MODULE 1: PROPERTIES OF MATTER
Lesson 1: SOLID, LIQUID, AND GAS
Lesson Outcomes:
1. Described characteristics of different objects based on the shape and space they occupy; and
2. Classified objects and materials as solid, liquid and gas according to some observable characteristics.
LECTURE:
A. STATES OF MATTER: SOLID, LIQUID, GAS
All objects on earth can be classified in one of three physical forms or states such as solid, liquid
and gas.
A. Solid is a state of matter that has definite shape and definite volume. It keeps its own size. Some
common examples are marbles, ping-pong ball, marble, sponge, rock, empty bottle, bag, pen, book,
jewelries and many others.
Special Properties
a. Hardness – ability of solids to resist breaking and scraping
b. Malleability – ability of metals to be hammered into different shapes
c. Ductility – ability to its drawn into wire like copper, aluminum and steel
d. Brittleness – property that makes solids easy to break when force is applied to it.
B. Liquid – state of matter that keeps its size but takes the shape of its container.
C. Gas – state of matter that can freely change its shape and size.
Figure 1: Images of Gas, Liquid and Solid
B. DESCRIPTION OF THE STATES OF MATTER ACCORDING TO SHAPE AND SPACE THEY OCCUPY
• The “state” of matter refers to the group of matter with the same properties. Materials are grouped
together according to their properties.
• If a material is grouped as solid, it has a definite shape and volume. The volume or size of an object or
material is the amount of space it occupies.
• If a material is in liquid state, it has a definite volume but follows the shape of its container.
• A material in a gaseous state has no definite shape and volume. It has the ability to spread filling out
any available space of its container.
Prepared by: GRACIE ANN M. DY – EED 5 Instructor
Reference: Teaching Science in the Elementary Grades
(Chemistry and Biology)
MODULE 1: PROPERTIES OF MATTER
Activity1: Describe the Object’s Shape and Space Occupied
Materials Needed:
• 3 objects of different shapes and sizes labelled A, B, C ( ex. Pingpong ball, marble, dice or coin)
• 3 small transparent plastic containers of different shapes labelled 1, 2, and 3 (ex. Square or rectangle,
round container, a jar)
• Plastic soda bottle filled with colored water (food coloring can be mixed with water)
• Empty round and elongated balloon
• Record notebook
Procedure:
Step1:
1.1. Place each object A, B, and C one at a time, into each of the containers 1, 2, and 3
1.2. Gently shake the container with its content. Observe and record any changes in the objects. Remove the
objects from the container.
Q1. Press each objects A, B, and C. Did the shape of objects A, B, and C change?
Q2. Did the size of objects A, B, and C change in the three different containers after shaking?
Q3. The objects in step 1 are all solids. Based on your observations, what can you infer about the shape and
volume of a solid?
Step 2:
2.1. Pour colored water from the soda bottle into the first plastic container (C1) used in Part A to fill it. Observe
and draw the shape of the colored water in your notebook.
2.2. Next pour the colored water from the first container (C1) into the second container (C2). Observe and
draw the shape of the colored water inside the container.
2.3. Pour the colored water from the second container (C2) into the third container (C3). Again, observe and
draw the shape of the colored water.
Q4. Did the shape and space occupied by the colored water change when placed in the different containers?
Q5. From your observations of liquid colored water, what can you infer about the shape and volume of a
liquid?
Step 3:
3.1. Blow air into the round balloon. Tie the opening and observe what happens to the shape of the air inside
the balloon. Press gently the balloon with your hand. Observe what happens.
3.2. Do the same step using the elongated balloon.
3.3. Predict what will happen to the air inside the 2 balloons when you untie them. Record your predictions.
3.4. hold each of the balloon and carefully undo their twisted tie on the neck. Observe and record your data.
Q6. Describe and explain the shape of the air inside the round and elongated balloon.
Q7. What happened to the air inside the balloons when these were untied?
Q8. Air is a mixture of a gases. From your observations in Step 3, what can you conclude about the shape
and volume of a gas?
Prepared by: GRACIE ANN M. DY – EED 5 Instructor
Reference: Teaching Science in the Elementary Grades
(Chemistry and Biology)
MODULE 1: PROPERTIES OF MATTER
Activity 2: Classify Objects and Materials into Solid, Liquid and Gas
Procedure:
1. Classify the materials listed below into solid, liquid or gas. List the names of the objects or materials
where they appropriately belong. Give reasons for groupings them together.
2.
Oxygen bottled milk bag cotton
Block of wood air sweat oil
Reasons for
grouping
Classification of Materials together
Matter
Solid
Liquid
Gas
Prepared by: GRACIE ANN M. DY – EED 5 Instructor
Reference: Teaching Science in the Elementary Grades
(Chemistry and Biology)
MODULE 1: PROPERTIES OF MATTER
Activity 3
1. Make a list of objects or materials that you see at home, in school, in your environment.
From the list identity 10 solids, 10 liquids, 10 gases, 10 objects which you are in doubt of its
classification. Make an explanation for your grouping. You may follow the table format below.
10 solid objects 10 liquid objects 10 gas objects 10 unclassified objects
Reason for grouping Reason for grouping Reason for grouping Reason for not
including in the solid,
liquid, gas
2. With your partner, research on the web about QUARKS. Share your findings.
Prepared by: GRACIE ANN M. DY – EED 5 Instructor
Reference: Teaching Science in the Elementary Grades
(Chemistry and Biology)
MODULE 1: PROPERTIES OF MATTER
Activity 4
Answer the following questions below
1. What is the best way to teach the concept – state of matter to let students have a first-hand
experience and make them understand better?
2. What state of matter, do you consider difficult to teach? Why?
Reflection:
As a future teacher, what insights have you have learned from Lesson 1? Include Science processes
that your future learners may need.
Prepared by: GRACIE ANN M. DY – EED 5 Instructor
Reference: Teaching Science in the Elementary Grades
(Chemistry and Biology)
