Science- States of Matter

5th Grade
Kathryn Hejnicki and Lauren Peterson
Logical/ Mathematical
Activity
Balloon experiment
Materials
Balloon, water bottle, baking soda, vinegar, funnel
Directions
Have the kids split into groups and Give each group a balloon, water bottle, funnel, and pre measured cups of baking
soda and vinegar. Have the kids use their funnel to pour their baking soda, then their vinegar into their water bottle.
Quickly after the vinegar is poured in, have the kids put their balloon over the mouth of the water bottle, then have
them observe what happens to the balloon. After the experiment is complete, have a class discussion about where they saw
the 3 different states of matter.

Why it suits this intelligence?

This suits logical intelligence because the kids are observing and experimenting with the different states of matter,
and are gaining a clear understanding about the similarities and differences between each.
Visual/ Spatial
Activity
States of matter poster making
Materials
Poster paper and writing utensils (markers, colored pencils, crayons, ect)
Directions
Have the kids split into groups and give each group a piece of poster paper. Each group will be assigned a state of matter, and are responsible to
research and display characteristics about the state including: definition, examples, what the molecules look like in that state, and at least 5
other additional characteristics unique to that state

Why it suits this intelligence?

This suits visual intelligence because the kids are making posters that will be reliable visual tools that they can refer to throughout the year.
Body/ Kinesthetic
Activity
States of matter fly swat
Materials
Vocabulary cards, the white board, and 2 fly swatters
Directions
Arrange all of the vocabulary cards on the whiteboard in a random order. Then, have the kids split in half and give each group a fly swatter.
Then, tell the groups to each send up one team member at a time with the fly swatter. The volunteers from each team will have their back facing
the board while the teacher reads a question or definition aloud. Once either of the students knows the answer, they will turn around and swat
the word on the board that they think is the answer to the question. *the 2 students playing cannot receive help from the rest of their team,
the first word they swat is their final answer, and the team with the highest number of points wins.

Why it suits this intelligence?

This suits kinesthetic intelligence because the kids are getting out of their chairs to play the team game, while also testing their knowledge
and reaction skills at the same time.
Musical/ Rhythmic
Activity
Creating a matter song/ rap
Materials
A piece of technology (ipad, ipod, computer, phone, ect)
Directions
Have the kids split into groups and give each group a piece of technology to use to film their song. Tell the kids that they can use a video app
(iMovie, wevideo, splice, ect) to create a 1-2 minute video of their group singing a rap/ song that they wrote about the states of matter. If
needed, show the kids an example of what you are looking for: https://www.youtube.com/watch?v=oAqompxk7fY

Why it suits this intelligence?

This suits musical intelligence because you are allowing the students to come up with a song ot rap that will help them learn more about what
they are learning.
Naturalist
Activity
Categorizing things as matter or nonmatter
Materials
-T-Chart labeled matter and nonmatter
-Container of water with a line marking the water level
One
-Rock Per
-Straw table
-Small cup of Liquid soap
-Flashlight
-Music
Directions
Hand each student a copy of the T-Chart and give on of each of the materials to each table group. Explain that matter is anything that takes up space and that in this model, anything thats
matter will cause the water to move. Instruct each group to drop the rock into the container of water and observe what happens. Have them remove the rock and categorize the rock in their
chart as matter or non matter. Next, have them blow bubbles with their straw. Have them categorize the air and straw as matter or nonmatter. Next, have them pour the soap into the water,
observe, and categorize. Turn off the lights in the room and go around to each group and shine the flashlight through each container and have them categorize light. Play music and have
them observe what happens to the water and then categorize the music. Have the class share their T-Charts and discuss why each thing is considered matter or non matter.

Why it suits this intelligence?

This suits the naturalistic intelligence because it gives the students an opportunity to categorize every day objects as matter or nonmatter. They also got to make observations about how each
thing influences the water.
Interpersonal
Activity
Group sort-it
Materials
-Pictures of solids, liquids, and gases in plastic baggies (1 per group)
Directions
Have each group work together to sort the pictures into the categories of solids, liquids, and gases. When each group is done, check their work
and have them explain why their group decided to put each picture in the category they did. Make sure each student in the group is helping and
providing their opinions and ideas.

Why it suits this intelligence?

This suits the interpersonal intelligence because the students are collaborating and working in groups to sort the pictures. They are able to
share their ideas with others as well as gain and understanding of the ideas of other students.
Intrapersonal
Activity
Flipped lesson
Materials
-worksheet
-video for students to watch
-Devices (1 per student)
Directions
Have the students watch the video and complete the worksheet independently. After everyone is done, go over any questions they may have and
give a quick overview of the lesson.

Why it suits this intelligence?

This suits the intrapersonal intelligence because the students are working independently to complete a self-directed lesson.
Verbal or Linguistic
Activity
States of matter Booklet
Materials
Construction Paper
Markers
Colored Pencils
Directions
Have each student create a booklet identifying and explaining the 3 states of matter. First, tell them to fold their paper into thirds to create the booklet. On the
outside have them create a title (ex Three States of Matter). Have them put the following information for each state of matter: name, brief
definition/description, pictorial representation of what the molecules look like, 3-5 examples. Once they have all of the information, have them add color and
decorate as they wish.

Why it suits this intelligence?

This suits the verbal/linguistic intelligence because are getting to describe each state of matter and get to create a booklet with each state of matter for easy
referral later on. They are using words to explain each state of matter.