Teachers:

Randi Haranzo

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Water is Matter Lesson

Title & Topic:
The states of matter
within Water

Grade Level:
3

Standard:
Common Core State Standards Connections:
-ELA/LiteracyW.4.8. Recall relevant information from experiences or gather relevant information from print
and digital sources; take notes and categorize information, and provide a list of sources. (4-PS31),(4-PS3-2),(4-PS3-3),(4,PS3-4),(4-ESS3-1).
Arizona Science Standards:
Observations, Questions, and Hypotheses
PO 1. Formulate relevant questions about the properties of objects, organisms, and events of the
environment using observations and prior knowledge.
PO 2. Predict the results of an investigation based on observed patterns, not random guessing.
Scientific Testing (Investigating and Modeling)
PO 2. Plan a simple investigation (e.g., one plant receives adequate water, one receives too
much water, and one receives too little water) based on the formulated questions.
PO 3. Conduct simple investigations (e.g., related to plant life cycles, changing the pitch of a
sound, properties of rocks) in life, physical, and Earth and space sciences.
PO 5. Record data in an organized and appropriate format (e.g. t-chart, table, list, written log).
Communication
PO 1. Communicate investigations and explanations using evidence and appropriate
technology.
Objective (Explicit & Measurable):

Knowledge: Students will be able to predict what will happen to water

if it is put into a freezer or if it is heated. Predict what will happen to
water left in an unopened container and explain what happens to that
water.
Skill: Students will be able to understand that matter can change into
different forms; liquid, solid, and gas.

Evidence of Mastery (Measurable Assessment: formative and summative):

(formative) - Students will respond correctly to teacher questions and will be actively engaged
in the lesson.
(summative) - Students will be able to receive an 80% or higher on the worksheet and have it
completed fully.
Background Knowledge: (What do students need to know to complete this lesson)

Students will need to know what ice and that ice is only found when
water is cold. Additionally, they will need to know that steam comes
of water that is heated.

Process Skills: (what skills are you introducing or reinforcing: ex: observation reinforcing;
prediction - introducing.)
Observing - using the senses to gather information about an object or event.
Inferring - making an "educated guess" about an object or event based on previously gathered
data or information.
Communicating - using words or graphic symbols to describe an action, object or event.

 Classifying - grouping or ordering objects or events into categories based on properties or

criteria.
Predicting - stating the outcome of a future event based on a pattern of evidence.
Safety: (what safety rules and items need to be addressed?)
Students should be kept away from the hot plates. Glass will also be very hot when it is placed
on the hot plate.
Teacher Background:

Materials: (list item and possible quantity)

Everything is made of matter. Most forms of

matter can change state from a solid to liquid to
a gas and in the reverse order. These changes in
the states of matter or caused when the
molecules that make up the matter vibrate faster
as heat is added to them. The molecules of a
solid or the least active while those of a gas or
the most excited. These changes are called,
freezing - liquid to a solid, evaporation/boiling
- liquid to a gas, and condensation gas to a
liquid.

Several beakers

Parafilm

Wax pencils

Freezer

Hot plates

Engage
Teacher Will:
Ask the students whether they now what happens when a substance gets
hot or cold. Ask them if they ever had an ice cream cone on a hot day or
hot chocolate. Ask them what they think is happening in both of these
circumstances.
Explore
Teacher Will:
1st day: Have the student fill several beakers with water then have them
draw a line where the top of the water is with a wax pencil. Help the
students cover a few of the filled beakers with parafilm. Put one of the
beakers into the freezer or wait until the next day if there are time
constraints.
2nd day: The students will observe and record which beakers had the level of
water drop. Ask them where they think the water went and list the
answers. Using a hot plate and a beaker of water demonstrate to the
students how steam comes of the water. If a beaker was placed in the
freezer on the 1st day, take it out and put it close to the steam. Have the
students observe both frozen water and the condensation forming on the
cold beaker. If a breaker wasnt put in the freezer, put one in.
3rd day: Take the frozen beaker out of the freezer to show the student how
the water as changed from liquid to a solid. Some condensation may form
on the outside of the beaker. Ask the students where they think this water

is coming from.
Since the water is evaporating slowly it may take a little longer to get
obvious results and since the ice will remain frozen for long periods of time
as long as the freezer holds out.

Explain
Teacher Will:
Before the water is observed ask the students to draw and write what they
think will happen to the water in each beaker.
Elaborate
Teacher Will:
Guide the students into understanding that they movement of heat is cause
of these property changes. Ask: Why do you think the water turned into
steam when we put it onto the hot plate? Why did the water in the freezer
become solid?
Molecules may be discussed to give the students in understanding of how
matter is held together. Ask a student to hold your hand and then start
waving your arm making it more difficult to hold to demonstrate the
molecular bonds being broken by heat.
Evaluate
Teacher Will:
Evaluation will occur with the Explain and Elaborate sections.

Performance Rubric
The students drawing and answers to questions will be used to
evaluate.
Element

Excellent
(4 pts)

Good
(3 pts)

Knowle
dge (1,
50%)

Student is
able to predict
what will
happen to
matter when it
is placed in
the freezer.
They also
understand

Student is
able to
predict that
water will
change
when
temperatur
es change.

In
Developme
nt (2 pts)
Student can
predict that
ice will be
made if
water is
placed in the
freezer but
not that the
water is the

Needs
Rethinking
(1 pt)
Student is
unable to
predict that
the water will
change into a
vapor when
heated or a
solid when
frozen.

Not Scorable
(0 pts)
No
participation.

Skill (1,
50%)

that will
change into
other forms at
different
temperatures.
Student is
able to write
or draw what
happens to
water as the
temperature
changes
including
where it goes
when heated.

same water.

Student
can writ e
or draw
what will
happen if
the
temperatur
e of water
changes.

Uncovered

Prediction

Observation

The student
draws that
the water is
replace by
another
substance
when placed
in the freezer
or heated.

Covered

Student is not
able to draw
the water
changes as
temperatures
change.

Freezer

No
participation.

Hotplate