Matter: :Matter: It’s what the world’s made of.


What do you know about matter? :What do you know about matter?


Solids :Solids Solids hold their own shape. Solids have weight. Solids take up space.


Liquids :Liquids Liquids take the shape of their container. Liquids have weight. Liquids take up space. !


Gases :Gases Gases spread out to fill the entire space given. Gases have weight. Gases take up space.


Plasma :Plasma Lightning is a plasma. Used in fluorescent light bulbs and Neon lights. Plasma is a lot like a gas, but the particles are electrically charged.


STATES of matter? :STATES of matter? What would it take for matter to move from one state to another?


Energy determines the state! :Energy determines the state!


Particles in Solids: :Particles in Solids: Are packed tightly together Have very little energy


Particles in Liquids: :Particles in Liquids: Are loosely packed Have medium energy levels


Particles in Gases: :Particles in Gases: Move freely Have LOTS of energy


Particles in Plasma: :Particles in Plasma: Are electrically charged Have EXTREMELY high energy levels


Mixtures may be in different phases :Mixtures may be in different phases Solid? Liquid? Gas? Plasma?


Add or Subtract Energy. . . :Add or Subtract Energy. . .


What will happen? Why? :What will happen? Why?


Solid + Energy = ? :Solid + Energy = ? When energy is added to solids, they become liquids! Examples?


Liquid + Energy = ? :Liquid + Energy = ? When energy is added to liquids, they become gases! What examples can you think of?


Changing States :Changing States There are several names for matter changing states: State change Phase change Physical change


So, did we get something new? :So, did we get something new? Ice cream and melted ice cream? Chocolate and melted chocolate? Ice, water, and water vapor? Steel and molten steel?


The End! :The End!


Slide 21:Matter & Energy 3


Slide 23:Teacher Page 4 We suggest that students keep a journal. 4 It is critical for students to use writing skills to explain answers. When you see this symbol students should use their journals.


Slide 24:A. Physical Properties Classifying Activity 3


Slide 25:Which of your senses could you use to describe a banana? ? ?


Slide 26:Did you choose your sense of touch? How would it feel? Discuss your answers, then click for ideas. smooth soft waxy Share your other ideas.


Slide 27:Did you choose your sense of sight? How would it look? Discuss your answers, then click for ideas. yellow long shiny Share your other ideas. big small


Slide 28:Did you choose your sense of hearing? How would it sound? Discuss your answers, then click for ideas. It didn’t make a sound. Would you hear anything if you peeled it?


Slide 29:Did you choose your sense of taste? How would it taste? Discuss your answers, then click for ideas. sweet no taste Share your other ideas. Remember..you only taste when your teacher tells you.


Slide 30:Did you choose your sense of smell? How would it smell? Discuss your answers, then click for ideas. Share your other ideas. sweet good


Slide 31:Use your senses to describe this jar. ? ? X X Why wouldn’t you use taste and smell?


Slide 32:Using your sense of sight write three words that describe the jar. Share your ideas with your class. Click for ideas shiny clear-transparent round bottom curved sides glass


Slide 33:Using your sense of touch write three words that describe the jar. Share your ideas with your class. Click for ideas smooth slick ridges at the top cool hard


Slide 34:The jar doesn’t make a sound by itself. Describe one way you could get a sound from the jar. Share your ideas with the class. Click for ideas It rings if you hit it with something. You could drop something in it. End of Activity


Slide 35:Matter and Energy 4


Slide 38:A. Physical Properties Activity 4 Classifying


Slide 39:Matter can be a solid, liquid, or gas. Can you put these things in groups? Answers next


Slide 41:How are solids alike? Click for answer Solids have a definite size and shape.


Slide 42:How are liquids alike? Click for answer Liquids have a definite size but take on the shape of the container.


Slide 43:How are gases alike? Click for answer (May be slow) Gases have no definite size or shape and move into all available space. End of activity


Slide 44:Second Grade Brenda Rone, Susan Gentry, and Bridgett Niedringhaus Hazelwood School District Matter & Energy 5


Slide 45:This lesson is designed to reinforce: State Science Standard 3 III Matter and Energy Properties, Characteristics, and Structures of Matter A. Physical Properties are used to identify objects. B. Matter has physical properties that can change. C. Substances/mixtures can exist in different concentrations. D. Materials can be used for a variety of purposes.


Slide 46:Teacher Page We suggest that students keep a journal. It is critical for students to use writing skills to explain answers. When you see this symbol students should use their journals.


Slide 47:B. Physical Properties Changes Activity 1


Slide 48:What do you think will happen to this ice cream? Answer


Slide 49:Did you guess that it would melt?


Slide 50:What caused the ice cream to melt? Click for answer


Slide 51:Heat changed the shape of the ice cream. What other items change shape with heat? Make a list of at least 5 items. Click for some ideas


Slide 52:How will this paper look if left in the sun? Draw a picture.


Slide 53:How did the paper change? Did the paper change? No? Yes? Click to see What caused the change?


Slide 54:The light caused the color of the paper to change. Share your ideas. End of activity


Slide 55:Second Grade Brenda Rone, Susan Gentry, and Bridgett Niedringhaus Hazelwood School District Matter & Energy 6


Slide 56:This lesson is designed to reinforce: State Science Standard 3 III Matter and Energy Properties, Characteristics, and Structures of Matter A. Physical Properties are used to identify objects. B. Matter has physical properties that can change. C. Substances/mixtures can exist in different concentrations. D. Materials can be used for a variety of purposes.


Slide 57:Teacher Page We suggest that students keep a journal. It is critical for students to use writing skills to explain answers. When you see this symbol students should use their journals.


Slide 58:C. Substances/Mixtures Concentrations Activity 1


Slide 59:m&m m&m m&m m&m m&m m&m m&m m&m m&m m&m m&m m&m m&m m&m m&m Which color m&m has the highest concentration? Click for clue More of Can you explain why? Click for answer


Slide 60:Which glass has the highest concentration of color? Click for answer A B C


Slide 61:Draw 12 marbles. Color them orange, green, and blue. Make the greatest concentration blue and the least concentration green.


Slide 62:Draw this graph to show your concentrations. 9 8 7 6 5 4 3 2 1 0 green blue orange color of marbles number of marbles Color Concentration End