Activity Overview
It's helpful for students to understand the properties of the states of matter before they get too far in the lesson. This activity makes for a perfect introductory baseline or even summative assessment to see how much students have learned. Students will create a chart illustrating particle models for each state of matter. They should be sure to include the properties of each state of matter.
This is a great opportunity to discuss with your students what happens when you add thermal energy to or remove thermal energy from a system of particles. Students can relate this to the kinetic energy of the particles, the motion of the particles, and the temperature of the system.
This activity can be easily differentiated to be more accessible to a wide range of students. The template associated with this assignment is a simple T-Chart. To make this activity more accessible, use the completed example above as a starting point. Remove columns so students only have to create the particle arrangement for each state of matter, or even just come up with example of solids, liquids, and gases. Modify the resources to best fit the needs of your students.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Create a T-Chart that matches the states of matter to their particle arrangement and properties.
- Click "Start Assignment".
- Add two columns and title the columns: State of Matter, Arrangement, Properties - Flow, and Properties, Compression.
- Identify each state of matter and create a visualization in the first column.
- In the second column create the particle arrangement for each state with shapes and write a description.
- Identify and illustrate flow for each state of matter, and give the reason.
- In the final column, identify and illustrate compression for each state of matter, and give the reason.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient | Emerging | Beginning | |
|---|---|---|---|
| Arrangement | The storyboard has a clear diagram correctly showing the particle arrangement for a solid, liquid and gas. Each arrangement also has a description. | The storyboard has a clear diagram correctly showing the particle arrangement for a solid, liquid, and gas. | The storyboard does not show the particle arrangement for a solid, liquid, and gas. |
| Properties | There are two properties identified for solids, liquids, and gases. | There is one property identified for solids, liquids, and gases. | There are no properties identified for solids, liquids, and gases. |
| Reason for properties | All of the properties are correctly explained, including how the particle arrangement explains the property. | Some of the properties are correctly explained. | None of the properties are correctly explained. |
| Evidence of Effort | Work is well written and carefully thought out. | Work shows some evidence of effort. | Work shows little evidence of any effort. |
Activity Overview
It's helpful for students to understand the properties of the states of matter before they get too far in the lesson. This activity makes for a perfect introductory baseline or even summative assessment to see how much students have learned. Students will create a chart illustrating particle models for each state of matter. They should be sure to include the properties of each state of matter.
This is a great opportunity to discuss with your students what happens when you add thermal energy to or remove thermal energy from a system of particles. Students can relate this to the kinetic energy of the particles, the motion of the particles, and the temperature of the system.
This activity can be easily differentiated to be more accessible to a wide range of students. The template associated with this assignment is a simple T-Chart. To make this activity more accessible, use the completed example above as a starting point. Remove columns so students only have to create the particle arrangement for each state of matter, or even just come up with example of solids, liquids, and gases. Modify the resources to best fit the needs of your students.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Create a T-Chart that matches the states of matter to their particle arrangement and properties.
- Click "Start Assignment".
- Add two columns and title the columns: State of Matter, Arrangement, Properties - Flow, and Properties, Compression.
- Identify each state of matter and create a visualization in the first column.
- In the second column create the particle arrangement for each state with shapes and write a description.
- Identify and illustrate flow for each state of matter, and give the reason.
- In the final column, identify and illustrate compression for each state of matter, and give the reason.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient | Emerging | Beginning | |
|---|---|---|---|
| Arrangement | The storyboard has a clear diagram correctly showing the particle arrangement for a solid, liquid and gas. Each arrangement also has a description. | The storyboard has a clear diagram correctly showing the particle arrangement for a solid, liquid, and gas. | The storyboard does not show the particle arrangement for a solid, liquid, and gas. |
| Properties | There are two properties identified for solids, liquids, and gases. | There is one property identified for solids, liquids, and gases. | There are no properties identified for solids, liquids, and gases. |
| Reason for properties | All of the properties are correctly explained, including how the particle arrangement explains the property. | Some of the properties are correctly explained. | None of the properties are correctly explained. |
| Evidence of Effort | Work is well written and carefully thought out. | Work shows some evidence of effort. | Work shows little evidence of any effort. |
How Tos about Properties of the Different States
How to lead a hands-on demonstration of state changes using everyday materials
Gather common items like ice cubes, water, and a kettle. Show students how heat causes ice to melt and water to boil, visibly demonstrating each state change. This visual approach helps students grasp abstract concepts by observing them in action.
Ask students to make predictions before each demonstration
Before starting, invite students to predict what will happen when heat is added or removed. Encourage them to use vocabulary like solid, liquid, and gas. This builds engagement and helps you assess their prior knowledge.
Guide students to observe and describe particle motion during each state
Prompt students to describe what they see as solids melt, liquids boil, or gases condense. Relate observations to particle movement, emphasizing differences between states. This links real-world changes to scientific concepts.
Facilitate discussion connecting changes to energy transfer
Lead a class talk about how adding or removing heat changes particle speed and arrangement. Ask students to explain why solids melt or liquids freeze, reinforcing the connection between energy and state changes.
Encourage students to record findings in a science journal
Have students draw diagrams and write about what they observed after each demonstration. This reinforces understanding and provides a reference for future lessons.
Frequently Asked Questions about Properties of the Different States
What are the main properties of solids, liquids, and gases?
Solids have a fixed shape and volume, with particles packed closely together. Liquids take the shape of their container, have a definite volume, and particles can move past each other. Gases have no fixed shape or volume, and their particles move freely and quickly.
How can I teach the states of matter using a simple chart or T-Chart?
Use a T-Chart to help students compare states of matter. Label columns with "State of Matter," "Arrangement," and "Properties." Students can draw particle models and write descriptions for each state, making the differences clear and visual.
What happens to particles when thermal energy is added or removed?
When thermal energy is added, particles move faster, potentially changing a solid to a liquid or a liquid to a gas. When thermal energy is removed, particles slow down, and matter can change from gas to liquid or liquid to solid.
Why do solids, liquids, and gases have different levels of flow and compression?
Solids do not flow easily and are hard to compress due to tightly packed particles. Liquids flow easily but are still hard to compress. Gases flow freely and can be compressed because their particles are far apart.
How can I differentiate a states of matter lesson for students at different levels?
Differentiate by simplifying the chart, offering examples, or removing columns so students focus on just the particle arrangement or naming examples. Adjust the activity based on your students’ needs for accessibility.
More Storyboard That Activities
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- Blue ice • Moyan_Brenn • License Attribution (http://creativecommons.org/licenses/by/2.0/)
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- water drops • technicolor76 • License Attribution (http://creativecommons.org/licenses/by/2.0/)
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