ALEX Resources

   View Standards     Standard(s): [SC2015] (2) 4 :

4 ) Provide evidence that some changes in matter caused by heating or cooling can be reversed (e.g., heating or freezing of water) and some changes are irreversible (e.g., baking a cake, boiling an egg).

[SC2015] (2) 10 :

10 ) Collect and evaluate data to identify water found on Earth and determine whether it is a solid or a liquid (e.g., glaciers as solid forms of water; oceans, lakes, rivers, streams as liquid forms of water).

[MA2019] (2) 16 :

16. Create a picture graph and bar graph to represent data with up to four categories.

a. Using information presented in a bar graph, solve simple "put-together," "take-apart," and "compare" problems.

b. Using Venn diagrams, pictographs, and "yes-no" charts, analyze data to predict an outcome.

[MA2019] (2) 1 :

1. Use addition and subtraction within 100 to solve one- and two-step word problems by using drawings and equations with a symbol for the unknown number to represent the problem.

This lesson allows students to use the properties and characteristics of solids, liquids, and gases to determine how different variables affect states of matter.  Students predict what will happen and spend short amounts of time daily to observe and record data.  Students will graph their data into charts to see patterns and solve math problems. 

This lesson was created as a part of the 2016 NASA STEM Standards of Practice Project, a collaboration between the Alabama State Department of Education and NASA Marshall Space Flight Center.

   View Standards     Standard(s): [SC2015] (2) 9 :

9 ) Create models to identify physical features of Earth (e.g., mountains, valleys, plains, deserts, lakes, rivers, oceans).

[SC2015] (2) 10 :

10 ) Collect and evaluate data to identify water found on Earth and determine whether it is a solid or a liquid (e.g., glaciers as solid forms of water; oceans, lakes, rivers, streams as liquid forms of water).

Navigate around the island to explore various landforms and water bodies in this interactive game from PLUM LANDING. Journey around the island and pick up trash to unlock information—including videos and ground-level and aerial images—about specific landforms and water bodies. Students use the game and associated supports to observe, identify, and record characteristics of common landforms and water bodies as they navigate and represent the landscape from an aerial perspective on a map.

   View Standards     Standard(s): [SC2015] (2) 1 :

1 ) Conduct an investigation to describe and classify various substances according to physical properties (e.g., milk being a liquid, not clear in color, assuming shape of its container, mixing with water; mineral oil being a liquid, clear in color, taking shape of its container, floating in water; a brick being a solid, not clear in color, rough in texture, not taking the shape of its container, sinking in water).

[SC2015] (2) 10 :

10 ) Collect and evaluate data to identify water found on Earth and determine whether it is a solid or a liquid (e.g., glaciers as solid forms of water; oceans, lakes, rivers, streams as liquid forms of water).

[SC2015] (5) 3 :

3 ) Examine matter through observations and measurements to identify materials (e.g., powders, metals, minerals, liquids) based on their properties (e.g., color, hardness, reflectivity, electrical conductivity, thermal conductivity, response to magnetic forces, solubility, density).

All matter can exist in three forms: solid, liquid, or gas. Matter can change states through heating or cooling, and it is sure to change states when it reaches its boiling point or freezing point.

The classroom resource provides a video that will explain the three states of matter and how matter can change states. There is a karaoke song that students can learn to help them remember the characteristics of the states of matter. This resource can provide background information for students before they conduct their own investigations. There is also a short test that can be used to assess students' understanding.

   View Standards     Standard(s): [SC2015] (2) 10 :

10 ) Collect and evaluate data to identify water found on Earth and determine whether it is a solid or a liquid (e.g., glaciers as solid forms of water; oceans, lakes, rivers, streams as liquid forms of water).

[SC2015] (5) 15 :

15 ) Identify the distribution of freshwater and salt water on Earth (e.g., oceans, lakes, rivers, glaciers, ground water, polar ice caps) and construct a graphical representation depicting the amounts and percentages found in different reservoirs.

Oceans contain 97% of the water on the Earth and are home to a huge number of living creatures. Most of these creatures, about 90% of them, live near the water’s surface, where the pressure is not so great and they can get some light.

The classroom resource provides a slide show that will explain why the ocean is salty and describe different organisms that live in the ocean. There is also a short test that can be used to assess students' understanding.

   View Standards     Standard(s): [SC2015] (2) 10 :

10 ) Collect and evaluate data to identify water found on Earth and determine whether it is a solid or a liquid (e.g., glaciers as solid forms of water; oceans, lakes, rivers, streams as liquid forms of water).

[ELA2021] (2) 4 :

4. Orally answer who, what, when, where, why, and how questions about a text or conversation, using complete sentences to provide key ideas and details.

The teacher will present an informational text from the website, ReadWorks. The students and teacher can interact with this non-fiction text by annotating the text digitally. The students will answer the questions associated with the article as an assessment. This learning activity can be used to provide students with information about liquid water on Earth, serve as reinforcement after students have already learned this concept, or be used as an assessment at the conclusion of a lesson.

   View Standards     Standard(s): [SC2015] (2) 10 :

10 ) Collect and evaluate data to identify water found on Earth and determine whether it is a solid or a liquid (e.g., glaciers as solid forms of water; oceans, lakes, rivers, streams as liquid forms of water).

[ELA2021] (2) -3 :

R3. Expand background knowledge and build vocabulary through discussion, reading, and writing.

[ELA2021] (2) 27 :

27. Identify the text structures within literary and informational texts, including cause and effect, problem and solution, and sequence of events.

[ELA2021] (2) 30 :

30. Read and comprehend literary and informational texts.

a. State and confirm predictions about a text.

b. Use background knowledge to make connections to new text.

c. Draw conclusions based on the text.

The teacher will present an informational text from the website, ReadWorks. The students and teacher can interact with this non-fiction text by annotating the text digitally. The students will answer the questions associated with the article as an assessment. This learning activity can be used to provide data about solid water (ice and snow) found on Earth. This activity includes a question set on cause and effect, which will help students describe the connection between scientific ideas and processes.