Matter Unit Part 1: States of Matter, Phase Change, Physical Properties

This unit consists of 11 lessons of about 50 minutes and 20 pages of printable work bundle. The work bundle chronologically follows the entire set of interactive slideshows (hundreds of amazing slides). Students record fill-in notes on the red slides, answer questions, conduct meaningful hands-on activities, includes video links, built-in assessments, games, and much more. The slideshows are engaging and interactive throughout. Everything can be uploaded to Google Classroom if you wish, and arrive fully editable.

Lesson #1 (50 Minutes) Matter and Mixtures - The 20 page work bundle is printed and distributed to the students. This will be due upon completion of the unit and a necessary tool for the review game. Please see preview as this lesson is shown. Students record important red slide fill-in notes in their work bundle. The difference between mass and weight is described with an astronaut visual. The difference between element and compound described with visuals. Students then need to answer some challenge questions. A flow chart is presented with elements compounds. Each slide reveals more the diagram and the students fill-in their work bundle. Mixtures are described, and some more visual questions are shown to reinforce the learning. Students are introduced to homogeneous and heterogeneous mixtures with visuals. They then take a visual quiz in their work bundle. The answer version is provided after the quiz and the question presented before the answer is revealed so the teacher can call upon students or table groups.

Lesson #2 (50 Minutes) Solution and Mixtures, Soda Store Project. Student learn about solutes and solvents, and supersaturated with some notes, visuals and video link. Students then get introduced to the soda store project. The class breaks into groups of four, each is assigned a role (president, graphic designer, taste chemist, and marketer). They decide upon a soda name, color, taste, jingle / commercial. Each member of the team brings something to the project. The project works best is the teacher brings in 2 liter carbonated soda water for each group although normal school water can work. The students (taste chemist) create the mixture of solute (sugar), flavor, color, and add with a large funnel. They then cap and the marketer and graphic designer create the label, and commercials. The president oversees that everything gets done and helps out. The next day is presentation time and taste testing. This project is always a highlight, and the disgusting tasting sodas are usually the most memorable. Students use their vocabulary from mixtures. They also learn that mixing the solute (sugar) did not create a new substance / it was not a chemical change but just a physical change from a solid to a liquid.

Lesson #3 Law Conservation of Mass (50 Minutes, likely much longer depending on how many activities are done as demonstrations vs students performing). This is a nice lesson that has plenty of activities that keep the class interested throughout. The class begins with student weighing a bag of microwave popcorn before popping. The students make a prediction about the weight after popping. The teacher can bring a small microwave into class. Students usually make observations about the steam escaping during the cooking and when removed form the microwave. Next, the bag is weighed showing a small difference in mass. This leads nicely into understanding where the mass went and Law Conservation of Mass. Student then learn about Law Conservation of Mass with some red slide notes which are recorded in work bundle. An activity in the work bundle records the weight of some birthday candles over the course of several minutes. This works best as a demonstration. More discussion of the where the mass went is described. Another activity gets the student thinking about closed systems that uses baking soda, a balloon, and plastic bottle with some vinegar. Baking soda is put into a balloon that is then fastened to the plastic bottle. The baking soda is hangs to the side of the bottle. When the balloon is lifted vertically the baking soda reacts with the vinegar and balloon fills up. The teacher weighs the bottle with vinegar, and balloon with baking soda before and after. There shouldn't be a mass change as it was a closed system. Another activity uses bottles, steel wool, and vinegar. In this one, there's the possibility of mass gain in the bottle without the balloon on top as oxygen was able to enter the system. Another activity uses Alka-Seltzer tablets, water, and Zip-Lock bags. Student weigh everything separate, and then a add together. The weight should be the same. A series of slides conclude with visuals about open and closed systems. References to matter and energy are made. This is a a fun lesson that may take two days.

Lesson #4 Kinetic Molecular Theory. Kinetic Molecular Theory is discussed with visuals of the molecular behavior for solids, liquids, and gases. The states of matter are then described with notes. Semi-solids are discussed and short activity gives the student groups a diaper to remove the polyacrylic acid, a super-absorbent polymer. They then add some water to create the semi-solid. Students learn a bit about diffusion and teacher sprays some air freshener and student raise hands when they smell it. This helps reinforce the idea that the molecules are moving and the freshener is moving out from high concentrations to low concentrations. Some video links and review questions conclude. Students continue to record notes, diagrams, and answer questions in their work bundle.

Lesson #5 (50 Minutes) States of Matter. Students learn about plasma, and small amount of BEC's. A video keeps it interesting. This portion is just to describe their existence and doesn't go into the complex details. After a neat video about superfluids and further review, students take a quiz wiz that requires them to name the state of matter form an image/ picture. Many of the images/pictures are at the molecular level. The answers are provided so the students can self assess.

Lesson #6 (50 Minutes) Phase Change. This lesson begins giving each student a Hersey Kiss in the wrapper and having them hold it tight in their non-writing hand. They should hold until a slide tells them stop holding. Notes about physical change are provided and students record in work bundle. Students then complete a step by step diagram has them record important vocabulary. The vocabulary is Physical Change from s-l-g-p and p-g-l-p (Melting, Evaporation, Ionization - Deionization, Condensation, Freezing) A series of questions have them get familiar with the diagram. Students then are asked to stop holding the Hersey Kiss that is mostly melted, the prior notes discuss energy, and students are asked to describe the phase change that occurred in their hand. Physical Change and Nucleation sites are described. Video link about Diet and Coke and Mentos. Teacher can take class outside and demo as well. Teacher then demonstrates Styrofoam dissolving into acetone and difference between melting and dissolving described.

Lesson#7 (Optional) Make Ice Cream Lab (50 Minutes) Student are given instructions on how make ice cream. It's up to them to follow them correctly. The materials are easy to obtain. Just a large Zip-Lock bag, small Zip-Lock bag, whole milk, vanilla, sugar, plenty of ice, and salt. Rock salt works best but regular table salt can do the trick with little extra shaking. The ice cream made will fill the Zip-Lock and is enough for students working in groups of four. Questions and answers in the slideshow connect the activity to energy and phase change.