Matter Balloons - Lesson Plan

Core Decisions

What

Students will describe and categorize different types of matter based on physical properties.
Students will get a sense of the tactile differences between the states of matter, and how solid
matter, in general, retains its form no matter its container, whereas liquid will gather along the
bottom of a container and gas will spread out to fill an enclosed space. Students should also
develop a concept of matter retaining its properties even when its shape and size changes.
They will be building a crucial foundational understanding of matter (as a core idea from the
Framework) upon which they will continue to develop a working understanding of the
crosscutting concept of energy and matter which is fundamental to all physical sciences.

How

Students will talk through their own prior understandings of what things are made of, and the
differences between different states of matter. In line with the first (and perhaps most important)
of the NGSS Framework Practices, students will form their own questions about matter. From
there students will get to handle materials directly and use this as the basis for their
investigations. They will be encouraged to form and follow new questions, and to keep track of
their observations, which they will then share with one another (NGSS Practice: Obtaining,
evaluating, and communicating information), to try to land upon a working understanding of Commented [E1]: Included full language of NGSS
different states of matter. Practice instead of referring to the practice by number
[feedback from NancyLee Bergey]

Why

The students in 202 have more science time scheduled into instruction than many
students in Philadelphia. The first quarter focused on land and water, and the lessons mostly
consisted of slideshows and worksheets where students had to match definitions on diagrams
(of the water cycle, for instance).
I wanted to design a lesson that would allow for more hands-on exploration wherein the
students could follow their own curiosities more directly. So much of science depends upon
developing new lenses with which to look at things, so I wanted to give the students an
opportunity to experiment with the inquiry and concrete sense-making that defines science as a
discipline and as a crucial tool for understanding the world. Commented [E2]: Re-phrased to describe science as
I chose to focus on matter because of the districts set curriculum for the second quarter it is usually taught in the class and what my intentions
for my lesson are [feedback from NancyLee Bergey]
of 4th grade. I was glad that the curriculum called for this topic, and that I would have the
chance to work on it with the students, since exploring concepts of matterwhich is itself so
fundamental to the entire field of physical science and chemistryis an incredible opportunity
for students to develop an awareness of how absolutely everything around them is analyzable in
scientific terms.
 Goals/Objectives
Students will formulate questions about matter and will observe, describe and categorize
different substances. Students will develop their classification skills when categorizing
substances according to physical properties, and according to current state of matter. Students
will communicate their observations and work towards developing a shared set of
characteristics that define the various states of matter.

Students will be able formulate questions about matter. Students will be able to describe and
categorize substances according to physical properties, and to differentiate between solids,
liquids and gases. Students will be able to describe certain general characteristics of solids,
liquids and gases.

Standards

5-PS1-3 Make observations and measurements to identify materials based on their properties

NGSS Practices: Asking questions and defining problems; Obtaining, evaluating, and
communicating information.

NGSS Core Disciplinary Ideas: Physical Sciences - Matter and its Interactions

NGSS Cross-Cutting Concepts: Energy and Matter Commented [E3]: Linked standard to specific NGSS
Practices, Core Discplinary Ideas, and Cross-Cutting
Concepts [feedback from NancyLee Bergey, Science
Pennsylvania Assessment Anchors Methods Professor.]
S4.C.1.1 Describe observable physical properties of matter. Reference: 3.4.4.A, 3.2.4.B
S4.C.1.1.1 Use physical properties [e.g., mass, shape, size, volume, color, texture, magnetism,
state (i.e., solid, liquid, and gas), conductivity (i.e., electrical and heat) to describe matter.
S4.C.1.1.2 Categorize/group objects using physical characteristics.

