Chapter 6 Lesson 1 "Matter"

Materials:

• Worksheet: 06-1, "Matter"

Objective:

• Students will define matter.
• Students will recognize three states of matter.
• Students will identify properties of matter.
• Students will measure properties of matter.

Anticipatory Set:* Ask the students to compare water to feelings. Show the students an ice cube and give them time to describe a teenager or person, (no names) as an ice cube. (you all know someone who reminds you of an ice cube) Next apply heat to the cube. Give the students the amount of time it takes to melt the ice to write about the person. Next we have water. Have the students think of someone they know who is like water and why. Begin heating the water and give the students the amount of time that it takes to turn to steam to write about that person. Next describe a person you know who is like steam. Have a volunteer from one of the sites read what they wrote about the iceman. Have someone at a site read about the waterman. Have someone at one of the sites read about the steamman. How are the personalities like the state of matter itself.

Look at a solid. a solid keeps its shape no matter what container it is put in, it is rigid and maintains its volume.

Look at a liquid, and compare it to the person. It takes the shape of the container it is in. It flows but holds together most of the time and maintains a stable volume.

Look at a gas and compare it to the person read about. It moves quickly and freely, it will assume the shape and volume of any container it is put in.

Teacher Input:* Show the students three pictures of molecules in the different states. Have them guess which molecules represent gasses, liquids, and solids. Solid, Liquid, Gas

Have students jot down the vocabulary words for the lesson. As we come across the words have them define it and write an example. Words are matter, states of matter, property, physical property, chemical property.

First take a look at matter by giving the students a picture of many different things have each site name a piece of matter in the picture. As students name things have them tell the state of the matter. Define matter. Define State of matter.

Matter has properties and if you know all the properties you can guess the name of the matter. Remind the students of the game 20 questions. It is based on properties. In fact there is a little game that has properties of things put in a computer game and it can guess what your thinking of in 10 questions most of the time. They can play it here if they want: http://y.20q.net/anon

There are two main kinds of properties, physical and chemical. Show and explain some physical properties. (color, state, size, texture) Show and explain some chemical properties. (taste, smell, reacting with oxygen, water, fire) Define each. Property, Physical Property, and Chemical property.

Use this chart to describe the physical properties of fruit

Show the students a comparison picture of salt and sugar. Describe the physical properties of salt vs. sugar:

Guided Practice:* students will go through the questions on page 134 each site will take one question.

Independent Practice:* Students will work on the questions on the worksheet, "matter"

Check for Understanding:* Students will complete the quiz on lesson 1 chapter 6.

Duration:

30 minutes + 10-15 for Independent Practice (Could be longer if taken for homework).

Alaska Content Standards Addressed in this lesson:

• SCI A-1 Students will understand models describing the nature of molecules, atoms, and sub-atomic particles and the relation of the models to the structure and behavior of matter (Structure of Matter);
• SCI A-2 Students will understand the physical, chemical, and nuclear changes and interactions that result in observable changes in the properties of matter (Changes and Interactions of Matter);

• SCI A-15 Students will use science to understand and describe the local environment (Local Knowledge); and: