Observable Properties of Materials
I will set up 3 balloons, one filled with air, the other with water and the last with frozen water. Before I begin the lesson, I will have children get up and observe the balloons.
They may look, touch, and hold the balloons. Once all students have had the chance to observe the balloons, I will ask them about their observations. What did they notice? How did the balloons feel? Were they different temperatures? Were some heavier than the others? Did the texture feel different? After the students are finished sharing their observations, I will review what ‘matter’ is and describe each state that the balloon was in and the observable properties of each. (I will explain to students that observable properties are found using their five senses).
As I am explaining about the balloons and about different types of matter, I will then have a volunteer come up and poke a hole in each balloon, but before the volunteer pokes it, I will ask the students what they think will happen to each balloon.
Students will then watch a fun video that will explain more of what states of matter and observable properties are.
To provide students with an investigative experience, I will have 3 stations displayed within the classroom, each representing a state of matter. One station will have a soda bottle with pop rocks inside it and a balloon attached to the top, representing gas. The second station will have 3 water bottles (allowing for multiple students to observe the bottles at one time) and the third station will have 3 small bags filled with a few gold fish. Students will walk around to each unit and on a handout with individual columns labeled solid, liquid or gas, they will write down what the object is under the correct column (ex. Soda bottle with balloon represents gas, water bottle is a liquid, etc.) Then students will analyze the attributes as to why those materials are one of the states of matter, using the words given on the handout, as well as any words they come up with to describe the materials. (ex: they would use the word ‘invisible’ to describe a gas). Encourage and remind students to use their 5 senses when figuring out what the observable properties are of all the materials.
Once students have finished their observations/analysis’, I will ask students to share their findings (for 2 minutes) with a partner and explain what they observed (the observable properties) to each other. I will be calling on students to describe their partners answers to the class. I will then go to each station and go over the materials. Finally, I will ask students questions about the properties they observed and how they were different from each other
Students will complete a project using the app Pic Collage Kids. Students will be able use their creativity to express what they know about observable properties such as color, shape, texture, etc. and they will be able to apply their prior knowledge of observable properties to this project. The students will pick any 3 materials they choose and create a collage that will explain the observable properties (ex: what is the color, size, texture shape, etc.) of those materials. Students will be able to take their own pictures, draw their own pictures, find pictures to paste on the app, use stickers and use their writing skills to describe what observable properties are of the materials that they chose, (all done on the Pic Collage App). Students will later present their collages to the class.
Teacher will be asking questions such as:
-What materials did you choose?
-Which of those materials are solid, liquid and gas?
-What are the observable properties of the materials you found?
-Can you explain why you know these are observable properties?
-Why do you think the materials you chose are different from each other?
-What is the relationship between the materials you found?