Materials

- Chart paper
- Markers
- Observation notes handout copies
- Paper
- Pencils
- Sparkling water
- Drinking glass
- 5 balloons, each filled with either
- Uncooked rice
- Salt
- Pennies
- Clay
 - Water
- Air
- Sand
- Rock
- Eraser
- Fabric (shoelaces)
- 5 paper cups
- Scissors

Classroom arrangement and management issues

- This lesson will take place at the large table in the back of room 203. There are enough
chairs for a small group to sit down during discussion, and enough room for students to
move around and take notes during observation time. This space has been generously
offered to us by Ms. Ingerson, because her students will be in P.E. at that time.
- I will prepare the materials ahead of time and arrange them in a small pile Commented [E4]: Words cut for clarity [feedback from
- Within the small group, I will go over norms (that we listen to one another, that we take care NancyLee Bergey]

of one another and of the class materials, that we will stay responsible and focused on the
project at hand
- Before the lesson I will approach certain students I have chosen to do the lesson who I Commented [E5]: Clarifying that I have chosen these
know have more trouble focusing. I will talk to them to get them excited about the lesson students already and have planned how I will frame the
setting of expectations based on what I know about
and how I specifically wanted to work with them because I know they want more them [feedback from NancyLee Bergey]
opportunities to do science at school, and to set some expectations that they will agree to.
- During the lesson if anybody is not sharing materials or is goofing off, I will remind them of
the norms and let them know that the consequence of their continuing to act irresponsibly
will be that they will not be able to handle the materials directly and will only be allowed to
make visual observations and participate in the discussion part of the activity.

Some questions to ask to start off:

- What do you know about matter?
- What is the difference between sand and rocks?
- What is the difference between ice and water?
- What is air made of?
Questions to ask as they investigate:
- What does it feel like?
- How can you tell if its solid, liquid, or gas?
- Can you pick it up? Commented [E6]: [feedback from Penn Mentor, Jackie
- What similarities or differences have you found? Burgess] suggested a great example of solids, liquids,
and gases all existing within the human body. She
- How could you describe that? thought that everything is science! was a little weak
as a hook. I agree that in general it would be too broad
to be captivating, but these two students would be in
the group I would be working with, and I wanted to
a) Hook follow up on this conversation with them in a
A few weeks ago, L and J were asking me if an eraser was science, and I said yes. They meaningful way. I thought that highlighting their
interests to the whole group would both make them feel
asked me if shoes were science. I said yes. They asked if a pencil sharpener was science. I proud and make the other students intrigued to learn
said yes. Everything is science! Does anybody have any idea how an eraser could be science? more about something that their classmates had been
curious about.
 [student responses]

