Solids, Liquids and Gas

Grade Level:
3-4

Subject Areas:
Science

Setting:
Classroom

Skills:
Creative thinking, deduction

Prior Preparation: Make a list
on the chalkboard of the
reasons why water is
important. Give a brief
explanation of the hydrologic
cycle and explain that water
comes in three forms: solid,
liquid, and gas. Give students
an opportunity to discuss
what interests them most
about water (such as
swimming in it, fishing in it,
skiing on it, etc.). After each
interest is expressed, have
class decide which form of
water that interest
demonstrates.

Vocabulary:
gas, liquid, solid

South Dakota Education
Standards for 4th grade:
Science
4.P.1.1; 4.P.1.2; 4.P.1.3

Objective: Students will try to identify the three states of matter: solid, liquid, and gas. They
will learn that water is the only substance in the world that exists naturally in each form.

Materials: solids, liquids, gas chart copies, ice cube, glass of water, steaming water in a cup,
colored items sheet - copied

Background: Water is found throughout our planet in one of three forms: solid, liquid, or gas.
Water in the solid form is either an ice or crystal formation. Water in liquid form is found in
river, lakes, streams, aquifers, and oceans. Water in a gaseous state is usually suspended in the
air and invisible to the eye, most of the time. We usually identify the vapor as steam.

In its pure form, water is a good solvent, meaning it can be dissolved or mix with many
substances. It is found everywhere and covers three-quarters of the planet. Water makes up
75% of the human body. The total amount of water on earth stays the same, and the same
water that exists now has always existed.

Procedure:
Make one copy for each student of the solids, liquid, gas chart. Photo copy the colored item
sheet and pass this out with the chart.

Show students the ice cube, the steaming water in the cup and the glass of water. Identify
which state of matter the water is in. Review with them that water is the only substance on
earth that occurs naturally in all three states of matter.

Students will try to identify what state of matter each picture from the colored items sheet is
in. Please note that some items can be placed in more than one category (ex: the lemonade
picture shows solids - the ice cube, glass and straw and liquid - the lemonade).

After students have completed their lists have a class discussion about their choices. Have the
class brainstorm about some of the more interesting answers to determine whether there are
more possibilities that each student could add to their lists based on the other student's
observations.

Extensions:
Divide a poster board into three sections with a broad-tipped marker and label each section
as solid, liquid, or gas. From old magazine, have students cut out pictures of water in each of
these states and glue them to the poster board.

It has been proposed that icebergs in the Antarctic be towed to desert countries for use as
drinking water. You can now buy bottled water from melted glacial ice in European countries.
Discuss with the students the use of glaciers or icebergs as sources of water. What would be
the advantages and disadvantages of doing this?

Vocabulary Glossary:
Gas: A state of matter; a gas always has the same shape as the container it fills
Liquid: A state of matter; a liquid always has the same shape as its container
Solid: A state of matter; a solid generally has a shape of its own