
in a gas don’t want to be next to one another so they disperse in any direction possible. Also
explain to the students the different energy levels each phase state has; solids have a low energy,
liquids a little more, and gases have the most.

Once the students understand these properties of matter, ask them how matter changes between
the different states. Ask them if they know the two different types of changes that can occur.
Discuss physical and chemical changes. To demonstrate a physical change, use a solid blue
block of Legos. Piece by piece take them apart and explain that the Legos are now a liquid
because they have more energy. Finally move the Legos in all directions for a gas. Be sure to
discuss and point out that the molecules never changed, just changed phases.

To demonstrate a chemical change, use a red and blue cube set. Explain to the students that the
Lego sets are different molecules; the red being a solid (salt) and blue a liquid (water). Then add
some energy into the molecules, start to break them apart, and combine both block colors
together to form one cube. Explain to the students that the two colored block acts like a liquid
solution such as salt water. Finally put more energy into the molecules and pull them apart and
spread them out from one another. This is creating a gas and the molecules want to get as far
away as they can. It will also be useful to demonstrate this explanation with a cup of water, add
the salt so they can see it inside and mix it around so it disappears. Emphasize with a chemical
change you can’t turn the molecules back to their previous state. You can’t turn the salt water
back into salt and water. Chemical changes occur when molecules of matter are combined to
make a new substance. Some clues to tell if a chemical change has occurred include a change in
smell, light or heat is given off, or production of bubbles or gas. Some examples include fire,
rust, baking, fall leaves changing color, and moldy cheese.

Next, use the baking soda, vinegar, and balloon to demonstrate all three states of matter, physical
change, and a chemical change. Add some vinegar to a beaker and ask the students what type of
state it is in. Then add some food coloring and ask the students what type of change has

Compiled by the Get Away Special Team at Utah State University September 2010
occurred. It is a physical change because you didn’t change the properties of either substance.
Next show the students some baking soda and ask what state it is in. Add some baking soda to
the vinegar and put a balloon over the beaker opening. This will cause the mixture to react and
bubble up causing the balloon to fill up with a gas called carbon dioxide. Ask the students what
type of change just occurred and what they think is in the balloon. Be sure they understand it is a
gas. This will help them see the change from a solid and liquid state to a gas state. This will also
help them understand that although a chemical change has occurred, none of the material that
went into the experiment disappeared, it just changed state.

Next ask the students why they think states of matter and phase changes are important. Discuss
with them their importance in everyday life. Next ask the students how many of them like
macaroni and cheese. Ask them how they make it. This is a perfect lead into boiling water. Ask
them why the bubbles go up when they are boiling the water. Discuss with them the impact
gravity has on making the bubble go up. Then ask them if they think astronauts like macaroni
and cheese. Do you think they can have it in space? Ask them what they think would happen if
they tried to make macaroni and cheese in space. Bring out there is no gravity, so the food
would do everywhere. Ask them what direction the bubbles go when you don’t have gravity.
Emphasize the point of them going everywhere.

Ask them why they think boiling in space would be useful. Bring out the usefulness of heat
management systems and using it as a source of cooling. This potentially provides assistance for
further space exploration. Explain to them that students at USU were wondering its usefulness
and explain about the project. Show the students the boiling cube and pass it around. Next show
them video footage of the 2010 experiment. Show them boiling in gravity first and ask them
which way the bubbles are going. Then show them boiling in microgravity and ask them where
those bubbles are going.

Boiling on Earth:
http://www.youtube.com/watch?v=Z-N1j-8tR3s

Boiling in Microgravity:
http://www.youtube.com/watch?v=h9PnK58m0tE

Talk about the research performed, what we have learned, and what we continue to hope to learn.
Show the students the NASA team video.
http://www.youtube.com/watch?v=7xQp8LWcqoE

Emphasize that the basic science concepts the students are learning now apply through all of
science. Explain that we are using the basic principles of states of matter and phase changes in
college research. Wrap up with a few experiences from the trip and promote college and the
opportunities you can have. Go Aggies! End with questions.

As the students are dismissed, allow them to touch the cornstarch mixture and feel that it is a
solid and a liquid at the same time.

Compiled by the Get Away Special Team at Utah State University September 2010
Assessment
Students will provide correct answers to questions asked during the presentation. A run through
the experiments again will also give a solidification of their knowledge learned.

Extensions
Using food coloring and water add a few drops of food coloring to water and ask what type of
change this is. It is a physical change. Next add bleach. This will clear up the water in a few
minutes. Ask what type of change just happened, chemical or physical. This is a chemical
change. Ask the students to justify their answers. Next add baking soda to water and ask what
type of change, chemical or physical. This is a physical change due to its solubility. Finally add
baking soda to vinegar and ask what type of change this is. It is a chemical change. If students
are unclear, allow them to perform the experiments themselves to clarify.

Explain to the students what a control factor is in an experiment. Ask the students what they
think happens when you bake a loaf of bread and the reaction that takes place. Then have them
make four different loaves of bread at home. One with the correct amount of yeast, another with
no yeast, another with half the amount of yeast, and the last with double the amount of yeast.
Have the students bring the loaves to class and discuss the differences in the loaves due to the
various amounts of yeast. Also have them come up with a hypothesis or conclusion for the
reaction differences due to the varying amounts of yeast. Discuss the changes that occurred with
the ingredients and making the bread.

Compiled by the Get Away Special Team at Utah State University September 2010