`Solids, liquids and  gasesDonna Armstrong                Frazier Elementary                               4027 W. Grenshaw Ave.                               Chicago, Illinois 60624                               (312) 534-6880  Objective:     Using various examples of solids, liquids and gases, the student will be able to define the three states of matter.  They will classify the three kinds of matter, describe its properties and give examples of each one.  Lastly, they will describe different ways matter can change and will learn related vocabulary.  Materials needed:1) Liquids (such as: milk, water, oil, honey)2) Solids  (such as: a block, a ball, a sponge, a feather, a brick and a duck)3) Gases   (such as: balloons filled with air and balloons with helium, a             garbage bag with dry ice, a flask with a small amount of vinegar and            baking soda and a can of soda pop)4) Mystery box5) To show matter changing from one form to another:           (ice cubes, a hot plate, an egg, a pan, candles, mirrors, etc.)   6) To show that air takes up space and has weight:              (mystery box, clear shoeboxes filled with colored water, balance             scale, 4 beakers (250ml), punchball, paper towels, dry ice inside            of a garbage bag, Alka Seltzer tablets, water and a balloon, clear            plastic cups, sandwich bags, rubber bands) @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ Strategy and Activities:     Begin by having the students guess the items in a mystery box.  Describe the items in the box.  Generalize the specific qualities of each.  Do the same for each group of boxed items.  Tell what the objects contain.  Write the description.  Explain that the items with a definite size and shape are solids.Describe the objects with a soft flowing feeling as liquids.  Lastly, describe the materials with no definite shape or size as gases.  Take examples from each box, tell what specific qualities each has.      To test for air, have each student feel air from a balloon.  Second, have students "scoop" air into cups.  Place a plastic bag inside and out, feel the air pushing against the bag.  Third, place a paper towel inside of a beaker.  Put the beaker down into a container of colored water.  Decide if the water wet the towel.       Using the model of a molecule chamber, explain that the movement of the molecules represents gases, liquids and solids.  Gases move and flow more freelythan the others.  Its particles constantly strike the walls and bounce off.  Themolecules of a liquid are packed less closely together than those in a solid.  They can move about and we can say a liquid "flows".  It takes the shape of a container.  A solid's molecules are packed close together and stay in place.  A solid has a definite shape.      More discussion will continue as the teacher describes that some liquids become gases when heated.  Some solids can become liquids when heated.  Gases can become liquids when cooled. @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@Conclusion:     As the students described the items in each group, they learned more about solids, liquids and gases.  They were able to tell why the paper towel did not get wet inside the beaker.  They were able to tell what each property was for each item. As a solid, the property was a definite shape.  As a liquid, the property is free-flowing.  As a gas, the property is more free-flowing and it takes up space.   -------------------------------------------------------------------------------`