1. Office of Academics - Department of Science
Grade 3
Big Idea 8:
Properties of Matter
Qtr 1 Topic III
Office of Academics - Department of Science

2. Office of Academics - Department of Science
Benchmarks
SC.3.P.8.3 Compare materials and objects according to properties such as size, shape, color, texture, and hardness.
LAFS 3.RI.1.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
LAFS.3.W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
MAFS.3.MD.2.4 Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units—whole numbers, halves, or quarters.
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3. What is Matter? Matter is anything that has mass and takes up space.
Everything you can see, smell, or touch is matter.
When you blow air in a balloon, the air takes up space.
Engage: To start class discussion, ask students if they know what matter is. Ask them if they think air is matte, why is air matter if they can’t see it? Students must understand that anything that takes up space is matter, even when you can’t see it, smell it, or touch.
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4. All the matter around you is a solid, a liquid, or a gas.
Engage: Students must know the three states of matter are solid, liquid, gas. To review, click on the Discovery Education video icon and watch: A Closer Look at the State of Matter (4:35 mins.) Teacher must be logged on to Discovery Education via Teacher portal.
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5. What physical properties do all solids have in common?
The particles in solids are close together and vibrate in place. For this reason:
A solid has its own definite shape and definite volume.
A solid keeps its shape even when it moves.
Explore and Explain: Have students name some solids they can see in the classroom. Then ask what properties they all have in common? Click on the underlined blue word solids to be display how particles move in all solids.

6. What physical properties do all liquids have in common?
The particles in liquids are not as close together as the particles in solids and move more freely than particles of solids. For this reason:
Liquids have a definite volume.
Liquids take the shape of their container.
Liquids can be poured from one container to another.
Explore and Explain: Have students name some liquids they can see in the classroom. Then ask what properties they all have in common? Click on the underlined blue word liquids to be display how particles move in all liquids.

7. What physical properties do all gases have in common?
The particles in gases move freely in all directions. For this reason:
Gases have no definite size or shape.
A gas take the shape of its container.
A gas will fill all the space inside a container.
Explore and Explain: Click on the underlined blue word gases to be display how particles move in a gas.

8. States of Matter Foldable
Explain/Evaluate: Ask students to create their own foldable naming, defining, and giving examples of the three states of matter.
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9. Office of Academics - Department of Science
A property is a characteristic of matter that you can observe and/or measure.
Engage/Explain: Properties of matter.
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10. Office of Academics - Department of Science
Matter has…
SIZE
MASS
SHAPE
Explain: Ask students to find an object from their school supplies, and to observe and name some of its properties.
WEIGHT
TEXTURE
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11. Properties of Matter can be
Qualitative –observed through the use of our senses.
1. Size (small-large)
2. Shape
3. Color
4. Odor
5. Texture
6. Hardness
7. Luster (shiny or dull)
Explain/Evaluate: Define qualitative and quantitative properties of matter. Teacher may ask students to give examples of a time they described matter as qualitative (only using their senses) and quantitative (measuring how many, how much). A
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12. Properties of Matter can be
Quantitative –tell how many, or how much. Rulers, meter sticks, balances, graduated cylinders, are tools used to obtain specific and precise measurements.
1. Length/width/height
2. Volume
3. Mass
4. Temperature
Explain/Evaluate: Define qualitative and quantitative properties of matter. Teacher may ask students to give examples of a time they described matter as qualitative (only using their senses) and quantitative (measuring how many, how much). A
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13. Mystery MATTER (Show What You Know)
4. Use these observations to write a description including properties that will help others identify this mystery matter.
5. Share your description with classmates and have them guess what your mystery object is.
Pick a small object that will fit in a paper bag.
Make quantitative observations (mass, length, height, volume…)
Make qualitative observations (texture, luster, flexibility, magnetic …)
Explain/Evaluate: Independent activity to help students review Properties of Matter.
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14. Office of Academics - Department of Science
Properties of Matter
Qualitative –observed through the use of our senses.
Quantitative –tell how many, or how much. Rulers, meter sticks, balances, graduated cylinders, are tools used to obtain specific and precise measurements.
Evaluate: Students may want to use this table to describe the properties of their mystery matter.
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15. Share Each Group’s Observations
Explain/Evaluate: Have each group share their qualitative and quantitative observations of objects listed.
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16. Office of Academics - Department of Science
Apply Concepts
How could you turn a qualitative observation to a quantitative observation? (Independent work)
Explain what you learned about matter and how it relates to your daily life.
Evaluate: Teacher may use student’s reflection as part of assessment.
Office of Academics - Department of Science