Use these pictures to elicit a discussion: What do these pictures show? How are they alike? How are they different? (note the four planets are GAS giants). Explain that these pictures all show MATTER.

WORD	DEFINITION
matter	Objects that take up space and have mass are called matter
mass	Mass is how much there is of an object. Mass is related to how much something weighs.
properties	A property describes how an object looks, feels, or acts
density	Density is the mass of a substance per unit volume
volume	Volume is the amount of space an object occupies.
physical change	A change in the form of a substance, for instance, from solid to liquid or liquid to gas or solid to gas, without changing the chemical composition of the substance
chemical change	The change of a substance into another substance, by reorganization of the atoms, i.e. by the making and breaking of chemical bonds.
solid	A solid has a certain size and shape.
liquid	It takes the shape of its container. Liquids can flow, be poured, and spilled
gas	A gas is matter that has no shape or size of its own.

2. From the motivation pictures, students should be able to say that matter can exist in different forms. Elicit solid, liquid and gas. Have them log on to http://nyu.edu/pages/mathmol/textbook/statesofmatter.html and state the properties of each state of matter and why they are grouped together. In a blank database, have students search the web for picture examples of each state of matter, similar to what was done for the motivation.

1. Children can do a few different activities to show the states of matter and changes in matter. The following activity is taken from Chemistry for Every Kid, by Janice Van Cleave, John Wiley and Sons, Inc. New York 1989

Problem: How can we observe physical properties and their changes?

Hypothesis: We think if we make a physical change, then we can describe the before and after properties.

Materials: 3x5 index card, scissors

Procedure: 1. Describe the color, shape, size, and texture of the index card.

2. Fold the index card in half along the long side. 3. Starting at one end, make cuts about 1/4 inch apart, alternating from the folded edge to the open edge. All cuts are to stop 1/4 inch from the edge. 4. Slip the point of the scissors under the fold at point A and cut the fold until you reach point B. DO NOT cut the fold on the two end pieces. 5. Carefully stretch the card open to form a large chain. 6. Observe the physical properties again: size, color, shape, texture.

OBSERVATIONS: The color and the texture of the card has not changed, but the size and the shape has. It started as a 3x5 rectangular card, but after it was a chain-like structure big enough to slip around person's body.

CONCLUSION: We learned that we can make physical changes by changing the size and shape of a solid object.

THE THREE PHASES OF MATTER

WARM-UP

Complete the following table to review the properties of liquids and solids. Write "yes" or "no" in each column of the table.

Property	Solid	Liquid
Assumes the shape of its container
Can be formed into a sphere
Flows
Crumbles

MATERIALS & EQUIPMENT

1 clear plastic cup
1 craft stick
corn starch
water
measuring cups

LAB SAFETY AND PROTOCOL

Do not wash the material you are about to make down the sink. Throw it in the trash.

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PROCEDURE

Measure 1/4 cup (level) of corn starch into the paper cup.
Measure 1/8 cup (level) of water into the paper cup.
Stir quickly until the mixture is smooth.
Does the material look like a solid or liquid (why)?
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Poke your finger into the material. Does it behave like a solid or liquid (why)?
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Take a spoonful of the material in your hand and roll it into a ball. Then place it on the desk. How did it behave when you tried to roll it into a ball?
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On the desk?
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Pick it up again and hold it for a few minutes. Do you observe any changes that demonstrate the presence of a gas?
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CONCLUSION

Is this material a solid, liquid or gas?

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STATE OF MATTER	EXAMPLE 1	EXAMPLE 2	EXAMPLE 3
SOLID
LIQUID
GAS