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Temperature Sensor

Lesson 3

Temperature Sensor Lesson 3

What Are the States of Matter?


45 - 60 mins

Grades 3 - 8
INTRODUCTION
In this lesson, students will deepen their understanding of the states of matter and how they are related to particle motion. Students will explore the properties for each state of matter, and will be introduced to the composition of matter as it relates to each state - liquid, gas, and solid.

  Print Educator Guide   Lesson Slides    Assessments    Support
GETTING STARTED Lesson Materials Learning Objectives Lesson Preperation
5E INSTRUCTIONS Engage Explore Explain Elaborate Evaluate
Phase Resources Career Connections Graphic Organizer Term Glossary Standards Alignment
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GETTING STARTED

Lesson Materials


Piper Computer Kit
Sensor Explorer Kit

Learning Objectives

In this lesson, students will deepen their understanding of the states of matter and how they are related to particle motion.
Students will:
  1. Develop models that assess the 3 states of matter
  2. Model and describe how changes in particle motion define a state of matter
  3. Describe how certain properties of objects determine what phase they’re in under certain pressure and temperature
  4. Explain how phase changes of matter occur as they relate to temperature and pressure

Lesson Preperation

  • Ensure students have access to (or you print out copies of) the Lesson 2 graphic organizer.
PIPER 5E INSTRUCTIONAL MODEL

Engage

Teacher-led Discussion (5 minutes) Consider: Different Forms of Water in Everyday Life

Have students consider the forms of water they encounter through a Think Pair Share warmup exercise.

Provide the following guiding questions:
  • When do you encounter water?
  • What form is it?
  • What do you call it?
Note: Encourage students to draw the different forms of water as they create their responses.

Explore

Explore: The Properties for each State of Matter (30-40 minutes)

Share the States of Matter slides with each group from lesson 2 or regroup for this exercise.

Note: As students go through the slides, students should fill in their graphic organizer with their findings.

Explain

Explain (10-15 Minutes)

Provide Context: Using Lesson 3 Slides, review the particle images that match a state of matter on slide 2.

Ask students the following questions in a full-class discussion:
  • What do you think the white dots represent in these graphics?
  • How were you able to decide which graphic represented which state of matter?
  • If we were able to get a closer look into each state of water (ice, liquid water, and steam), what do you think we would see?

Elaborate

Apply: An introduction to the Composition of Matter

Have students read the following (or explain it to them in your own way):

“Water will be liquid between 0 and 100 degrees Fahrenheit, but oxygen will be gas at the same temperatures. This is based on the composition of matter - objects are found in certain states based on the temperature. Why is matter in a particular state at a temperature? (There are certain properties of objects that determine what phase they’re in under certain pressure and temperature.) The composition of matter determines when an object becomes liquid, solid, and gas. That is why our houses don’t melt when it’s hot outside. Temperature plays a part in this, but we will explore that in the next lesson.”

Use Slides 3-5 to discuss with the class.

Evaluate

At the end of this lesson, have student take the Assessment.

PHASE RESOURCES

Career Connections

Soil and Plant Scientist: Salary $65,730/yr
Meteorologist: Salary $92,860/yr
Air Conditioning Installer: Salary $57,300/yr
Hydrologic Technician: Salary $53,360/yr

Graphic Organizer

Lesson 3 DOWNLOAD
Phase DOWNLOAD

Term Glossary


Temperature Measures how hot or cold something is. It tells us the level of heat in a substance or environment, and we use tools like thermometers to find out.

Phenomena Events or things that happen in the natural world that we can observe and study. In science, phenomena are the interesting or unusual occurrences we want to understand better, like how a rainbow forms or why certain plants grow in specific places.

Celsius A scale used to measure temperature, where water freezes at 0 degrees and boils at 100 degrees. It’s commonly used around the world to describe how hot or cold something is.

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Standards Alignment


We are excited to be aligned with the following standards.


Concept Standard

Develop a model to describe that matter is made of particles too small to be seen.

3-5-PS1-1

Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion.

3-PS2-2

Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move.

4-PS4-1

Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen.

4-PS4-2

Generate and compare multiple solutions that use patterns to transfer information.

4-PS4-3

Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways.

4-LS1-2

Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.

MS-LS2-3

Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed.

MS-PS1-4

Plan an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the average kinetic energy of the particles as measured by the temperature of the sample.

MS-PS3-4

Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object.

MS-PS3-5

Develop a model to describe that waves are reflected, absorbed, or transmitted through various materials.

MS-PS4-2

Develop a model to describe the cycling of water through Earth's systems driven by energy from the sun and the force of gravity.

MS-ESS2-4

Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.

MS-ESS3-5

Obtain and combine information to describe climates in different regions of the world.

3-ESS2-2



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