* Goal: To allow students to investigate, develop inferences, and identify general descriptions for each of the three states of matter - solid, liquid, and gas.

* Grade level: 3rd grade.

* Prerequisites: Developed an understanding of property of matter, grouped matter on their properties, observe using all senses.

* Objective: The students will investigate water, by observing and stating inferences about, the properties of each state of matter of water- solid, liquid, and gas.

* Materials: Pyrex glass pot or beaker, hot plate, 15 thermometers, crushed ice, and 14 baby food jars.

A. Place the students in groups of three and assign roles of recorder, reader/observer, and materials set up and checker.

B. Describe the materials and instructions needed for the student groups to carry out the activity of melting ice. They will need to set up a jar and put in crushed ice and a thermometer and write or draw something every 3 minutes for a 21 minute period (the time it takes the ice to melt completely into water. A second activity on a side table will be set up with crushed ice and a thermometer in a Pyrex glass pot sitting on a hot plate. The students will observe this activity at the beginning, middle, and end of the 21 minute period. Discuss safety precautions relating to glass jars, thermometers, and the hot plate.

C. After setting up the crushed ice in the jar on the hot plate for the second activity, ask the observer from each group to come up and make observations and go back and report the findings to the group. The recorder will write the findings of the observer when they return. At the same time ask the materials person from each group to come to the side table to get the crushed ice in the jar and a thermometer.

D. Ask the following key questions before the students begin. Write them on the board. What are some of the things that you notice about your ice? What readings did you see on the thermometer when you noticed things happening to your crushed ice? What evidence do you have for "different kinds of materials, stuff, or substances" in these activities.

E. Each group following the activity will discuss the questions on the board.

F. Class management instructions on returning materials.

* Evaluation: Each student will write a list of properties of different "kinds" of material.

1) The students will investigate a variety of materials, by observing and stating inferences about, the general properties of each state of matter - solid, liquid, and gas.

2) The students will identify real samples of three states of matter as being solid, liquid, or gas.

* Materials: magnifying glasses, paper towels, baby food jars, labels, and spoons at each of 10 stations. In addition set up stations with dish soap, bar soap, cooking oil, milk, sponge, bottle with an onion juice residue, yogurt, hand lotion, margarine, and salt.

A. The class will summarize what they think are the different properties of each kind of water. The teacher will add to their answers to bring out all of the properties of each state and introduce the term "matter" for all kinds of material.

B. The teacher will ask the students to visit 3 of 12 different stations with different states of matter and write and draw the properties or characteristics) different kinds they see. Matter at stations will will include dish soap, bar soap, cooking oil, milk, sponge, bottle with an onion juice residue, yogurt, an "empty bottle", hand lotion, coin, margarine, and salt. The students will change group roles and will observe, record, and discuss what they see. Class management instructions will be given on procedure of moving from station to station.

C. The class will summarize what they observed at the stations about the different properties of each kind of matter. The teacher will ask the students a series of focused questions about each of the states of matter observed (eg. what properties did you observe at station 3 which led you to conclude that the matter was a liquid).

D. The students in each group will read 2 paragraphs in chapter 4 in their science texts on the states of matter and/or the teacher will introduce and explain the terms "solid, liquid, and gas" and their general properties.

E. Closure: The teacher will describe the properties of matter in each state, solid, liquid, and gas. Solids ------ etc. This should be fully stated.

* Evaluation: Each student will observe and list properties of three samples of matter. Samples for each state will be included - solid, liquid, and gas.

1) students identify properties for each of the three states of matter - solid, liquid, and gas in samples of matter provided.

2) Students will define each of the three states of matter - solid, liquid, and gas - by describing the general properties of each state.

* Materials: Materials include flour, vinegar, baking soda, etc. In addition have magnifying glasses, paper towels, two baby food jars, and spoons for each group.

A. The students will change group roles again and will observe, record, and discuss what they see. Class management instructions will be given on procedure of creating three states of matter. The students will create and identify 2 examples each of solids, liquids, and gases from the collection of materials found on the side table. For each state constructed students must draw and write the properties which make up this state of matter. Materials include flour, vinegar, baking soda, etc. The teacher will ask the students to send the materials person from each team to pick up the necessary materials.

B. The class will be asked to summarize what they think are the different properties of each state of matter constructed. The teacher will add to their answers to bring out all of the properties of each state.

C. Provide class management instructions on returning materials - reverse the distribution procedure.

D. The teacher will summarize the lesson by describing each of the activities in the order they were experienced in the lesson. Indicate briefly the main point developed by each activity.

* Evaluation: Each student will identify the state and list the general properties of five real samples of matter. Samples for each state will be included - solid, liquid, and gas. Samples include Jello, lunchmeat, malted shake, perfume which is smelled coming from a covered bottle, "silly putty" or potter’s clay.