b) Body of the Lesson

- Today we are going to talk about one of the most important concepts in science--one of
the most foundational--meaning it relates to absolutely everything, and everything
depends on it. We are going to talk about matter.
- Has anybody heard of matter before? What do you know about matter? [student
responses]
- Pour carbonated water into a clear drinking glass
- Almost everything in the world is either a solid, a liquid, or a gas. Do you know any
examples of a solid, liquid or gas? [collect responses and clarify as necessary. Eg. most
gases can only be seen when trapped in liquids or felt, as when blown through a strawn.]
- [Gesture to the glass full of carbonated water. Can anybody see a solid, liquid, or gas
on the table here? [collect student responses] What words could you use to describe
the solid/liquid/gas? [collect student responses] These descriptions help us to
understand different properties of matter. Properties are the qualities that make things
what they areheavy, smooth, blue, sticky etc.
- Sometimes scientists study objects that cant be easily seen. Each of you will be
investigating different types of matter that are hidden inside balloons. Commented [E7]: Checked with teacher about latex
- [Hold up a balloon as an example.] You will be making observations about what is allergies of students in class, and tested out sharpie
ahead of time to make sure that it wouldnt degrade the
inside each balloon, and trying to figure out if its a solid, liquid, or gas. Write down what balloon [feedback from NancyLee Bergey]
you notice about each one, and try to find descriptive words. Each one is marked with a
number, so you should be taking notes on your handout in the section with that number.
You can also write down any questions you have while you are investigating. When
scientists are unsure about something, they always keep track of their questions!
- Distribute numbered balloons to each student and tell them they will have a minute to
observe and take notes, and then I will tell them to pass their balloon on to the next
person.
- Put the balloons back into a container so that only you can reach them, and pull them Commented [E8]: [suggested by NancyLee Bergey
out one by one if you want to hold each while asking the students to talk about it. with the following comment: If this type of activity were
- After everyone has felt each balloon, come back together. What observations did you common practice you might be able to leave them out. I
am very tolerant of kids handling materials as long as
note about #1? What type of matter might be in there? [repeat for each balloon, drawing they are still listening. But as this is so unusual for your
on comments from previous observations as we go]. students I suggest keeping tighter control.]
- Now we are going to see what was inside each balloon, and we can take some time to Commented [E9]: removed the phrase or revise
see if we want to add to our descriptions or modify our guesses about what type of [feedback from NancyLee Bergey with the following
comment: I would just say add. The inferences they
matter it is. made are perfectly valid this is what they observed
- Cut balloon #1 open and pour contents into paper cup. Is it a solid, liquid, or gas? What and inferred but now we have more information.
properties does it have? Is it smooth or rough? Hard or flexible? Can you pick it up? Commented [E10]: Clarified where the contents would
be poured into [feedback from NancyLee Bergey]
- Repeat for each balloon. When the balloon filled with air is opened, ask students what
was inside that one? probe to make sure they see that it wasnt empty--its empty now Commented [E11]: [feedback from NancyLee Bergey:
Kids love comedy. It might be fun to seem to try really
that its been broken, but was it really empty before? Ask if what was inside was a solid, hard to let that air pour into the cup.] I was glad to have
liquid or gas? this specific suggestion for how to be funny, but I
decided not add it into the formal lesson plan because I
- Based on our observations and classifications, can we make any generalizations about tend to incorporate humor in a more improvisational
solids? About liquids? About gases? [Take notes on chart paper] way, and didnt want to stress about hitting this
particular joke if the context wasnt right.
 - Prompt for discussion of compare/contrast between different materials that were
designated as solids and liquids. Does anybody remember when we were learning about
erosion? What is the relationship between sand and rocks, for example?
- Extension: move around the classroom and find (or talk about) two things and what Commented [E12]: Clarified that they would just be
properties they have that are similar vs. what properties distinguish them. exploring the classroom, not the outdoors [feedback
from NancyLee Bergey]
Commented [E13]: Took out section that had set more
c) Conclusion strict demands on students explorations. Previous plan
- Reflect as a group on our discussions and notes in order to come up with some working had said the similar property cant just be theyre both
solid. Must at least be something along the lines of
definitions of solids, liquids and gases. I will record student ideas on a new piece of chart
they both can be picked up, if not more specific they
paper so that we have a cleaner version than the notes taken up to that point. are both slightly flexible etc. [feedback from NancyLee
Bergey: But they could start with this, right, since that is
what you have made the focus of the lesson?]
Assessment of the goals/objectives listed above
I will be informally assessing students throughout the lesson by listening to their
questions, observations, and the connections they make in our discussions and while handling
the materials. I will also assess their observation skills by watching how they interact with the
balloons and materials.
Analyzable artifacts from the exercise of their observation skills and building an
understanding of matter include the notes that they will take as they investigate the balloons
(each individual student will produce one sheet of organized notes) as well as the anchor charts
that record the groups thinking overall (to be analyzed in conjunction with notes I take informally
of who says what in the discussion and how students build off each others ideas). Commented [E14]: Nina, who will be the designated
observer, will record video of me doing the lesson so
that I can refer back later for a closer look.
Anticipating students responses and your possible responses
a) Management issues: If students are not focused or are behaving inappropriately, I will ask
them to remember the norms we established at the beginning, and remind them that if they do
not fix their behavior they will no longer be able to handle materials as part of the investigation,
and will just have to look on and make their observations at a distance, listening to what others
have to say.
b) If students run into issues with how to describe certain properties or patterns they are
noticing, I will probe to find out what they are really trying to express and then provide
appropriate vocabulary as necessary, but aiming to use the language they supply .

Accommodations
a) As the lesson is largely exploratory, and based on students own observations, I do not
anticipate too many issues with the content itself. If it turns out that students are completely at a
loss of what differentiates solids/liquids/gases, I will backtrack and scaffold by providing different
examples of matter that fits into each category, along with a brief description of how I know. Commented [E15]: [feedback from NancyLee]
b) Students who may need more of a challenge can do the extension as listed in the end of the prompted to find out about classifications for sand and
similar types of collections of small solid particles.
lesson plan, and can also be told to look for or think of an example of something that they are These are called granular materials
not sure if it is a solid, liquid, or gas, but to choose one and support their choice with scientific
reasoning and evidence.